 Why Are Single-Sex Schools Successful?Christian Dustmann, Hyejin Ku and Do Won Kwak () Labour Economics, 2018, vol. 54, issue C, 79-99 Abstract: We exploit two unusual policy features of academic high schools in Seoul, South Korea—random assignment of pupils to high schools within districts and conversion of some existing single-sex schools to the coeducational (coed) type over time—to identify three distinct causal parameters: the between-school effect of attending a coed (versus a single-sex) school; the within-school effect of school-type conversion, conditional on (unobserved) school characteristics; and the effect of class-level exposure to mixed-gender (versus same-sex) peers. We find robust evidence that pupils in single-sex schools outperform their counterparts in coed schools, which could be due to single-sex peers in school and classroom, or unobservable school-level covariates. Focusing on switching schools, we find that the conversion of the pupil gender type from single-sex to coed leads to worse academic outcomes for both boys and girls, conditional on school fixed effects and time-varying observables. While for boys, the negative effect is largely driven by exposure to mixed-gender peers at school-level, it is class-level exposure to mixed-gender peers that explains this disadvantage for girls. Keywords: Gender; Single sex schools; School inputs; Random assignment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:labeco:v:54:y:2018:i:c:p:79-99 DOI: 10.1016/j.labeco.2018.06.005 Access Statistics for this article Labour Economics is currently edited by A. Ichino More articles in Labour Economics from Elsevier |
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