All or Nothing? The Impact of School and Classroom Gender Composition on Effort and Academic Achievement / Soohyung Lee, Lesley J. Turner, Seokjin Woo, Kyunghee Kim.

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Lee, Soohyung

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Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w20722.Publication details: Cambridge, Mass. National Bureau of Economic Research 2014.Description: 1 online resource: illustrations (black and white)Subject(s):

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Abstract: We estimate the causal impact of school and classroom gender composition on achievement. We take advantage of the random assignment of Korean middle school students to single-sex schools, co-educational (coed) schools with single-sex classes, and coed schools with mixed-gender classes. Male students attending single-sex classes within coed schools score 0.10 of a standard deviation below male students in mixed-gender classes, and this achievement gap is entirely accounted for by classroom gender composition. Conversely, male students attending single-sex schools outperform their counterparts in mixed-gender classes by 0.15 of a standard deviation. The significant impact of single-sex schools on male students' achievement are not driven by classroom gender composition, but largely accounted for by increases in student effort and study-time. We find little evidence that classroom or school gender composition affect the outcomes of female students.

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Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w20722 (Browse shelf(Opens below))	Not For Loan

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December 2014.

We estimate the causal impact of school and classroom gender composition on achievement. We take advantage of the random assignment of Korean middle school students to single-sex schools, co-educational (coed) schools with single-sex classes, and coed schools with mixed-gender classes. Male students attending single-sex classes within coed schools score 0.10 of a standard deviation below male students in mixed-gender classes, and this achievement gap is entirely accounted for by classroom gender composition. Conversely, male students attending single-sex schools outperform their counterparts in mixed-gender classes by 0.15 of a standard deviation. The significant impact of single-sex schools on male students' achievement are not driven by classroom gender composition, but largely accounted for by increases in student effort and study-time. We find little evidence that classroom or school gender composition affect the outcomes of female students.