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

Abstract

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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File URL: http://www.uq.edu.au/economics/abstract/487.pdf
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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
Contact details of provider: Postal: St. Lucia, Qld. 4072
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Web page: http://www.uq.edu.au/economics/Email:


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  16. Victor Lavy & Analia Schlosser, 2011. "Mechanisms and Impacts of Gender Peer Effects at School," American Economic Journal: Applied Economics, American Economic Association, vol. 3(2), pages 1-33, April.
  17. Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
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  19. 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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