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Research ArticleArticle

Can Introducing Single-Sex Education into Low-Performing Schools Improve Academics, Arrests, and Teen Motherhood?

C. Kirabo Jackson
Published online before print December 06, 2019, 0618-9558R2; DOI: https://doi.org/10.3368/jhr.56.1.0618-9558R2
C. Kirabo Jackson
Northwestern University, Department of Education and Social Policy, 2120 Campus Drive, Evanston 60208
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Abstract

In 2010, the Ministry of Education in Trinidad and Tobago converted 20 low-performing secondary schools from coeducational to single-sex. I exploit these conversions to identify the policy-relevant causal effect of introducing single-sex education into existing schools (holding other school inputs constant). After accounting for student selection, boys in single-sex cohorts at conversion schools score higher on national exams taken around age 15, both boys and girls take more advanced coursework, and girls perform better on secondary-school completion exams. There are also important non-academic effects; all-boys cohorts have fewer arrests as teens, and all-girls cohorts have lower teen pregnancy rates. Survey evidence suggests that these single-sex conversion effects reflect both direct gender peer effects due to interactions between classmates, and indirect effects generated through changes in teacher behavior.

JEL
  • I20
  • J00

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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Can Introducing Single-Sex Education into Low-Performing Schools Improve Academics, Arrests, and Teen Motherhood?
C. Kirabo Jackson
Journal of Human Resources Dec 2019, 0618-9558R2; DOI: 10.3368/jhr.56.1.0618-9558R2

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Can Introducing Single-Sex Education into Low-Performing Schools Improve Academics, Arrests, and Teen Motherhood?
C. Kirabo Jackson
Journal of Human Resources Dec 2019, 0618-9558R2; DOI: 10.3368/jhr.56.1.0618-9558R2
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