Alice Sullivan
Heather Joshi
Diana Leonard  

Institute of Education, University of London  

ABSTRACT:

This article 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, 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, 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.

KEYWORDS: academic attainment, gender, longitudinal, school, single sex

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