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Delesa Franklin; Virginia Snodgrass Rangel – Leadership and Policy in Schools, 2024
The purpose of this study was to determine if attending a single-sex, STEM-focused school was related to science and mathematics achievement among a sample of African American and Latina eighth-grade girls in one school district. A nonequivalent group, post-test only design was utilized in the study to mitigate the effects of selection bias. We…
Descriptors: STEM Education, Single Sex Schools, Females, Grade 8
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Elsayed, Mahmoud A. A.; Clerkin, Aidan; Pitsia, Vasiliki; Aljabri, Nayyaf; Al-Harbi, Khaleel – Large-scale Assessments in Education, 2022
Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This…
Descriptors: Foreign Countries, Males, Underachievement, Gender Differences
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Pahlke, Erin; Hyde, Janet Shibley; Mertz, Janet E. – Journal of Educational Psychology, 2013
Some U.S. school districts are experimenting with single-sex schooling, hoping that it will yield better academic outcomes for students. Empirical research on the effects of single-sex schooling, however, has been equivocal, with various studies finding benefits, disadvantages, or no effect. Most of this research is marred because families…
Descriptors: Academic Achievement, Science Achievement, Foreign Countries, Coeducation
Diaconu, Dana V. – ProQuest LLC, 2012
There is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far,…
Descriptors: Foreign Countries, Achievement Gap, Public Schools, Effect Size