Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago
AbstractExisting studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago, students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While females with strong expressed preferences for single-sex schools have better 10th grade exam performance due to attending single-sex schools between grades 6 and10, most students perform no better at single-sex schools. Girls at single-sex-schools take fewer sciences courses.
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Bibliographic InfoArticle provided by Elsevier in its journal Journal of Public Economics.
Volume (Year): 96 (2012)
Issue (Month): 1 ()
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Web page: http://www.elsevier.com/locate/inca/505578
Single-sex schools; School quality; Student achievement;
Other versions of this item:
- C. Kirabo Jackson, 2011. "Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago," NBER Working Papers 16817, National Bureau of Economic Research, Inc.
- I20 - Health, Education, and Welfare - - Education - - - General
- J0 - Labor and Demographic Economics - - General
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