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Using two nationally representative datasets, this paper examines how the imposition of a curfew on private cram schools affects the consumption of private tutoring services as well as the time use patterns of Korean high school students. To identify the impact of the curfew, this study capitalizes on inter-city/province variation in private cram school regulatory ordinances and estimates a difference-in-differences estimator between the years of 2009 and 2012. The findings indicate that the curfew was ineffective in reducing the level of household expenditure or the total number of hours spent on private tutoring. However, imposition of the curfew was found to be associated with increases in time spent on sleeping as well as in internet usage for non-academic purposes. Interestingly, changes in time use patterns were not found among students in the highest socio-economic status group indicating that the curfew policy may have certain unintended consequences. Policy implications are discussed.

This study explores the lasting impact of single-sex versus coeducational high schools on gender disparities in adult life in South Korea, which is a country characterized by marked gender inequality. Leveraging Seoul's unique policy of randomly assigning students to high schools, we examine how school type influences attainment of bachelor's degrees, working full time, and attitudes towards competition, risk taking, and working mothers. Our findings reveal that adult women in their 30s and 40s from all-girls high schools are more likely to earn at least a bachelor's degree, work full time, enjoy competition, take risks, and hold more positive attitudes towards working mothers compared to those from coeducational high schools. The effects of all-boys schools are not statistically significant across most outcomes. Our research highlights the potential of single-sex schooling, particularly all-girls schools, to help address gender inequality in Korea. This study fills a gap in the research by looking at the long-term impacts of single-sex high-school education on six work-related outcomes and suggests that such schools can help reduce gender disparities. Further research is needed to understand the specific mechanisms through which single-sex schooling influences these outcomes. [ABSTRACT FROM AUTHOR]