Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

被引：54

作者：

Eisenkopf, Gerald ^{[1
,2
]}

Hessami, Zohal ^{[1
]}

Fischbacher, Urs ^{[1
,2
]}

Ursprung, Heinrich W. ^{[1
]}

机构：

[1] Univ Konstanz, D-78457 Constance, Germany

[2] Thurgau Inst Econ, Kreuzlingen, Switzerland

来源：

JOURNAL OF ECONOMIC BEHAVIOR & ORGANIZATION | 2015年 / 115卷

关键词：

Single-sex schooling; Peer effects; Education; Student achievement; TEACHER LIKE ME; GENDER-DIFFERENCES; SELF-CONCEPT; STUDENT-ACHIEVEMENT; CLASS-SIZE; GIRLS; COMPETITION; MATHEMATICS; MOTIVATION; PRESSURE;

D O I：

10.1016/j.jebo.2014.08.004

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

We study the effects of random assignment to coeducational and single-sex classes on the academic performance of female high school students who all face the same curriculum. The students' academic performance is observed over a time period of up to four years. Our estimation results show that single-sex schooling improves the performance of female students in mathematics. This positive effect is particularly large for female students with high ex-ante ability. 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. (C) 2014 Elsevier B.V. All rights reserved.

引用

页码：123 / 143

页数：21

共 63 条

[1] Interaction terms in logit and probit models [J].