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Gender, single-sex schooling and maths achievement
ARTICLE

, , , National University of Ireland Maynooth, Rhetoric House, Ireland

Economics of Education Review Volume 35, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper uses a distinctive feature of the Irish education system to examine the impact of single-sex education on the gender difference in mathematical achievement at the top of the distribution. The Irish primary school system is interesting both for the fact that many children attend single-sex schools, and because these single-sex schools are part of the general educational system, rather than serving a particular socio-economic group. In keeping with research on other countries, we find a significant gender gap in favour of boys, but contrary to suggestions in the literature, our results provide no evidence that single-sex schooling reduces the gap. If anything, the gender differential is larger for children educated in single-sex schools than in coeducational schools.

Citation

Doris, A., O’Neill, D. & Sweetman, O. (2013). Gender, single-sex schooling and maths achievement. Economics of Education Review, 35(1), 104-119. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.04.001

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