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

被引：52
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
收藏
页码：123 / 143
页数：21
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