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How Korean SAT Scores Differ Between Coed and Single-sex Schools

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Authors

장민수

Advisor
황윤재
Major
사회과학대학 경제학부
Issue Date
2013-08
Publisher
서울대학교 대학원
Keywords
단성학교남녀공학처리효과비모수 가설검정확률적 지배
Description
학위논문 (석사)-- 서울대학교 대학원 : 경제학부, 2013. 8. 황윤재.
Abstract
Whether student academic achievement is better in single-sex schools has been controversial. Despite much research on this issue, it hardly seems to reach any consensus on the effect of single-sex schooling due to student selection into certain school types. I take advantage of a unique setting in the Republic of Korea, where students had been randomly assigned to high schools until 2009. Using the Korean data of students entering high schools in 2005, I observe that students' socioeconomic backgrounds are well-balanced between coed and single-sex schools. This supports the randomness of student assignment rule in Korea. Regarding the assignment to coed or single-sex schools as treatment, I estimate the treatment effect with parametric and semiparametric approach. Since household income and student studying time also affect Korean SAT (college entrance exam) scores, I primarily control for these factors.

For male students, attending single-sex schools rather than coed schools is shown to be significantly associated with higher KSAT scores. To further examine distributional consequences of this educational treatment, I conduct nonparametric hypotheses testing regarding conditional average treatment effect and first-order stochastic dominance across control variables. I consider univariate control, multivariate control, and a fixed control among two covariates. Male students in boys' high schools are shown to get higher scores than those in coed schools across all income level or study time, whereas girls' scores show no significant difference between two school types. However, fixing study time, hard-working male students seem not to be negatively affected by coed schooling.
Language
English
URI
https://hdl.handle.net/10371/134589
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