Coeducation, Academic Performance, and Subject Choice: Evidence from Quasi-Random Classroom Assignments

Autor/in	Park, Sangyoon
Titel	Coeducation, Academic Performance, and Subject Choice: Evidence from Quasi-Random Classroom Assignments
Quelle	In: Education Economics, 26 (2018) 6, S.574-592 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2018.1515310
Schlagwörter	Coeducation; Academic Achievement; Course Selection (Students); High School Students; Single Sex Classes; Gender Differences; Physics; Biology; Secondary School Science; Foreign Countries; Student Placement; Advanced Courses; South Korea + Suchen Sie Ihr Suchwort? Koedukation; Schulleistung; Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterkonflikt; Physik; Biologie; Ausland; Schülerpraktikum; Fortgeschrittenenunterricht; Korea; Republik
Abstract	I study the effect of coeducation on academic performance and science course enrollment using student-level data from a South Korean high school that, at the beginning of each academic year, quasi-randomly assigned students to either single-sex or coeducation classrooms. This paper presents two main findings. First, among girls with high achievements in Korean, coeducation increases the Korean exam scores by 0.11 standard deviations. Second, coeducation increases a girl's probability of enrolling in Physics, a math-intensive and boy-dominated science subject, by 71%, and increases a boy's probability of taking Biology by 34%. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01