Abstract
This study examines the effect of ability mixing (as opposed to ability grouping) in secondary education on long-term personality development. To address endogeneity and selection issues, we exploit a high school education reform implemented in Korea in the 1970s. This reform is the change in the admission system of general high school from ability grouping to ability mixing. The results show that ability mixing has significant influences on some personalities in adulthood. In particular, mixing treatment decreases agreeableness and conscientiousness. We also find that these impacts on personalities are more pronounced among females.
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