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American Teacher September 2002--Speakout
Is single-sex education a proven strategy?
NO Jacqueline Woods: The jury is still out There is no conclusive evidence that single-sex education works better than co-education in helping students of both sexes succeed in school. In 1998, the American Association of University Women's (AAUW) Educational Foundation released Separated by Sex: A Critical Look at Single-Sex Education for Girls, which included a comprehensive review of research on the subject. The report found that existing research is inconclusive; there is no evidence that single-sex education is better than co-education. Several of the studies found that, while single-sex schools seem to have positive effects on girls' achievement compared to co-ed schools, closer examination reveals a more complex picture: Which students and which schools? Once the findings were adjusted for student socioeconomic status, pre-enrollment ability, selectivity of the school and other variables, the differences diminished or disappeared. Our research and that of others show that what makes a difference is not the gender composition of the classroom or the school, but smaller class size, a rigorous curriculum, high standards, parental involvement, discipline, good teachers and attention to eliminating gender bias. Comparing a small single-sex school with 20 children per class to a large co-ed school with 35 or 40 students in each class, it is clear that the former has an advantage in helping girls and boys both learn better. In an education landscape marked by problems of low achievement, violence, poverty, sexism, and racial and ethnic tensions, single-sex education won't cure our nation's education ills. The debate over single-sex education is a diversion from the real issue of improving public schools for all students--especially since 90 percent of all elementary and secondary students attend our nation's co-ed public schools. The authors of Separated by Sex point out that the long-term impact of single-sex education on girls or boys is unknown and that more research is needed. Because single-sex education takes place in limited arenas and under widely varying conditions, comparisons are difficult to draw from site to site, and findings about the strategy's effectiveness are often subject to interpretation. Single-sex education experiments do produce some positive results for some students in some cases. AAUW is committed to attaining an equitable learning environment for all students in our nation's co-educational public schools. We believe that stronger public schools can improve student achievement. There is no evidence that focusing on single-sex education and other quick fixes will improve the quality of public education. Policymakers must look for solutions that benefit co-educational public schools. And schools striving to achieve an equitable learning environment must adopt education strategies that will help all students learn better. Jacqueline Woods is executive director of the American Association of University Women.
YES Steve Dylinski: I see it succeed every day Attending a single-sex school historically has been an option only available to children from families wealthy enough to pay private school tuition. That is not the case in Philadelphia, where the Philadelphia High School for Girls has existed as part of the public school system for more than 150 years and has allowed girls to weigh carefully the assets and liabilities of pursuing their education in a single-sex setting. I teach at the school and can tell you that single-sex education works for many girls--a point supported not only by professional literature but also by the comments of my students. Our girls report feeling at ease in discussing personal items in class, less fear of peer sanctions when erring, less fear of asking questions, less fear of appearing "smart," and, significantly, less peer pressure to engage in high-risk behaviors. Even critics acknowledge that there are good single-sex schools. They maintain, however, that the strengths of these schools stem from smaller class sizes, good teachers, high academic expectations--anything but the single-sex environment itself. It's a view that simply doesn't wash with reality, students at the Philadelphia High School for Girls will tell you. To quote a student: "Some females are uncomfortable around males, and this school is a safe haven for those girls." My students report that they are glad that romantic life is separated from academic life--a plus for those who want a centered and focused educational experience. They cite the lack of distraction that comes when you avoid "all those relationship dramas that often permeate mixed schools." Another adds, "You are free to be and act yourself without having to impress the other gender." Many students also talk about how the single-sex environment creates a community that can break down barriers. "During my four years here, I've seen girls of different cultures, classes and religions supporting each other, caring about each other and learning together," one student said. Another referred to "a bond among the students that is hard to describe and wonderful to experience; looks don't matter here, fashion doesn't matter here, only you do." These benefits are widely acknowledged in many circles. Supreme Court Justice Ruth Bader Ginsburg noted that "single-sex education affords pedagogical benefits to at least some students." And research published in the Journal of Educational Psychology notes that all-girl schools showed a greater academic emphasis, a more competitive atmosphere and more interest in academics. Academically, the young ladies at Philadelphia High School for Girls have been successful, with more than 90 percent going to college. We field teams in many sports, provide many opportunities in the arts, and, of course, all our leadership positions are female, offering great experience in that area. Supported by research and the long-term success of our graduates, this single-sex school provides a viable alternative. This option does work. Steve Dylinski teaches math at Philadelphia High School for Girls and is a building rep for the Philadelphia Federation of Teachers .
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