Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817

Autor/in	Jackson, C. Kirabo
Institution	National Bureau of Economic Research
Titel	Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817
Quelle	(2011) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Assignments; Single Sex Schools; Course Selection (Students); Admission Criteria; Foreign Countries; Academic Achievement; Females; Science Curriculum; Bias; Secondary School Students; School Choice; Decision Making; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Course selection; Student; Students; Kurswahl; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Ausland; Schulleistung; Weibliches Geschlecht; Sekundarschüler; Choice of school; Schulwahl; Decision-making; Entscheidungsfindung; Trinidad und Tobago
Abstract	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. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10