Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago
Existing studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While students (particularly females) with strong expressed preferences for single-sex schools benefit, most students perform no better at single-sex schools. Girls at single-sex schools take fewer sciences courses and more traditionally female subjects.
I am deeply grateful to Marcia Riley and I would like to thank Yvonne Lewis, Rosaline Mendez and Simone Rawlins of the Trinidad and Tobago Department of Education Research and Evaluation for allowing me to access their data, their assistance and generosity. I also thank Dan Benjamin, and Diane Schanzenbach for helpful comments. All errors are my own. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research.
Jackson, C. Kirabo., "Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago," Journal of Public Economics, Volume 96, Issues 1–2, February 2012, Pages 173-187. citation courtesy of