Keywords

Academic achievement -- Florida, Elementary schools -- Florida, Florida Comprehensive Assessment Test, Mathematics -- Study and teaching (Elementary) -- Florida, Reading (Elementary) -- Florida, Single sex classes (Education) -- Florida

Abstract

The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students‟ achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys‟ classes, (b) single-gender all girls‟ classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys‟ class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest iv DSS 29 times (36%), and the single-gender girls‟ class achieved the highest DSS 7 times (9%).

Notes

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Graduation Date

2011

Semester

Summer

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Teaching, Learning, and Leadership

Format

application/pdf

Identifier

CFE0003885

URL

http://purl.fcla.edu/fcla/etd/CFE0003885

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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