Single Sex Schools

Topics: Education, Gender, Single-sex education Pages: 9 (1079 words) Published: April 16, 2015
Single-Sex Schools vs.
Coed Schools
By: Karina Galvis and Julia Lopez

Background Inform ation
▪ Single-sex education has been growing in popularity
since the 2002 No Child Left Behind Act was passed,
allowing local educational agencies to use “Innovative
Programs” funds to support same-gender schools and
classrooms “consistent with existing law.” The U.S.
Department of Education loosened its Title IX regulation
in 2006 to diminish prohibitions on single-sex education.

Reasons W hy Single-Sex Schools are m ore
ective than Coed Schools…
▪ Boys and girls differ in the way they act, how they learn, and in their interests and abilities. They need an educational environment custom-made to meet their unique needs.
▪ Without boys in their classes, girls are more likely to be leaders and reach higher levels of achievement, which leads to greater selfconfidence and higher professional ambitions. ▪ Many students may find it easier to participate actively in classes where everyone is the same sex. Others enjoy the camaraderie that often connects classmates at single-sex schools.

▪ The stereotypical thinking that girls don't perform as well as boys in math and science may cause girls to hold back in those classes or not take those classes for fear of underachieving. Likewise, single sex language arts classes may help to dislodge stereotypical thinking that indicates males don't perform as well as females in language arts.

Reasons Continued…
▪ Though many boys' and girls' schools are at the top of their game academically, they often have a more relaxed environment. This relaxed environment is created, in part, because boys and girls don't need to worry about impressing the other gender. The students can be themselves in class, and they can speak openly and honestly. At the same time, students in single-sex schools are often more willing to take risks because they do not fear falling on their face in front of the other sex. As a result, the classrooms in these schools are often dynamic, free, and bursting with ideas and conversation expressing a great education.

▪ ▪ ▪


Purpose: Researchers from the University of Pennsylvania traveled to Seoul South Korea. In Seoul Korea, students are RANDOMLY assigned either to single-gender or to coed high schools. Students cannot "opt out" of either the single-gender format or the coed format. This policy of random assignment was instituted in 1974 specifically to prevent clustering of students from particular backgrounds at particular schools.

Idea: The scholars from Penn realized that the random nature of the assignment creates the opportunity to compare single-gender schools with coed schools, without the usual problems which would accompany any attempt at a similar comparison among North American schools. The researchers found no differences between the single-gender and the coed schools in terms of teacher quality or in teacher training. Class sizes in the boys' schools were no different than in the typical coed school, and class sizes were actually slightly larger in girls' schools than in the typical coed school. There were no differences in socioeconomic background or prior academic achievement between students attending single-gender schools and those attending coed schools.

Results: Girls attending girls' schools were significantly more likely to attend a 4-year college compared with girls attending coed schools. Likewise, boys who graduated from boys' schools were significantly more likely to attend a 4-year college compared with boys who graduated from coed schools. Boys at boys' schools also earned significantly...
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