ERIC Number: ED516975
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817
Jackson, C. Kirabo
National Bureau of Economic Research
Existing studies on single-sex schooling suffer from biases due to student selection to schools and single-sex schools being better in unmeasured ways. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and cleanly estimate an upper-bound single-sex school effect. The upper-bound effects show that while students (particularly females) with strong expressed preferences for single-sex schools may benefit from attending them, most students perform no better at single sex schools. I show that the treatment effect for the typical single-sex student differs greatly from that of the average student. Girls at single-sex-schools take fewer sciences courses and more traditionally female subjects.
Descriptors: Assignments, Single Sex Schools, Course Selection (Students), Admission Criteria, Foreign Countries, Academic Achievement, Females, Science Curriculum, Bias, Secondary School Students, School Choice, Selection, Decision Making
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: Trinidad and Tobago
Grant or Contract Numbers: N/A