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School Gender Composition and Academic Performance: Evidence from Transition from Single-Sex to Coeducational Schools

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Issue Date
2017-10
Publisher
Institute of Economic Research, Seoul National University
Citation
Seoul Journal of Economics, Vol.30 No.4, pp. 409-430
Keywords
Gender composition of studentsSingle-sex schoolsCoeducational schoolsHigh school academic performanceCollege entrance examination score
Abstract
We examine how the gender composition of students within schools affects their academic performance. For causal identification, we exploit within-school variation in the gender composition because of policy-driven transitions from single-sex to coeducational schools. In Seoul, South Korea, several high schools were converted from single-sex to coeducational schools between 1998 and 2003, by the city superintendents Coeducational School Expansion Policy. We find that boys test score dropped when their schools began to admit girls based on administrative test score data on standardized college entrance examination. However, the negative effect disappeared when the school transition was complete. We find no effect on girls who were admitted to previously boys-only schools.
ISSN
1225-0279
Language
English
URI
https://hdl.handle.net/10371/138423
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College of Social Sciences (사회과학대학)Institute of Economics Research (경제연구소)Seoul Journal of Economics (SJE)Seoul Journal of Economics vol.30 no.1~4 (2017)
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