Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.
Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.
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单性别学校对高考和大学出勤的因果影响：首尔高中的随机分配。
DOI：
10.1007/s13524-012-0157-1
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发表时间：
2013
期刊：
影响因子：
3.5
通讯作者：
Choi,Jaesung
中科院分区：
文献类型：
--
作者：
Park,Hyunjoon;Behrman,JereR;Choi,Jaesung
尽管有大量文献论述了单一性别学校的潜力，但由于学生对学校类型的选择，对单一性别学校的影响没有达成共识。我们利用首尔学校教育的一个独特的特点--将学生随机分配到男女同校的高中--来评估男女同校学校对大学入学考试成绩和大学出勤率的因果影响。我们对随机分配的验证显示，参加单性别学校和男女同校学校的学生的社会经济背景和先前的学业成绩相当，这增加了我们对单性别学校影响的因果估计的可信度。三级分层模型显示，就读全男校或全女校，而不是男女同校的学校，与韩语和英语考试成绩的平均分较高显著相关。应用学区固定效应模型，我们发现，单一性别的学校比男女同校的学校产生更高比例的毕业生谁参加了四年制大学和毕业生谁参加了两年制大专的比例较低。即使我们考虑到学校一级的各种变量，如教师质量、师生比例、获得午餐支助的学生比例以及学校是公立还是私立，单性别学校的积极影响仍然很大。
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.