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On reconstructing school segregation: The efficacy and equity of single-sex schooling

  • Billger, Sherrilyn M.

A change to Title IX has spurred new single-sex public schooling in the US. Until recently, nearly all gender-segregated schools were private, and comprehensive data for public school comparisons are not yet available. To investigate the effects of single-sex education, I focus on within private sector comparisons, and additionally address selection bias using an index comparing expectations to outcomes and quantile regressions. Compared to graduates from private coed schools, girls' school alumnae are no more likely to pursue college degrees, and both genders are less likely to meet their own educational expectations. However, single-sex schooling may support gender equity, as single-sex schools yield the least segregated college major choices. On the other hand, higher mean starting salaries among single-sex school graduates do not persistent in regression results. Much of the benefit from single-sex schooling accrues to students already likely to succeed, but selection bias does not explain all gains. There are some benefits for African-American men and low income students.

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Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 28 (2009)
Issue (Month): 3 (June)
Pages: 393-402

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Handle: RePEc:eee:ecoedu:v:28:y:2009:i:3:p:393-402
Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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  1. Neal, Derek, 1997. "The Effects of Catholic Secondary Schooling on Educational Achievement," Journal of Labor Economics, University of Chicago Press, vol. 15(1), pages 98-123, January.
  2. Sara J. Solnick, 1995. "Changes in women's majors from entrance to graduation at women's and coeducational colleges," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 505-514, April.
  3. Sander, William & Krautmann, Anthony C, 1995. "Catholic Schools, Dropout Rates and Educational Attainment," Economic Inquiry, Western Economic Association International, vol. 33(2), pages 217-33, April.
  4. Joseph G. Altonji & Todd E. Elder & Christopher R. Taber, 2005. "Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools," Journal of Political Economy, University of Chicago Press, vol. 113(1), pages 151-184, February.
  5. Sherrilyn Billger, 2002. "Admitting men into a women's college: A natural experiment," Applied Economics Letters, Taylor & Francis Journals, vol. 9(7), pages 479-483.
  6. 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.
  7. Christopher Jepsen, 2003. "The Effectiveness of Catholic Primary Schooling," Journal of Human Resources, University of Wisconsin Press, vol. 38(4).
  8. Evans, William N & Schwab, Robert M, 1995. "Finishing High School and Starting College: Do Catholic Schools Make a Difference?," The Quarterly Journal of Economics, MIT Press, vol. 110(4), pages 941-74, November.
  9. Koenker, Roger W & Bassett, Gilbert, Jr, 1978. "Regression Quantiles," Econometrica, Econometric Society, vol. 46(1), pages 33-50, January.
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