The Impact of School and Classroom Gender Composition on Educational Achievement∗
نویسندگان
چکیده
We estimate the impact of peer gender composition on student achievement, exploiting the random assignment of Korean middle school students to single-sex schools, coeducational schools with single-sex classes, and coeducational schools with mixed-gender classes. Male students attending coeducational schools with single-sex classes perform worse than boys in mixed-gender classes, while those assigned to single-sex schools outperform all other boys. We provide suggestive evidence of teacher specialization in response to school gender composition: teachers in all-male schools adopt stricter discipline and teaching methods, while students increase in-school effort and time devoted to academic activities. Peer gender does not affect female students’ outcomes. JEL codes: I20, I21, J24
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