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ERIC Number: ED516975
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: N/A
Abstractor: As Provided
Reference Count: 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.
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site:
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