Girls at the single-sex schools did better in science and reading than girls in coed schools. Returning to grades and test scores: Even after controlling for students' academic ability and other background factors, both girls and boys did significantly better in single-sex schools than in coed schools. The game of who likes who, who's going out with who, who's cool and who's not, is what's really important at most coed schools. Numerous similar cases have been documented in the United Kingdom. Other studies have also shown disparities in language processing between the sexes, concluding that the language areas of the brain in many 5-year-old boys look similar to that of many 3-year-old girls Developmental Neuropsychology, Vol. Again, this study reported the familiar pattern: Schools of medium size about students per grade seemed to do best. Equal Representation A final argument in support of single-sex education is that in coed schools, female students still tend to gravitate away from technical classes.
In one remarkable study of 2, English high school students, girls at coed schools were found to lose ground to boys in science and vocabulary as they progressed through high school. They also were observed to play less with children of the other sex. These results suggest that children are strongly affected when the surrounding environment makes gender divisions explicit, even though they are already well aware of gender, Liben says. The occipital lobe, for example — the one most associated with visual processing — shows rapid development in girls 6 to 10 years old, while boys show the largest growth in this region after 14 years old. Bigler is co-editing a special issue of the journal Sex Roles slated for this year that will include several studies on single-sex schooling that have controlled for selection biases. For example, despite performing as well as boys in math courses, girls often doubt their ability to develop their math skills when faced with difficult material, according to research by Stanford University psychologist Carol Dweck, PhD. He decided to make the switch to single-sex classrooms in hopes of decreasing the discipline problem. Because these studies usually involve no change in resources -- the facilities and student-teacher ratios are the same before and after the switch -- the school serves as its own control; 3. Brian Walsh, who has been a principal at both boys' schools and coed schools, made this observation: Similar findings were reported by researchers at Cambridge University, who examined the effects of single-sex classrooms in schools in four different neighborhoods, including rural, suburban and inner-city schools. Same students, same teachers, same facilities. Teachers also draw parallels between brain and muscle development, reminding struggling students that the mind strengthens with effort, and that practice makes the work easier. Girls at single-sex schools attain the highest achievement; boys at single-sex schools are next; boys at coed schools are next; and girls at coed schools do worst of all. However, this belief sets him apart from many other researchers in the field, particularly outside the United States. The game of who likes who, who's going out with who, who's cool and who's not, is what's really important at most coed schools. The legislation was set up so that activities geared toward women were given the same financial support as those geared toward men. They went from being in a low percentile of something to 53 percent in writing. And, the rate of students going on to college has nearly doubled. Studies which focus only on grades and test scores won't detect any difference in outcome. Psychologists and education experts are likely to hear much more about this controversial issue as researchers on both sides continue their work. In fact, only 37 percent of the boys in the coed classes scored proficient on the state test, while 86 percent of the boys in the single-sex classrooms did. Numerous similar cases have been documented in the United Kingdom. Educator Graham Able published a study of student performance in 30 coeducational and single-sex schools in England. The students at the single-sex schools also developed better organizational skills, and were more involved in classroom activities. In fact, these researchers found that students at single-sex schools had not only superior academic achievement, but also had higher educational aspirations, more confidence in their abilities, and a more positive attitude toward academics, than did students at coed high schools. Students at coed schools tended to have gender-typical subject preferences: It is crucial that we in education recognise that.
Video about statistics on single sex education:
The Benefits of Single Sex Education Sylvia Brett
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