ABSTRACT

This study inquired into the effect of single-sex schooling on achievement of female adolescents. It used national examination data of 4,787 Polish female students (10 cohorts) attending single-sex and co-educational Catholic schools. We tested two sets of partially contradictory predictions derived from two different theoretical models explaining how and why achievement of female students in the two types of school may differ. The results of cross-classified random-effects regression models showed that after controlling for initial student and school differences female adolescents attending all-girls schools scored higher on the lower-secondary school exam in science and the humanities in comparison to those who attended co-educational schools. However, the difference was statistically significant only for science. The results were fully consistent with neither of the two adopted theoretical models, although provided more support for the one drawing upon peer effects. Although the effect of 17% of the exam scores standard deviation could be considered small, it appeared in the results of a high-stakes exam. Since the examination results were the main criterion for admission to the next-stage school, attending an all-girls school might significantly affect future educational career and job opportunities of young women.

摘要

本研究探讨了单一性别学校教育对女性青少年成就的影响。它使用了 4,787 名波兰女学生（10 组）在单性别和男女同校的天主教学校的国家考试数据。我们测试了来自两种不同理论模型的两组部分矛盾的预测，这些模型解释了两种学校中女学生的成绩如何以及为何不同。交叉分类随机效应回归模型的结果表明，在控制了初始学生和学校的差异后，在初中科学和人文学科的初中考试中，女青少年在科学和人文学科中的得分高于女青少年。教育学校。然而，这种差异仅在科学方面具有统计学意义。结果与两种采用的理论模型都不完全一致，尽管为利用同行效应的模型提供了更多支持。虽然 17% 的考试成绩标准差的影响可以认为很小，但它出现在高风险考试的结果中。由于考试成绩是进入下一阶段学校的主要标准，所以就读女子学校可能会显着影响年轻女性未来的教育事业和工作机会。