This study investigates the impact of single-sex versus coeducational schooling on students' decisions to pursue STEM fields at the university level. Using administrative data from eight undergraduate cohorts (2012-2019) at a prominent Australian university, we compare students with similar Australian Tertiary Admissions Ranks (ATARs) who could have feasibly enrolled in either school type of comparable quality under different circumstances. We control for individual characteristics and the academic quality of the high schools attended.
Our primary outcomes are the proportion of students from each school type choosing a STEM major and their weighted average marks for each year of university studies. Contrary to expectations, we find no evidence that a single-sex high school background increases STEM participation among girls at the university level. Interestingly, students from single-sex high schools show a higher propensity to choose a business major. Additionally, we find that the linear correlation between ATAR scores and first-year university grades is approximately 0.4. However, our analysis suggests that this relationship is better characterized as nonlinear rather than linear.
We use cookies to provide you with an optimal website experience. This includes cookies that are necessary for the operation of the site as well as cookies that are only used for anonymous statistical purposes, for comfort settings or to display personalized content. You can decide for yourself which categories you want to allow. Please note that based on your settings, you may not be able to use all of the site's functions.
Cookie settings
These necessary cookies are required to activate the core functionality of the website. An opt-out from these technologies is not available.
In order to further improve our offer and our website, we collect anonymous data for statistics and analyses. With the help of these cookies we can, for example, determine the number of visitors and the effect of certain pages on our website and optimize our content.