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Opportunities, achievement, and choice. Specifically, we assess causal effects of single-sex high schools on two pivotal educational outcomes. Similar to the results for girls, the estimated effect of all-boys schools for four-year college attendance rates is reduced after taking into account five school characteristics in Model Overall, the results in Table 2 suggest that if students in single-sex schools fare better than their counterparts in coeducational schools, it is not likely because single-sex schools have teachers of better quality, smaller numbers of students per teacher, or students from wealthier families. By reducing the influences of adolescent culture, therefore, single-sex schools may help students concentrate on academic learning. Average Years of Schooling Attained of Teachers. This similarity strengthens the claim that the student distribution among Seoul high schools is close to the random assignment. In Table 2 , the proportion of students receiving lunch support confirms the earlier finding. Of course, generalization from the Seoul experience to other contexts may be difficult because of other differences. The publisher's final edited version of this article is available at Demography. Also note that the KELS survey did not administer academic tests after respondents entered high schools. Our school-level data set lacks variables that directly measure school disciplinary climates or sociopsychological states for students, which would be useful to test these hypotheses on adolescent culture and self-esteem.
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