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

Eisenkopf, Gerald; Hessami, Zohal; Fischbacher, Urs; Ursprung, Heinrich W.

doi:10.1016/j.jebo.2014.08.004

Cited by 86 publications

(62 citation statements)

References 67 publications

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“…They also can show improvement when placed alongside peers with similar ability levels (Duflo et al 2011). There is also literature that finds positive effects of girls' presence in the classroom on student performance (Eisenkopf et al 2014;Hoxby 2000;Hu 2015;Oosterbeek and Van Ewijk 2013). Much of the literature focuses on peer effects between roommates at universities.…”

Section: Previous Literaturementioning

confidence: 99%

The effect of class assignment on academic performance and labor market: Evidence from public federal university in Brazil

Motte¹,

Oliveira²

2020

WIDER Working Paper

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Can students' rank in the ability distribution of their class impact their academic achievement ? We aim to answer this question using a discontinuity generated by a rule for the distribution of students between classes at a prestigious Brazilian university. The rule means that in almost 30 per cent of its courses, the Federal University of Bahia allocates 50 per cent of the best students in the university entrance exam to the group that starts in the first semester, and the other 50 per cent to the group that starts in the second semester. We also explore the fact that the Federal University of Bahia was the first federal university in Brazil to adopt affirmative action for low-income individuals. In general, the results indicate that coming last among the best students of the first class negatively impacts student performance, and this effect is greater when considering students from affirmative action programmes and for courses in the field of technology. But the results in the labour market are not unique. Being in the first class could have positive or negative effects in terms of the labour market, depending on whether the students are part of the affirmative action quota or not.

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Section: Previous Literaturementioning

confidence: 99%

The effect of class assignment on academic performance and labor market: Evidence from public federal university in Brazil

Motte¹,

Oliveira²

2020

WIDER Working Paper

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“…Other research indicates that female students benefit more from single-gender schooling compared to males (Alon and Gelbgiser 2011;Else-Quest and Peterca 2015;Lee and Bryk 1986;Mullholland et al 2004), with such environments suggested to lessen the impact of gender stereotypes on females' interest and performance in STEM-related subjects (Inzlicht and BenZeev 2003;Shapka and Keating 2003). For example, females report higher competence beliefs and tend to achieve higher grades in mathematics and science when they are taught in single-gender relative to co-educational schools (Eisenkopf et al 2015;Hoffman 2002).…”

mentioning

confidence: 99%

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

Pennington¹,

Kaye²,

Qureshi³

et al. 2019

Preprint

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Research points to the positive impact that gendersegregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single-or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEMrelated (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixedgender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

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“…1 Direct evidence on single-sex education also largely confirms the benefits of homogeneous gender peer settings (Eisenkopf et al 2015;Jackson 2012;Lee et al 2014). Moreover, several studies have found that the gender composition of siblings also affects educational outcomes, but the evidence on gender peer effects of siblings is more mixed (Anelli and Peri 2015;Brunello and De Paola 2013;Butcher and Case 1994;Hauser and Kuo 1998;Parish and Willis 1993).…”

Section: Introductionmentioning

confidence: 95%

The effect of opposite sex siblings on cognitive and noncognitive skills in early childhood

Cyron

Schwerdt

Viarengo

2017

Applied Economics Letters

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Asian Development Bank InstituteThe Working Paper series is a continuation of the formerly named Discussion Paper series; the numbering of the papers continued without interruption or change. ADBI's working papers reflect initial ideas on a topic and are posted online for discussion. ADBI encourages readers to post their comments on the main page for each working paper (given in the citation below). Some working papers may develop into other forms of publication. Email: martina.viarengo@graduateinstitute.ch (corresponding author) Laura Cyron is a PhD candidate at the Graduate Institute of International and Development Studies, Geneva, Switzerland. Guido Schwerdt is professor of economics at the University of Konstanz, Germany. Martina Viarengo is associate professor of international economics at the Graduate Institute of International and Development Studies, Geneva and a faculty associate at the Harvard University, Center for International Development.The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of ADBI, ADB, its Board of Directors, or the governments they represent. ADBI does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequences of their use. Terminology used may not necessarily be consistent with ADB official terms.Working papers are subject to formal revision and correction before they are finalized and considered published.Asian Development Bank Institute Kasumigaseki Building 8F 3-2-5 Kasumigaseki, Chiyoda-ku Tokyo 100-6008, Japan AbstractWe investigate the effect of having opposite sex siblings on cognitive and noncognitive skills of children in the United States at the onset of formal education. Our identification strategy rests on the assumption that, conditional on covariates, the sibling sex composition of the two firstborn children in a family is arguably exogenous. With regard to cognitive skills, learning skills, and self-control measured in kindergarten, we find that boys benefit from having a sister, while there is no effect for girls. We also find evidence for the effect fading out as early as first grade.

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

Cited by 86 publications

References 67 publications

The effect of class assignment on academic performance and labor market: Evidence from public federal university in Brazil

The effect of class assignment on academic performance and labor market: Evidence from public federal university in Brazil

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students’ Scholastic Achievements

The effect of opposite sex siblings on cognitive and noncognitive skills in early childhood

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