in proportion to the number of males in the testing environment. The more males present, the lower the females’ math performance. In view of these differences, the researchers conclude that perhaps females benefit when placed in single-sex math classrooms. These findings, taken together, suggest that girls gain from learning environments where the message conveyed is that intelligence is not static but rather can be developed over time through experience and That takes us back to the single-sex findings from abroad. The third study examined students randomly assigned to single-sex and coeducational high schools in Seoul, South Korea. Random school assignment has been a matter of policy in both public and private schools in Seoul since 1974, thus mitigating the potentially skewed effects of both selection bias and the enthusiasm that comes with novel programs. The study found a significant correlation between attending an all-boys’ or an all-girls’ school and higher scores on Korean and English language tests. Graduates of single-sex schools also were more likely to attend a four-year college and less likely to attend a two-year college than graduates of coed schools. The researchers conclude that, even after accounting for school level variables such as teacher quality, student-teacher ratio, the proportion of students receiving free lunch, and whether the school was public or private, the positive effects of single-sex schooling were “substantial.” An additional study from Germany addressing the continued math gap favoring boys is also worthy of note. Even though students were not randomly assigned to separate or mixed groups, the findings nonetheless suggest that single-sex schooling may be a psycho-social variable influencing visual-spatial skills related to math achievement. In that case, researchers compared the performance of 250 students, in 8th and 12th grades, attending single-sex (84 girls) and coed (84 girls and boys each) Gymnasia (academic high schools) in solving a mental
in proportion to the number of males in the testing environment. The more males present, the lower the females’ math performance. In view of these differences, the researchers conclude that perhaps females benefit when placed in single-sex math classrooms. These findings, taken together, suggest that girls gain from learning environments where the message conveyed is that intelligence is not static but rather can be developed over time through experience and That takes us back to the single-sex findings from abroad. The third study examined students randomly assigned to single-sex and coeducational high schools in Seoul, South Korea. Random school assignment has been a matter of policy in both public and private schools in Seoul since 1974, thus mitigating the potentially skewed effects of both selection bias and the enthusiasm that comes with novel programs. The study found a significant correlation between attending an all-boys’ or an all-girls’ school and higher scores on Korean and English language tests. Graduates of single-sex schools also were more likely to attend a four-year college and less likely to attend a two-year college than graduates of coed schools. The researchers conclude that, even after accounting for school level variables such as teacher quality, student-teacher ratio, the proportion of students receiving free lunch, and whether the school was public or private, the positive effects of single-sex schooling were “substantial.” An additional study from Germany addressing the continued math gap favoring boys is also worthy of note. Even though students were not randomly assigned to separate or mixed groups, the findings nonetheless suggest that single-sex schooling may be a psycho-social variable influencing visual-spatial skills related to math achievement. In that case, researchers compared the performance of 250 students, in 8th and 12th grades, attending single-sex (84 girls) and coed (84 girls and boys each) Gymnasia (academic high schools) in solving a mental
salomone-single-sexschooling.docx