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Together or Separate: Disentangling the Effects of Single-Sex Schooling from the Effects of Single-Sex Schools

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To separately identify the effects of single-sex “schooling†versus single- sex “schoolsâ€, we exploit two unusual experiments in South Korea: students are randomly assigned to academic high schools within districts regardless of school types, and some schools changed their types from single-sex to coeducational over time. While the overall effects of attending a single-sex school are positive for both boys and girls, these are driven by the differences in resources between school types, rather than classroom gender composition per se. We find that coed (versus single-sex) classroom teaching itself has positive effects for boys, and neutral or negative effects for girls.

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Paper provided by School of Economics, University of Queensland, Australia in its series Discussion Papers Series with number 487.

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Date of creation: 09 Sep 2013
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Handle: RePEc:qld:uq2004:487

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  7. Scott E. Carrell & Marianne E. Page & James E. West, 2009. "Sex and Science: How Professor Gender Perpetuates the Gender Gap," NBER Working Papers 14959, National Bureau of Economic Research, Inc.
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  20. Changhui Kang & Cheolsung Park & Myoung-Jae Lee, 2007. "Effects of ability mixing in high school on adulthood earnings: quasiexperimental evidence from South Korea," Journal of Population Economics, Springer, Springer, vol. 20(2), pages 269-297, April.
  21. Joseph G. Altonji & Todd E. Elder & Christopher R. Taber, 2005. "An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schooling," Journal of Human Resources, University of Wisconsin Press, vol. 40(4), pages 791-821.
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