Recent studies address the problem of student selection to schools. However, these studies make comparisons across schools or classes and may be confounded by unobserved differences between single-sex and coeducational environments (such as different curriculum, selectivity, or teacher quality). To isolate the effect of single-sex schooling from other confounding factors, one should compare outcomes in coeducational and single-sex classrooms with the same schooling environments, teachers, and external supports. The policy experiment in Trinidad and Tobago provides a unique opportunity for a credible comparison of this nature.
|Effective start/end date||6/1/13 → 12/31/16|
- Spencer Foundation (201400013)
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