. Author manuscript; available in PMC: 2014 Apr 1.

Published in final edited form as: Demography. 2013 Apr;50(2):447–469. doi: 10.1007/s13524-012-0157-1

Table 3.

Three-level models of single-sex school effects on college entrance exam scores for girls

	Korean		English
	M1-1	M1-2	M2-1	M2-2
Fixed Effect
All-girls school (vs. coed)	1.267 (0.600)^*	1.392 (0.479)^**	1.318 (0.883)	1.441 (0.640)^*
Proportion of students receiving lunch support (0.01 unit)		−0.624 (0.055)^**		−0.978 (0.075)^***
Average years of teaching experience of teachers		−0.171 (0.094)^†		−0.152 (0.128)
Average years of schooling attained of teachers		1.495 (0.937)		2.228 (1.253)^†
Seniors-teacher ratio		0.157 (0.481)		0.530 (0.645)
Private school (vs. public)		0.442 (0.611)		0.784 (0.814)
Intercept, γ₀₀₀	100.966 (0.813)^***	100.988 (0.517)^***	100.935 (1.371)^***	101.008 (0.810)^***
Random Effect
Students (Level 1), e_ijk	299.2	299.2	333.2	333.2
Schools (Level 2), r₀_jk	9.3	3.8	21.0	7.4
Districts (Level 3), u₀₀_k	5.3	1.4	16.4	4.4

Notes: The analysis was conducted using data for 42,162 female students (42,042 for English) who are nested within 60 all-girls schools and 68 coeducational schools, which are, in turn, nested within 11 school districts. Values in parentheses are standard errors.

^†

p < .10;

p < .05;

^**

p < .01;

^***

p < .001