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

Listed author(s):
  • Gerald Eisenkopf

    ()

    (Department of Economics, University of Konstanz, Germany)

  • Zohal Hessami

    ()

    (Department of Economics, University of Konstanz, Germany)

  • Urs Fischbacher

    ()

    (Department of Economics, University of Konstanz, Germany)

  • Heinrich Ursprung

    ()

    (Department of Economics, University of Konstanz, Germany)

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’ selfconfidence 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 Department of Economics, University of Konstanz in its series Working Paper Series of the Department of Economics, University of Konstanz with number 2011-34.

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Length: 37 pages
Date of creation: 19 Sep 2011
Handle: RePEc:knz:dpteco:1134
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