Abstract
Students’ out-of-school activities and time use can play a crucial role in facilitating the effect of schools on students’ achievement. Using data from Seoul, South Korea, where students are randomly assigned into schools, we show that when single-sex schools improve students’ test performance, their effect is positive on students’ time spent on study-related out-of-school activities. Our results indicate that out-of-school activities explain roughly 21%–30% of the effect of single-sex schooling on test performance.
| Original language | English |
|---|---|
| Pages (from-to) | 369-393 |
| Number of pages | 25 |
| Journal | Oxford Bulletin of Economics and Statistics |
| Volume | 81 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2019 Apr |
Bibliographical note
Funding Information:School-level measures include the fraction of students receiving lunch support and the fraction of students whose families receive government welfare which we sourced from the NAEA school survey and the Ministry of Education, Science and Technology’s website. Furthermore, we check whether the net student transfer rates and dropout rates (grade 10 in 2009 and grade 11 in 2010) differ by school types. Net transfer rate would show whether students non-randomly transfer in and out of their schools and dropout rate would show whether there may be non-random attrition due to dropout. If net transfer rates and dropout rates are low and they do not differ much by school type, then compliance with school assignment and attrition are unlikely to bias our estimates.
All Science Journal Classification (ASJC) codes
- Statistics and Probability
- Social Sciences (miscellaneous)
- Economics and Econometrics
- Statistics, Probability and Uncertainty