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Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland

  • Gerald Eisenkopf
  • Zohal Hessami
  • Urs Fischbacher
  • Heinrich Ursprung

We study the effects of random assignment to coeducational and single-sex classes on the academic performance of female high school students. Our estimation results show that single-sex schooling improves the performance of female students in mathematics. This positive effect increases if the single-sex class is taught by a male teacher. An accompanying survey reveals that single-sex schooling also strengthens female students’ self-confidence and renders the self-assessment of their mathematics skills more level-headed. Single-sex schooling thus has profound implications for human capital formation and the mind-set of female students.

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Paper provided by CESifo Group Munich in its series CESifo Working Paper Series with number 3592.

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Date of creation: 2011
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Handle: RePEc:ces:ceswps:_3592
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