The effect of single-sex instruction in a large, urban, at-risk high school

    Authors

    B. H. Hoffman; B. A. Badgett;R. P. Parker

    Comments

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    Abbreviated Journal Title

    J. Educ. Res.

    Keywords

    achievement; behavior; coeducation; single-sex instruction; COEDUCATIONAL HIGH-SCHOOLS; TEACHER EFFICACY; ACHIEVEMENT; ATTITUDES; CONTEXT; IMPLEMENTATION; SCIENCE; POLICY; Education & Educational Research

    Abstract

    The authors used mixed methods to evaluate over 2 years the effectiveness of single-sex instruction (SSI) on achievement outcomes, instructional practices, teacher efficacy, student behaviors, and classroom culture in an urban, at-risk high school primarily composed of individuals from disadvantaged populations. Students grouped according to sex in algebra and English classes were compared with coeducational students by assessment of course grades, standardized test scores, classroom observations, surveys, teacher interviews, and a focus group discussion. Achievement results associated with SSI were inconsistent, with gains shifting between groups. The authors observed gains in algebra achievement for SSI in Year I but not in Year 2. Differences in English achievement were not observed between SSI and coeducational groups. Standardized test results indicated superior performance for coeducational students. SSI provided a supportive environment for girls, inducing greater participation and academic risk,taking. Teachers believed that the SSI environment was conducive to learning, whereas students denounced both the social and the academic benefits of SSI.

    Journal Title

    Journal of Educational Research

    Volume

    102

    Issue/Number

    1

    Publication Date

    1-1-2008

    Document Type

    Article

    Language

    English

    First Page

    15

    Last Page

    35

    WOS Identifier

    WOS:000259244300002

    ISSN

    0022-0671

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