Search Terms

• Single-sex education• Coeducational education• High School environment• Student Achievement• Student Attitudes• Academic Performance• Academic Success• Socio-economic status

Two Studies

• Lee, E., Valerie & Bryk, S., Anthony. Effects of Single-Sex Secondary Schools on Student Achievement and Attitudes. Journal of Educational Psychology 1986, Vol. 78, No. 5, 381-395.

• The High School Environment: A Comparison of Coeducational and Single-Sex Schools. The High School Environment: A Comparison of Coeducational and Single-Sex Students. Journal of Educational Psychology 1982, Vol. 74, No.6, 898-906.

Study 1: The High School Environment

• Hypothesis 1: Coeducational school students place less emphasis on scholarship & achievement than single-sex school students.

• Hypothesis 2: Coeducational schools have a greater emphasis on social life & non-academic activities than single-sex schools.

• Hypothesis 3: Coeducational place less emphasis on discipline than single-sex schools.

Research Method

• Over 2,000 high school students were surveyed using a scaled questionnaire.

• Students were grouped as “all girls”; “all boys”; and “coed.”

• HSCI Scale/true-false questions• Variables tested include student perception,

personality, athletics, self-image, high grades

Results

• Hypothesis 1: There was not enough evidence to support that single-sex schools had greater “academic achievement” than their coeducational counterparts.

• Hypothesis 2: Was strongly supported in that coeducational students found their schools to be more enjoyable in “affiliation” and “play” than single-sex schools.

• Hypothesis 3: was strongly supported by the viewpoint that single-sex schools placed greater emphasis on “control” and “discipline.”

Study 2: The Effects of Single-Sex Secondary Schools

• Examines the effects of single-sex education on student achievement & attitudes

• Variables tested: Academic tracks, personal background, religious background, and academic background

Research Methods

• A value rated survey and self assessments were given to sophomore students and again their senior year (1980 & 1982 respectively).

Results

• Single-sex schools appear to have advantages to coeducational schools in the areas of academic achievement, future educational plans, attitudes and behaviors related to academics, more self control and a positive self-image

• Results were strongest for “all girl” schools as they showed significant gains