Single-sex teaching in a co-educational comprehensive school in England: an evaluation based upon students' performance and classroom interactions
This digest found in
Gender
Conclusions drawn from the research
The authors' contention is that:
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Teaching boys and girls in single-sex classes for much of the 11-16 curriculum is central to the ethos of the school and has contributed to both boys and girls steadily and consistently improving their levels of achievement in GCSE examinations, at rates significantly above the national average. The strategy has not eliminated the gender gap within the school not least because a school and classroom ethos has developed where girls' confidence and learning has been supported and enhanced, as much as that of boys'. This is the strength of a strategy, rather than a weakness; the need to focus on girls' achievements and aspirations is as important as the need to find strategies to improve levels of boys' commitment and achievement.
