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June 18, 2008

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Well, I guess the good thing about it is that they will stop comparing. There is a difference between the boys and the girls. But sad part on this idea is their social growth.

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Thanks for your question. The performance results for single sex programs are truly mixed – in fact, a meta-analysis of studies of single sex programs revealed that there is little evidence of consistent advantages in single-sex schools for boys or girls. That does not make all single sex schools and programs unconstitutional or in

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Ms Schulman seems to be operating on the premise that single-gender classrooms are simply a mechanism for reinforcing gender stereotypes, and I think it is reasonable to suggest that in some cases this might well be the case. However, one of the primary thrusts of research into the topic revolves around ways to use single-gender classrooms to *break down* gender stereotypes by encouraging students to pursue subjects in which either girls or boys have traditionally been deficient in an atmosphere devoid of inter-gender conflicts and problems.

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I agree. I research in this area should be done and then practiced everyone. There are many schools in third world countries which have specific schools for boys and specific for girls only.

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Imagine what those high school scores would be without the missed learning in junior high...

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To the contrary, there is substantial evidence that they not only fail to meet schools’ academic goals but disserve their students as well.

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I would submit that the jury's still out: but simply dismissing possible options out of hand helps no one.

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that programs be equal and not based on generalizations about the interests and abilities of boys and girls. In other words, basing a single sex program on stereotypes will not meet these criteria.

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And other schools noticed no improvement resulting from single-sex classrooms.

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It seems strange to claim that "there still is [sic] no sound data that single-sex classrooms are effective." A brief google search would show that there is considerable evidence for the effectiveness of single-gender classrooms. Now, it must be admitted that there are lies, damn lies, and statistics, but I find it interesting that Ms Schulman doesn't cite any data while those supporting single-gender classrooms are quick to wave data around.

Ms Schulman seems to be operating on the premise that single-gender classrooms are simply a mechanism for reinforcing gender stereotypes, and I think it is reasonable to suggest that in some cases this might well be the case. However, one of the primary thrusts of research into the topic revolves around ways to use single-gender classrooms to *break down* gender stereotypes by encouraging students to pursue subjects in which either girls or boys have traditionally been deficient in an atmosphere devoid of inter-gender conflicts and problems.

At the end of the day, I would submit that the jury's still out: but simply dismissing possible options out of hand helps no one.

I invite comments or criticisms either on this blog or privately.

Dr William Behun
Penn State University
wab10@psu.edu

Jamie

How about the junior high level with all the social emotional issues. Don't you think during these years it would make a difference? State test scores show an inverted pyramid when showing the progress of students over time. In elementary there is gradual progress, a nosedive in junior high, and then a huge rebound at the high school level. Imagine what those high school scores would be without the missed learning in junior high...

Tamara

Thanks for your question. The performance results for single sex programs are truly mixed – in fact, a meta-analysis of studies of single sex programs revealed that there is little evidence of consistent advantages in single-sex schools for boys or girls. That does not make all single sex schools and programs unconstitutional or in violation of Title IX. To the contrary, before the Department of Education issued its 2006 regulations, there was clear guidance for schools on when programs, including math and science programs for girls, are permissible. But the programs profiled in the Post article, which clearly relied on stereotypes and assumptions about girls and boys, far from meet the rigorous standards of Title IX and the Constitution.

Trisha

I thought there was some evidence that girls did better in math classes with only girls. Have you heard that at all? I don't have the reference for it anymore I don't think.

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