Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.     

In-State College Tuition Policies for Undocumented Immigrants: Implications for High School Enrollment Among Non-citizen Mexican Youth

This paper examines the secondary effects of policies that extend or deny in-state tuition to children of undocumented immigrants. Drawing upon repeated cross-sections of 15–17-year-olds in the Current Population Survey across 1997–2010, we assess changes in high school enrollment rates among Mexican-born non-citizen youth—a proxy for the undocumented youth population. We find that Mexican-born non-citizen youth living in states that deny in-state tuition benefits to undocumented youth are 49 % less likely to be enrolled in school than their peers living in states with no explicit policy. Conversely, Mexican-born non-citizen youth living in states that grant in-state tuition benefits to undocumented youth are 65 % more likely to be enrolled in school than their peers living in states with no explicit policy. The enactment of these policies is unrelated to changes in school enrollment among naturalized citizens. Our findings lend support to the proposition that that the implementation of in-state tuition policies sends signals to immigrant youth about their future educational possibilities in the long-term, which in turn influences the extent to which they engage in school in the short-term.     

Back to School: Racial and Gender Differences in Adults’ Participation in Formal Schooling, 1978–2013

Trends and gaps in educational attainment by race and gender have received much attention in recent years, but reports of these trends have generally focused on traditional-age college students. Little is known about whether and how enrollment in formal schooling among older adults (between 29 and 61 years old) has changed over time. In this article, I draw on Current Population Survey data from 1978 to 2013 to provide the most comprehensive analysis of trends in adults’ formal school enrollment by demographic group to date. Results indicate that adult black women in particular have seen relatively high growth rates in their enrollment. Black women were 85 % more likely to enroll in 2011 and 46 % more likely in 2013 than they were in 1978. Their growing advantage relative to other racial-gender groups owes largely to their increasing educational attainment rates overall, given the relationship between prior schooling and enrollment later in life. Taken together, this article’s findings suggest that adult enrollment is at once equalizing and disequalizing. On the one hand, it has the potential to narrow the gaps between those with some college experience and those with a four-year degree. On the other hand, patterns of adults’ participation in formal education are widening educational gaps between those with and without traditional-age college experience.     

Postimmigration investments in Education: a Study of Immigrants in the Netherlands

We use a unique data source to examine postimmigration investments in education among four immigrant groups in the Netherlands. We derive hypotheses from the Immigrant Human Capital Investment model (IHCI), which argues that immigrants' investments are an outcome of settlement intentions, skill transferability, and opportunity costs. The multinomial and ordered logistic regression analyses show that educational investments are stronger among immigrants with higher premigration education, immigrants from former colonies, immigrants who migrated for family reasons, and immigrants who arrived in periods of high unemployment. These findings generally support the IHCI model.     

Migration background and educational tracking

Research on immigrants’ educational disadvantages documents substantial immigrant–native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants’ less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant–native wage gap in Germany.     

Schulqualität, Schulerfolg und Gesundheit. Ergebnisse aus der österreichischen „Health Behaviour in School-Aged Children“-Studie

Based on the question, how school quality, academic achievement and health are linked to each other, the paper presents a research model that regards students’ health as a central educational resource that mediates between school quality and students’ academic achievement. The empirical test is based on the most recent data of the “Health Behaviour in School-aged Children” (HBSC) survey by using a structural equation model. The results indicate, that school quality influences students’ academic achievement as well as their health. According to our model, students’ health acts as a mediator between the quality of schools and students’ academic achievement.     

Structuring access to higher education: The role of differentiation and privatization

Building on cross-national stratification research that examines how institutional arrangements affect stratification processes, I explore how two characteristics of higher education systems, differentiation and privatization, shape access to postsecondary opportunities. Using hierarchical linear models and relying on variation in educational systems across states in the U.S., I demonstrate that differentiation and privatization structure access to higher education, albeit at times in previously unanticipated ways. Differentiation, which denotes the presence of community colleges, has a democratizing effect: it increases overall enrollment in postsecondary institutions as well as decreases the gap in enrollment between students from different social strata. Moreover, contrary to the diversion hypothesis, differentiation does not disproportionately divert students from less privileged family backgrounds from 4-year institutions. Differentiation does, nevertheless, divert another group of students: those with lower test scores. The results also indicate that privatization has little effect on overall access to higher education, although it influences migration of students, facilitating out-of-state enrollment.     

Social Relations and School Life Satisfaction in South Korea

This study pays special attention to adolescents who are at the critical stage of social, cognitive and emotional development and their satisfaction with school life which is important for their educational experience and adult life. The purpose of this study is to examine how students’ relationships with friends, teachers and parents are associated with their school life satisfaction. We conducted hierarchical linear modeling with nationally representative data on 3,790 high school seniors in the consideration of different school types (general and vocational high schools) reflecting the contextual characteristics of South Korean education system. Our findings show that all those relations are associated with school life satisfaction and that some distinctive dimensions of each relation matter for students’ school life satisfaction. In particular, teacher-student relationship was found to shape students’ satisfaction with school life both at individual and school level. In spite of several limitations, the broad investigation of students’ social relations provided a policy implication for improving adolescents’ satisfaction with their school lives.     

Trade-offs in the family: Sibling effects on daughters’ activities in 1910

This paper uses the 1910 Census Public Use Sample to examine how the presence and activities of key family members shaped the labor force activity, domestic work, and schooling of working-age daughters. There is no evidence that daughters worked to send their brothers to school; parents practiced a more egalitarian distribution of resources than the literature suggests. Having brothers and sisters in school increased a daughter’s odds of attending school herself. Similarly, daughters with employed siblings were more likely to be gainfully employed. Nonetheless, parents allocated activities to sons and daughters in ways that reinforced traditional gender roles. Working brothers increase daughters’ likelihood of working in the home, while reducing their odds of attending school.     

When studying schooling is not enough: Incorporating employment in models of educational transitions

Several recent studies have demonstrated the importance of incorporating qualitative differentiation within educational systems in the study of class inequality in student transitions. We extend these endeavors by broadening the definition of differentiation to include participation in the labor market. As increasing proportions of students continue their educational journeys beyond compulsory schooling, they are considering not only whether to stay in school but also whether to simultaneously enter the world of work. Using data from the National Longitudinal Survey of Youth of 1997 (NLSY97), we show that family background influences not only whether students make specific educational transitions but also whether they combine those educational transitions with work. Student trajectories are also path dependent, with employment during one educational transition being related to specific transition patterns at a later point in time. Considering how students combine school and work reveals another dimension of differentiation which can be exploited by socioeconomically advantaged families to “effectively maintain” inequality in educational outcomes.     

Foreign and undocumented workers in California agriculture

In November 1986, the United States Congress passed the most sweeping reform of federal immigration laws in more than two decades. The major objective of the Immigration Reform and Control Act of 1986 is to curtail the flow of illegal immigrants into the United States. But the Act contains controversial provisions to assure agricultural producers who rely most heavily on illegal immigrants to harvest perishable crops that they will not suffer unfairly from changes in U.S. immigration laws. These special provisions for agriculture rest on two assumptions that heretofore have received little attention from researchers: (1) that agriculture now relies heavily on undocumented workers to harvest perishable crops, and (2) that growers hire undocumented labor because legal farmworkers are not available to work at wages growers can afford to pay. This paper presents preliminary findings from a study of the role of undocumented workers in California agriculture. The findings cast some doubt on the assumptions that undocumented workers are employed mostly in harvesting perishable crops and that growers hire illegal aliens because legal workers are not available. The analysis focuses on California because one-half of all undocumented immigrants in the United States are believed to live in this state.     

Illegal immigration,deportation policy,and the optimal timing of return

Countries with strict immigration policies often resort to deportation measures to reduce their stocks of illegal immigrants. Many of their undocumented foreign workers, however, are not deported but rather choose to return home voluntarily. This paper studies the optimizing behavior of undocumented immigrants who continuously face the risk of deportation, modeled by a stochastic process, and must decide how long to remain in the host country. It is found that the presence of uncertainty with respect to the length of stay abroad unambiguously reduces the desired migration duration and may trigger a voluntary return when a permanent stay would otherwise be optimal. Voluntary return is motivated by both economic and psychological factors. Calibration of the model to match the evidence on undocumented Thai migrants in Japan suggests that the psychological impact of being abroad as an illegal alien may be equivalent to as large as a 68 % cut in the consumption rate at the point of return.     

The Impact of Sense of Community in the School,Social Skills,and Exposure to Aggression and Victimization on Students’ Well-Being

Research suggests that sense of community in the school is a promising construct in terms of its ability to promote students’ well-being. However, mechanisms behind and the potential benefits of school sense of community have not been studied in detail. This cross-sectional study tested a model which examined the role of sense of community in the school, social skills, exposure to aggression, and victimization in shaping students’ well-being. The sample consisted of 1076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian Region of Liguria. Using a Bayesian estimation for a structural equation model, results showed that sense of community in the school directly predicted students’ social skills, exposure to aggression, and well-being and, indirectly (through social skills and exposure to aggression), victimization. In addition, we found that social skills were related to victimization. Finally, results showed that victimization was predicted by exposure to aggression and predicted well-being. The current study suggests that sense of community in the school and social skills are key variables for interventions that aim to prevent aggressive behaviors at school and to increase students’ well-being.     

Do amnesty programs reduce undocumented immigration? Evidence from Irca

This article examines whether mass legalization programs reduce future undocumented immigration. We focus on the effects of the 1986 Immigration Reform and Control Act, which granted amnesty to nearly 2.7 million undocumented immigrants. We report that apprehensions of persons attempting to cross the U.S.-Mexico border illegally declined immediately following passage of the law but returned to normal levels during the period when undocumented immigrants could file for amnesty and the years thereafter. Our findings suggest that the amnesty program did not change long-term patterns of undocumented immigration from Mexico.     

Undocumented workers in the labor market: an analysis of the earnings of legal and illegal Mexican immigrants in the United States

This paper studies the differences in earnings between Mexican legal and illegal immigrants in the United States. The analysis includes a cross-sectional examination of the wage differences between legal and undocumented workers as well as a longitudinal analysis examining the impact of legalization on the earnings of previously-undocumented workers. It is shown that the average hourly wage rate of male Mexican legal immigrants in the United States was 41.8% higher than that of undocumented workers while female legal immigrants earned 40.8% more. Though illegal immigrants have lower education and English proficiency, and a shorter period of residence in the United States, than legal immigrants, it is shown that differences in the observed characteristics of legal and illegal immigrants explain only 48% of the log-wage gap between male legal and illegal workers and 43% of the gap for women. An analysis of undocumented immigrants legalized after the 1986 U.S. immigration policy reform shows significant wage growth in the four years following legalization. These gains are due mostly to the change in legal status itself, not to changes in the characteristics of immigrants over time. Received: 7 July 1997/Accepted: 16 March 1998     

Methods for gauging the target populations that community colleges serve

For many community colleges, expanding enrollment demands coincide with shrinking resources, confronting policymakers with multiple competing constituencies of discouraged college-goers. At issue are whether community college enrollments are keeping pace with local growth among the subpopulations that typically attend community colleges; how enrollment levels might differ had participation rates remained unchanged; and which specific population groups, in which subareas of an overall region, are most affected by funding constraints. These issues focus attention on identifying and measuring the diverse populations such colleges serve. We present methods for tracking those populations (1) to gauge how completely (or incompletely) the local community college-going population is enrolling in various campuses, and (2) to delineate the functional service areas of individual campuses. Our methods have applicability to the needs of community college systems generally, especially where the size and geographic distribution of their populations are changing significantly through, for example, immigrant influx and regional expansion. These methods and measures add to the applied demographer’s repertoire of techniques for strengthening local decision-making.     

Mother’s home time and the production of child quality

This paper deals with the effect of mother’s time spent out of the labor force, and presumably in the home, on the “production” of child quality, where child quality is measured by intelligence (IQ), level of schooling attained, and market earning power. The results indicate that mother’s home time is most effective in producing (male) child quality for mothers who have attained relatively high levels of schooling. The results suggest that education programs which devote equal school resources to all (male) children do not necessarily provide equal educational opportunity and that the influence of family background on economic success is indirect, operating through home investments in children.     

The Subjective Well-Being of Immigrants: Pre- and Post-migration

In recent years, migration studies have increasingly shown that subjective well-being carries considerable weight in immigrant integration. Yet little is known about the subjective well-being of immigrants in their origin country (pre-migration) or its relation to their well-being in the host country. This paper examines the relationship between subjective well-being, both pre- and post-immigration, among North Americans who arrived in Israel during the past two decades. The study combines both quantitative and qualitative research methods. According to our quantitative findings, the labor market performance of North American immigrants in Israel is lower than in their origin countries. Further, we learned from the qualitative analysis that although the immigrants’ positions in the labor market were better in their origin countries, the immigrants perceived their standard of living in Israel to be the same as in their origin country—if not better—due to the low cost of services in Israel. The importance of the immigrant’s satisfaction from the current job in Israel was apparent in the findings of both methods. We also found that the subjective well-being of North American immigrants in Israel is relatively high, and most immigrants did not consider leaving Israel. The subjective well-being of the immigrants in Israel was found to be related to their social networks in their origin country, to their religious immigration motive and to their work satisfaction in Israel. The more supportive the immigrants’ families were of their decision to immigrate, the less the immigrants tended to consider leaving Israel. Immigrants with a religious motivation for immigrating to Israel were less inclined to leave, and the same was true for immigrants who were satisfied with their work in Israel. The qualitative data added important perspective on the immigrants’ social networks, this time in Israel. Interviewees reported having more supportive social networks in Israel, and a greater sense of community, although most of their contacts were within the Anglo community.     

Parental Divorce and Children’s Schooling in Rural Malawi

A growing body of literature has examined the impact of different types of family structures on children’s schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children’s schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children’s schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children’s schooling.     

Post-high school choices: New evidence from a multinomial logit model

A multinomial logit model is estimated to investigate the destination of students one-year after graduating from high school. The appropriate specification of the choice set available to high school leavers is as follows: private four-year college, public four-year college, private two-year college, public two-year college, employed and unemployed. We test for several possible combinations of these choices and find that these pooled models are all rejected in favour of the full model. The transition from high school to college and to work is more complex than previous studies have recognised. Received: 12 July 2002/Accepted: 2 November 2002 All correspondence to Jim Taylor. The authors are grateful to Steve Bradley and an anonymous referee for valuable comments on a previous draft of this paper. We alone are responsible for the errors and omissions. Anh Nguyen is grateful to the ESRC for providing financial support. Responsible editor: Daniel S. Hamermesh.