The purpose of this study was to determine if a gender-based learning environment fosters academic success for female students. This study was, also, meant to determine if the socioeconomic status (SES) and race of females was a predicting factor for the academic success of females enrolled in single gender learning environments in comparison to their mixed gender school counterparts fosters academic success. This study used an ex post facto quasi-experimental design approach to determine if there is a significant difference in academic success for females based on the type of learning environment--single gender versus mixed gender, socioeconomic status, and race. Descriptive and inferential statistics were used to analyze the data collected for the State of Texas Assessment of Academic Readiness (STAAR) and Algebra I End Of Course exam from the Texas Education Agency for the four schools. Statistical analysis of the research questions proved the null hypotheses for each research question to be true. There was no significant statistical relationship between female academic success and the learning environment for the STAAR and Algebra I EOC for schools A, B, C, and D. There was no significant statistic difference in female academic success and the learning environment based on SES for the STAAR and Algebra I EOC for schools A, B, C, and D. There was no significant statistical difference in female academic success and the learning environment based on race for the STAAR and Algebra I EOC for schools A, B, C, and D. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]