This article, found on the ERIC database, discusses some of the history of how single-sex schools has started coming back into implementation as well as some of the study questions being addressed while evaluating if this type of setting is actually benefiting students.
The history of single-sex schools coming back into the education world was influenced by the No Child Left Behind Act in 2001, which gave authorization for single-sex schools to exist. Also, recent Amendments to Title IX have allowed more flexibility to promote this type of school.
Questions addressed in this article regarding same-sex schools include the academic outcomes of students, the causes of these outcomes, the characteristics of schools participating in this phenomenon, perceived benefits and disadvantages, and questions and methodology needed to help address these questions in the future.
Results of this study show:
-mixed results as to whether these schools are helpful
-little evidence of substantial changes in the curriculum
-great evidence of a more positive academic and behavioral relationship between the teacher and the student
-decreased distraction to learning, increasing academic achievement
-both quantitative and qualitative data needs to be used to continue research
Citation added: Riordan, Cornelius, Bonnie Faddis, Margaret Beam, Andrew Seager, Adam Tanney, Rebecca DiBiase, Monya Ruffin, and Jeffrey Valentine. “Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics.” US Depatment of Education (2008). ERIC. Mabee Library, Topeka, KS.
Although this is good research, it is tough to be able to make these assumptions because there are so many different variables that go into this type of research. How will we ever truly know if this type of school setting will be best for our future students and their learning?
