Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago

C. Kirabo Jackson ()

Journal of Public Economics, 2012, vol. 96, issue 1, 173-187

Abstract: 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 females with strong expressed preferences for single-sex schools have better 10th grade exam performance due to attending single-sex schools between grades 6 and10, most students perform no better at single-sex schools. Girls at single-sex-schools take fewer sciences courses.

Keywords: Single-sex schools; School quality; Student achievement (search for similar items in EconPapers)
Date: 2012
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Citations: View citations in EconPapers (51)

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Working Paper: Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:pubeco:v:96:y:2012:i:1:p:173-187

DOI: 10.1016/j.jpubeco.2011.09.002

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