Japanese and Korean High Schools and Students in Comparative Perspective

Park, Hyunjoon

doi:10.1007/978-90-481-3993-4_10

Cited by 11 publications

(8 citation statements)

References 12 publications

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“…However, the results of the problem-solving test offered by PISA beginning with 2003 (Park, 2006) which requires a creative search for solutions, shows that, on the contrary, the East-Asian type of education represents one of the best methods of training for this type of exercise. Our hypothesis is that the weakness of the East-Asian model is, to a great extent, the result of the pressure placed on students for the entry into high school and university, which orientates school work toward cramming and training for the exam papers and which limits the meaning of achievement to the contest success.…”

Section: Results: the Pisa Successmentioning

confidence: 99%

Comparing OECD educational models through the prism of PISA

Bulle

2011

Comparative Education

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Section: Results: the Pisa Successmentioning

confidence: 99%

Comparing OECD educational models through the prism of PISA

Bulle

2011

Comparative Education

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“…Private schools are also subject to the random assignment of students. Therefore, students attending private and public schools do not differ significantly in terms of socioeconomic background (Park 2010). The Korean government also imposes uniform curriculum and tuition on public and private schools.…”

Section: Random Assignment To Seoul Schoolsmentioning

confidence: 99%

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

2012

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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.

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“…As mentioned earlier, because private schools are subject to the same random assignment as public schools, and the Korean government imposes uniform curriculum and tuition on public and private schools, the differences between public and private schools in Korea are not as marked as in other countries, especially with regard to factors that may possibly influence students’ BMI. Park (2010) finds that students attending private and public high schools do not differ significantly in terms of socioeconomic backgrounds. One possibly relevant difference between private schools and public schools is the gender composition of teachers.…”

Section: Resultsmentioning

confidence: 91%

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul

Choi

Park

Behrman

2015

Social Science & Medicine

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A growing body of research reports associations of school contexts with adolescents’ weight and weight-related behaviors. One interesting, but under-researched, dimension of school context that potentially matters for adolescents’ weight is the gender composition. If boys and girls are separated into single-sex schools, they might be less concerned about physical appearance, which may result in increased weight. Utilizing a unique setting in Seoul, Korea where students are randomly assigned to single-sex and coeducational schools within school districts, we estimate causal effects of single-sex schools on weight and weight-related behaviors. Our results show that students attending single-sex schools are more likely to be overweight, and that the effects are more pronounced for girls. We also find that girls in single-sex schools are less likely to engage in strenuous activities than their coeducational counterparts.

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Japanese and Korean High Schools and Students in Comparative Perspective

Cited by 11 publications

References 12 publications

Comparing OECD educational models through the prism of PISA

Comparing OECD educational models through the prism of PISA

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

Separating boys and girls and increasing weight? Assessing the impacts of single-sex schools through random assignment in Seoul

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