Do Single-Sex Classes Affect Achievement? An Experiment in a Coeducational University

Alison Booth, Patrick Nolen and Lina Cardona Sosa
Authors registered in the RePEc Author Service: Lina Cardona-Sosa

No 10221, CEPR Discussion Papers from C.E.P.R. Discussion Papers

Abstract: We examine the effect of single-sex classes on the pass rates, grades, and continued enrollment of students in a coeducational university. We randomly assign students to all-female, all-male, and coed classes and, therefore, get around the selection issues present in studies on single-sex education done on students in primary and secondary school. We find that one hour a week of single-sex education benefits females: females are 7.5% more likely to pass their first year courses and score 8% higher overall. Furthermore, females in all-females classes are roughly 9% more likely to continue studying economics and business at university than females who studied in coed classes. There is evidence that single-sex education causes women to adopt behaviors associated with better academic outcomes: such as attending more classes and doing optional assignments. However, these behavioral changes can explain, at most 40% of the all-female effect, suggesting that there is a large direct effect of single-sex education on outcomes.

Keywords: Single-sex; Education; Gender; Experiment (search for similar items in EconPapers)
JEL-codes: C91 C92 J16 J33 (search for similar items in EconPapers)
Date: 2014-10
New Economics Papers: this item is included in nep-edu, nep-exp and nep-ure
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Citations: View citations in EconPapers (4)

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