Dissertation/Thesis Abstract

Same Gender Classrooms and student achievement
by Viets, Amy L., Ed.D., Lindenwood University, 2009, 97; 3372345
Abstract (Summary)

Leonard Sax, executive director National Association for Single Sex Public Education (2008) noted, "Same Gender Classrooms have long existed in educational institutions" (p. 1). According to Cable and Spradlin (2008), "The option of single-sex schooling in public schools has emerged once again through federal policies associated with the No Child Left Behind Act of 2001…" (p. 1). The purpose of this study was to determine if Same Gender Classrooms impact state mandated test scores. More than a dozen schools throughout the Midwest implementing Same Gender Classrooms were contacted and interviewed. Test scores from schools implementing Same Gender Classrooms were compared to co-ed classroom test scores. This study focused on grades 5th – 8th communication arts and mathematics. Findings of the study showed students enrolled in Same Gender Classrooms tended to increase scores on state test scores, as well as to show a decrease in discipline and build higher, more positive self-esteem. In conclusion, implementation of Same Gender Classrooms is one program to assist with learning styles and increased tests scores for boys in communication arts and girls in mathematics.

Indexing (document details)
Advisor: Reid, Terry
Commitee: Devore, Sherry, Swofford, Brad
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 70/09, Dissertation Abstracts International
Subjects: Educational tests & measurements, Curriculum development
Keywords: Achievement, Same gender classrooms, Standardized tests, Student achievement
Publication Number: 3372345
ISBN: 978-1-109-35287-0
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