![](https://d3ilqtpdwi981i.cloudfront.net/OtcoNjUO3ttfePCm4nGyZ2mhKG8=/425x550/smart/https://bepress-attached-resources.s3.amazonaws.com/uploads/43/ba/09/43ba096e-2934-4ca6-a906-cc2c6a857c98/thumbnail_BPFile%20object.jpg)
Article
Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago
Journal of Public Economics
(2012)
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 students (particularly females) with strong expressed preferences for single-sex schools benefit, most students perform no better at single-sex schools. Girls at single-sex-schools take fewer sciences courses and more traditionally female subjects.
Keywords
- Single-sex education,
- single-sex schooling,
- gender,
- education,
- school effects,
- course selection
Disciplines
Publication Date
February, 2012
Citation Information
Jackson, C. Kirabo. "Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago" Journal of Public Economics February 2012, Pages 173-187.