Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago / C. Kirabo Jackson.

Format:

Book

Author/Creator:

Jackson, C. Kirabo.

Contributor:

National Bureau of Economic Research.

Series:

Working Paper Series (National Bureau of Economic Research) no. w16817.

NBER working paper series no. w16817

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Other Title:

Single-Sex Schools, Student Achievement, and Course Selection

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2011.

Summary:

Existing studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While students (particularly females) with strong expressed preferences for single-sex schools benefit, most students perform no better at single-sex schools. Girls at single-sex schools take fewer sciences courses and more traditionally female subjects.

Notes:

Print version record

February 2011.