Making the case for single-sex education Those who advocate for single-sex education in public schools argue that: If the single-sex education movement continues, you may find yourself in a position to vote for or against it in your own community. However, the underlying mechanisms are different. Separate education for men and women paralleled the separate spheres that each was expected to occupy. The number of public schools offering single-sex classrooms rose from 4 in to in , according to the web site of the National Association for Single Sex Public Education. A form of education strongly associated with sex-segregation is that of Catholic schools , although many Catholic schools today are coeducational. Kasic indicates that the new regulations allow nonvocational public schools to still receive funding if they offer single-sex classes or entire single-sex schools, but in order to start these programs they have to have a governmental or educational objective. We build on Park et al. A driving force in the single-sex education movement is recent research showing natural differences in how males and females learn.
These programs are also required to be voluntary, so public schools cannot be required to offer these single-sex programs and if they do they cannot force students to participate in them. In light of our findings about the direct effect above, this finding suggests that the presence of girls in the same school even if not in the same cohort distracts boys from academic pursuits. A driving force in the single-sex education movement is recent research showing natural differences in how males and females learn. Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. This move gives parents and school districts greater flexibility. The American Council on Education reports that there is less academic disparity between male and female students overall and a far greater achievement gap between students in different racial, ethnic and socioeconomic groups, with poor and minority students children faring poorly. On the other hand, advocates of mixed education argue that boys in co-ed schools perform better as they are surrounded by female peers who are better behaved, and who perform better academically. For a sensitive boy or an assertive girl, the teaching style promoted by advocates of single-sex education could be ineffective at best or detrimental at worst. One mother, whose daughter has attended a girls-only school for three years, shared her experience on the GreatSchools parent community: Measuring public perception How does the general public view single-sex education? Gender, risk, and competition: A form of education strongly associated with sex-segregation is that of Catholic schools , although many Catholic schools today are coeducational. This is consistent with the findings reported in Park et al. After the Brown v. Here, we exploit school type changes in conjunction with the random school assignment , and compare cohorts that were exposed to either a single-sex or co-ed environment at both the school and classroom levels. For girls, however, it is classroom-level exposure to mixed-gender versus same-sex peers that explains the disadvantage from co-ed schooling. Since these regulations were approved the number of public schools offering single-sex programs has been on a steady incline due to the fact that the rules are more flexible. Putting this research into practice, however, has triggered a debate that extends beyond pure academics. Research questions and design We address this very question in a recent paper Dustmann et al. For example, they were allowed to have single gender classes for physical-education when there were contact sports involved and also for sex-education classes. Separate education for men and women paralleled the separate spheres that each was expected to occupy. As such, segregation by sex in schools became quite common during that era across the Southern US, with many single sex educational institutions being established. What is the direct effect of exposure to a single-sex versus co-ed environment on both school and classroom levels? These authors show, using data for a single cross-section for the year , that boys girls who were randomly assigned to all-boys all-girls schools outperform their counterparts at co-ed schools. Therefore, this parameter is of interest to students and parents in Seoul, but not generalisable to other settings.
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