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.
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