Australian Bureau of Statistics. (2015). 4221.0 – Schools, Australia, 2014. Retrieved from:

Australian Council for Educational Research. (2008). Senior secondary achievement in member schools of the Alliance of Girls’ Schools. Camberwell, Vic: ACER.

Australia, Department of Education. (2015). Australian Student Prize. Retrieved from:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). My School. Retrieved from:

Bagshaw, E. (2015, May 27). Schools teach coding to get ahead of the pack. Retrieved from:

Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2011). The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept. A literature review. Educational research review. Retrieved from:

Bell, S., O’Halloran, K., Saw, J., & Zhao, Y. (2009). Women in science: Maximising productivity, diversity and innovation. Canberra: Federation of Australian Scientific and Technological Societies [now Science and Technology Australia].

Best, S., Pearson, P., & Webb, P. (2010). Teachers’ perceptions of the effects of single-sex and coeducational classroom settings on the participation and performance of students in practical physical education. In A. Rendimiento (Ed.), Congreso de la asociacion internacional de escuelas superiores de educacion fisica (pp. 1016-1027).

Biddle, S., Braithwaite, R., & Pearson, N. (2014). The effectiveness of interventions to increase physical activity among young girls: A Meta-analysisPreventative Medicine, 62, 119-131. DOI: 10.1016/j.ypmed.2014.02.009

Billger, S. (2007). Does attending predominately female schools make a difference? Labor market outcomes for womenJournal of Economics and Finance31(2), 166-185.

Booth, A. (2014, October 13). Could girls be better off in single-sex schools? Sydney Morning Herald. Retrieved from:

Booth, A., Cardona-Sosa, L., and Nolen, P. (2013). Do single-sex classes affect exam scores? An experiment in a co-educational university. Australian National University Centre for Economic Policy Research. Discussion Paper No. 679, 1-21.

Booth, A., Cardona-Sosa, L., and Nolen, P. (2014). Gender differences in risk aversion: Do single-sex environments affect their development? Journal of Economic Behavior & Organisation, 99 (March 2014), 126-154.

Booth, A., & Nolen, P. (2009a). Gender differences in risk behaviour: Does nurture matter? IZA Discussion Paper No. 4026.

Booth, A., & Nolen, P. (2009b). Choosing to compete: How different are girls and boys? IZA Discussion Paper No. 4027.

Booth, A., & Nolen, P. (2014). Can risk-taking preferences be modified? Some experimental evidence. CESifo Working Paper No. 4571.

Bradley, K. (2009). An investigation of single-sex education and its impact on academic achievement, discipline referral frequency, and attendance for first and second grade public school students. Ph.D. dissertation, Mercer University, United States — Georgia. Retrieved September 20, 2010, from Dissertations & Theses: Full Text. (Publication No. AAT 3374139).

Buser, T., Niederle, M., & Oosterbeek, H. (2014). Gender, competitiveness, and career choicesQuarterly Journal of Economics129(3), 1409-1447. DOI: 10.1093/qje/qju009

Cabezas, V. (2010). Gender peer effects in school: does the gender of schools peers affect students’ achievement? Ph.D. dissertation. Columbia University: New York. Retrieved March 16, 2011, from Dissertations & Theses: Full Text. (Publication No. AAT 3420752).

Cherney, I., & Campbell, K. (2011). A league of their own: Do single-sex schools increase girls’ participation in the physical sciences? Sex Roles, 65, 712-724. DOI: 10.1007/s11199-011-0013-6

Cribb, V., & Haase, A. (2016). Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girlsJournal of Adolescence, 46, 107-114 (published online 1 January 2016). DOI:

Diaconu, D. (2012). Modeling science achievement differences between single-sex and coeducational schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, and 2003. PhD thesis, Boston College (Lynch School of Education), Chestnut Hill, Massachusetts. Retrieved from:

Eisenkopf, G., Hessami, Z., Fischbacher, U., & Ursrung, H. (2011). Academic performance and single-sex schooling: evidence from a natural experiment in SwitzerlandCESIFO Working Paper No. 3592. Retrieved from Centre for Economic Studies website:

Eisenkopf, G., Hessami, Z., Fischbacher U., & Ursprung, H. (2015). Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland. Journal of Economic Behavior & Organization, 115, 123-143. DOI: 10.1016/j.jebo.2014.08.004

Fisher, J., Lang, C., & Forgasz, H. (2015, April 22). Girls gain confidence with IT when boys aren’t aroundThe Conversation. Retrieved from:

Gandara, F., & Silva, M. (2015). Understanding the gender gap in science and engineering: Evidence from the Chilean college admissions tests. International Journal of Science and Mathematics Education, published online 9 April 2015, [1-14]. DOI: 10.1007/s10763-015-9637-2

Gemici, S., Lim, P., & Karmel, T. (2013). The impact of schools on young people’s transition to university. Adelaide: NCVER.

Girls’ Schools Association. (2013a, November 20). How good are girls? Retrieved from:

Girls’ Schools Association. (2013b, December 9). Girls can do well in maths and physics. Retrieved from:

Hart, L. (2015). Benefits beyond achievement? A comparison of academic attitudes and school satisfaction for adolescent girls in single-gender and coeducational classroomsMiddle Grades Research Journal, 10(2), 33-48.

Hannay, T. (2016, January 27). Single-sex schools: cui bono? SchoolDash. Retrieved from:

Hill, A. (2015). The girl next door: The effect of opposite gender friends on high school achievementAmerican Economic Journal: Applied Economics, 7(3), 147-177. DOI: 10.1257/app.20140030

Holmgren, R. (2014). Steeped in Learning: The student experience at all-girls’ schools. Charlottesville, VA: National Coalition of Girls’ Schools.

Institute of Physics. (2012). It’s different for girls: The influence of schools. Retrieved from:

Institute of Physics. (2013). Closing doors: Exploring gender and subject choice in schools. Retrieved from:

Institute of Physics. (2015). Opening doors: A guide to good practice in countering gender stereotyping in schools. Retrieved from:

Jackson, C. K. (2016, May). The effect of single-sex education on academic outcomes and crime: Fresh evidence from low-performing schools in Trinidad and Tobago. National Bureau of Economic Research, Working Paper 22222. Retrieved from:

Johnson, D., & Gastic, B. (2014). Patterns of bullying in single-sex schools. Sexuality Research and Social Policy, 11(2), 126-136. DOI: 10.1007/s13178-014-0146-9

Kim, D. H., & Law, H. (2012). Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling. International Journal of Educational Development, 32(1), 92-103 (downloaded version unpaginated). Retrieved from:

Lee, K., & Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education, in M. Marshman, V. Geiger, & A. Bennison (Eds), Mathematics education in the margins, (pp. 357-364). Sunshine Coast, Queensland: MERGA. Retrieved from:

Link, S. (2012). Single-sex schooling and student performance: Quasi-experimental evidence from South Korea. Ifo Working Paper No. 146, Ifo Institute — Leibniz Institute for Economic Research at the University of Munich. Retrieved from:

Lu, L., & Rickard, K. (2014). Value added models for NSW government schools. NSW: Centre for Education Statistics and Evaluation, NSW Department of Education and Communities.

Lyu, M., & Gill, D. (2011). Perceived physical competence, enjoyment and effort in same‐sex and coeducational physical education classes. Educational Psychology, 31(2), 247-260. Retrieved from:

Mather, J., & Tadros, E. (2014, June 7). Australia’s maths crisis. Retrieved from:

McCulloch, K. (n.d.). The Australian maths crisis. Retrieved from:

Morrell, P. (2009). Single-sex classroom implementation in a predominantly low-income, public, urban elementary school: Perceptions, engagement, and achievement. Ph.D. dissertation, State University of New York. Retrieved from:

New Zealand Qualifications Authority [NZQA]. (2014). Top Scholar awards ceremony. Retrieved from:

Ontario Education Research Exchange. (n.d.). Gender stereotypes and musical instruments. Ontario Institute for Studies in Education, University of Toronto. Retrieved from:

Park, H., Behrman, J., & Choi, J. (2012). Causal effects of single-sex schools on college entrance exams and college attendance: Random assignment in Seoul high schools. PSC Working Paper Series, PSC 10-01. Retrieved from:

Paton, G., and Moore, M. (2009, March 18). Girls ‘do better in single-sex schools’The Telegraph. Retrieved from:

Rawlings, J. (2015). The effect of middle school music ensemble participation on the relationship between perceived school connectedness, self-reported bullying behaviors, and peer victimization. PhD dissertation, University of Michigan. Retrieved from:

Riordan, C., Faddis, B., Beam, M., Seagar, A., Tanney, A., & Valentine, J. (2008). Early implementation of public single-sex schools: Perceptions and characteristics. Report prepared by RMC Research Corporation for the US Department of Education. Jessup, Maryland: US Department of Education. Retrieved from:

Roberts, K. (2014). Engaging more women and girls in mathematics and STEM fields: The international evidence. Report prepared for the Australian Mathematical Sciences Institute. Retrieved from:

Royal Society of New Zealand. (2015). The Prime Minister’s Science Prizes. Retrieved from:

Ryan, C. (2016, August). The attitudes of boys and girls towards science and mathematics as they progress through school. Melbourne Institute Working Paper No. 24/16. Melbourne: Melbourne University. Retrieved from:

Sax, L. (2009). Women graduates of single-sex and coeducational high schools: Differences in their characteristics and their transition to college. Los Angeles: UCLA Graduate School of Education and Information Studies. Retrieved from:

Schneeweis, N., & Zweimuller, M. (2012). Girls, girls, girls: Gender composition and female school choiceEconomics of Education Review, 31(4), 482-500. DOI: 10.1016/j.econedurev.2011.11.002

Shulruf, B., Hattie, J., & Tumen, S. (2008). Individual and school factors affecting students’ participation and success in higher educationHigher Education, 56(5), 613-632.

Sullivan, A. (2009). Academic self-concept, gender and single-sex schoolingBritish Educational Research Journal35(2), 259-288.

Sullivan, A., Joshi, H., & Leonard, D. (2008). Single-sex schooling and academic attainment at school and through the life course. London: Centre for Longitudinal Studies, Institute of Education, University of London.

Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Educational Research Journal47(1), 6-36.

Titze, C., Jansen, P., & Heil, M. (2011). Single-sex school girls outperform girls attending a co-educative school in mental rotation accuracySex Roles. Published online. doi: 10.1007/s11199-011-9947-y

Top New South Wales schools in 2014. (2014, December 18). Good Schools Guide. Retrieved from:

Top VCE schools 2014. (2014, December 18). Good Schools Guide. Retrieved from:

Tully, D. & Jacobs, B. (2009). Effects of single-gender mathematics classroom on self-perception of mathematical ability and post secondary engineering paths: An Australian case study. Masters thesis, Harvard University, Massachusetts. Retrieved from:

Tully, D., & Jacobs, B. (2010). Effects of single-gender mathematics classroom on self-perception of mathematical ability and post secondary engineering paths: An Australian case studyEuropean Journal of Engineering Education35(4), 455-467. DOI: 10.1080/03043797.2010.489940

Walters, L. (2015, October 22). Single-sex schools offer girls more and deliver higher paid futures: Principal. Retrieved from:

Watson, C., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles46(9), 323-335.

Wilson, S. (2015, February 25). Teachers’ gender bias in maths affects girls later. Retrieved from:

Wong, K., Lam, Y. R., & Ho, L. (2002). The effects of schooling on gender differences. British Educational Research Journal, 28(6), 827-843. Retrieved from:

Woodward, L., Fergusson, D., & Horwood L. (1999). The effects of single-sex and coeducational secondary schooling on children’s academic achievement. Retrieved from:

Your School Top 100 Rankings Tables. (2015). Your School. Retrieved from: