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

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  • Jackson, C. Kirabo

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.

Suggested Citation

  • Jackson, C. Kirabo, 2012. "Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago," Journal of Public Economics, Elsevier, vol. 96(1), pages 173-187.
    • Handle: RePEc:eee:pubeco:v:96:y:2012:i:1:p:173-187
    DOI: 10.1016/j.jpubeco.2011.09.002
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    References listed on IDEAS

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    1. Weili Ding & Steven F. Lehrer, 2007. "Do Peers Affect Student Achievement in China's Secondary Schools?," The Review of Economics and Statistics, MIT Press, vol. 89(2), pages 300-312, May.
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    More about this item

    Keywords

    Single-sex schools; School quality; Student achievement;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J0 - Labor and Demographic Economics - - General

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