You are here:

Mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior: Evidence from a random assignment policy in Seoul, Korea
ARTICLE

Economics of Education Review Volume 52, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Single-sex schooling has been considered in many countries as a way to promote student achievement. This paper estimates the mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior—by exploiting the random assignment policy adopted in Seoul, Korea. Based on administrative data for a period of seven years, I find that, on average, the positive effects of single-sex schooling on test scores are small, especially when the parental and teacher sorting are accounted for. Although the magnitude of the estimated effects is small, I find that the effect is relatively larger for students in quantiles 0.5–0.8 of the distribution of test scores. The impact is trivial, on the other hand, for students located at the very bottom and the very top quantiles. Moreover, I do not find any differences, both practically and statistically, in major choice and test-taking behavior.

Citation

Sohn, H. (2016). Mean and distributional impact of single-sex high schools on students’ cognitive achievement, major choice, and test-taking behavior: Evidence from a random assignment policy in Seoul, Korea. Economics of Education Review, 52(1), 155-175. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2016.02.007

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References