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Single-Sex Schooling and Student Performance: Quasi-Experimental Evidence from South Korea

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  • Susanne Link
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    Abstract

    To obtain reliable estimates of the effects of single-sex education, I exploit the random assignment of students to single-sex and coeducational schools in South Korea. The results suggest that single-sex schooling is beneficial for girls in math, but has no effects for boys. Moreover, comparisons within and across gender reveal that girls with low supporting parental backgrounds at coeducational schools fall behind their peers which is partly explained by a rougher classroom climate at mixed schools. Several robustness checks confirm these results.

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    File URL: http://www.cesifo-group.de/portal/page/portal/DocBase_Content/WP/WP-Ifo_Working_Papers/wp-ifo-2012/IfoWorkingPaper-146.pdf
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    Bibliographic Info

    Paper provided by Ifo Institute for Economic Research at the University of Munich in its series Ifo Working Paper Series with number Ifo Working Paper No. 146.

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    Date of creation: 2012
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    Handle: RePEc:ces:ifowps:_146

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    Keywords: Single-sex education; student performance; random assignment; peer effects;

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    1. Favara, Marta, 2012. "The Cost of Acting "Girly": Gender Stereotypes and Educational Choices," IZA Discussion Papers 7037, Institute for the Study of Labor (IZA).
    2. Roland G. Fryer, Jr & Steven D. Levitt, 2009. "An Empirical Analysis of the Gender Gap in Mathematics," NBER Working Papers 15430, National Bureau of Economic Research, Inc.
    3. Gerald Eisenkopf & Zohal Hessami & Urs Fischbacher & Heinrich Ursprung, 2011. "Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland," TWI Research Paper Series, Thurgauer Wirtschaftsinstitut, Universität Konstanz 69, Thurgauer Wirtschaftsinstitut, Universität Konstanz.
    4. Gabriela Schütz & Heinrich W. Ursprung & Ludger Wö�mann, 2008. "Education Policy and Equality of Opportunity," Kyklos, Wiley Blackwell, Wiley Blackwell, vol. 61(2), pages 279-308, 05.
    5. Hendrik Jürges & Kerstin Schneider, 2010. "Central exit examinations increase performance... but take the fun out of mathematics," Journal of Population Economics, Springer, Springer, vol. 23(2), pages 497-517, March.
    6. George A. Akerlof & Rachel E. Kranton, 2000. "Economics And Identity," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 115(3), pages 715-753, August.
    7. 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.
    8. Wößmann, Ludger, 2003. "Schooling resources, educational institutions and student performance: The international evidence," Munich Reprints in Economics, University of Munich, Department of Economics 19661, University of Munich, Department of Economics.
    9. Victor Lavy & Olmo Silva & Felix Weinhardt, 2009. "The Good, the Bad and the Average: Evidence on the Scale and Nature of Ability Peer Effects in Schools," NBER Working Papers 15600, National Bureau of Economic Research, Inc.
    10. Victor Lavy & Analia Schlosser, 2011. "Mechanisms and Impacts of Gender Peer Effects at School," American Economic Journal: Applied Economics, American Economic Association, American Economic Association, vol. 3(2), pages 1-33, April.
    11. Kim, Taejong & Lee, Ju-Ho & Lee, Young, 2008. "Mixing versus sorting in schooling: Evidence from the equalization policy in South Korea," Economics of Education Review, Elsevier, Elsevier, vol. 27(6), pages 697-711, December.
    12. Billger, Sherrilyn M., 2009. "On reconstructing school segregation: The efficacy and equity of single-sex schooling," Economics of Education Review, Elsevier, Elsevier, vol. 28(3), pages 393-402, June.
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