Educators continue to search for solutions to increase the academic achievement of students at risk of failure. Single-gender education is a fairly new innovation being implemented in the public school setting as a possible solution to address the decline in academics as a result of No Child Left Behind Legislation. The proponents of single-gender education argue that gender-based education should improve academic achievement for both boys and girls; however, contradictory or inconsistent research also exists in the literature. In an attempt to increase student achievement, a single-gender program was implemented to increase student performance, specifically to close the achievement gap among student subgroups by providing separate classrooms for boys and girls as an alternative to coeducational classroom placement. It was the intent of this researcher to determine the impact gender-based instruction had on improving academic achievement in reading and mathematics for boys and girls in the fourth, fifth, and sixth grades. This quantitative study analyzed archival data over a four-year period comparing the posttest scores between students placed in single-gender classrooms and coeducational classrooms. Results from this study suggest that single-gender classrooms provided no inherent advantage over coeducational settings at this target school.
|Commitee:||Borba, Antonio, Borba, John|
|School:||California State University, Stanislaus|
|School Location:||United States -- California|
|Source:||DAI-A 72/08, Dissertation Abstracts International|
|Subjects:||Educational evaluation, Elementary education, Educational psychology, Gender studies|
|Keywords:||Achievement, Coeducational education, Elementary, Gender-based instruction, Mathematics, Reading, Single-gender education|
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