. 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 4.

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

	Korean		English
	M1-1	M1-2	M2-1	M2-2
Fixed Effect
All-boys school (vs. coed)	2.181 (0.635)^**	1.309 (0.739)^†	3.047 (0.827)^**	2.472 (0.955)^*
Proportion of students receiving lunch support (0.01 unit)		−0.141 (0.048)^**		−0.225 (0.062)^**
Average years of teaching experience of teachers		0.040 (0.138)		−0.023 (0.178)
Average years of schooling attained of teachers		0.139 (1.237)		0.983 (1.600)
Seniors-teacher ratio		0.980 (0.667)		1.092 (0.861)
Private school (vs. public)		1.439 (0.834)^†		1.276 (1.076)
Intercept, γ₀₀₀	94.821 (0.986)^***	94.492 (0.936)^***	94.646 (1.473)^***	94.301 (1.384)^***
Random Effect
Students (Level 1), e_ijk	411.6	411.6	377.5	377.5
Schools (Level 2), r₀_jk	10.1	9.1	18.2	16.1
Districts (Level 3), u₀₀_k	8.5	6.4	20.1	15.7

Notes: The analysis was conducted for data of 46,191 male students (45,879 for English) who are nested within 68 all-boys 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