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Single-sex Schooling and Academic Attainment at School and through the Lifecourse

By Alice Sullivan, Heather Joshi and Diana Leonard


This paper examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, we find that single-sex schooling is positive for girls at age 16, but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. However, we find that single-sex schooling is linked to the attainment of qualifications in gender-atypical subject areas for both sexes, not just during the school years, but also later in life

Publisher: Centre for Longitudinal Studies, Institute of Education, University of London
Year: 2008
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