Research suggests that girls’ schools may mitigate the decline when compared with coeducational schools. During the middle school years, girls show a decline in both their performance in math and theIr attitudes towards math.Compared to coeducated peers, girls’ school graduatess are 3 times more likely to consider engineering careers.Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools Girls’ school graduates are 6 times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools.Girls’ school graduates on average report greater science self-confidence than coeducated peers in their ability to use technical science skills, understand scientific concepts, generate a research question, explain study results, and determine appropriate data collection.Booth, Cardona-Sosa, and Nolen, Do Single-Sex Classes Affect Exam Scores? An Experiment in a Coeducational University Back to TopĪll-girls learning environments champion the educational needs of girls as a group currently underrepresented in STEM (Science, Technology, Engineering, and Math) majors and careers. One hour a week of single-sex education benefits females: females are 7% more likely to pass their first-year courses and score 10% higher in their required second year classes than their peers attending coeducational classes. Linda Sax, UCLA, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College More than 80% of girls’ school grads consider their academic performance highly successful.Nearly 80% of girls’ school students report most of their classes challenge them to achieve their full academic potential compared to only 44% of girls at coeducational public schools.Cornelius Riordan, Providence College, Girls and Boys in School: Together or Separate? …Single-sex schools help to improve student achievement. Females especially do better academically in single-sex schools and colleges across a variety of cultures.Tiffani Riggers-Piehl, University of Missouri-Kansas City, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University Girls’ school graduates are more likely to frequently seek alternative solutions to a problem and more than 2/3 report frequently supporting their arguments with logic, which coeducated graduates are less likely to report doing.Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools Back to TopĪll-girls learning environments create a culture of achievement. 93% of girls’ school graduates say they were offered greater leadership opportunities than coeducated peers and 80% have held leadership positions since graduating from high school.Nicole Archard, Student Leadership Development in Australian and New Zealand Secondary Girls’ Schools: A Staff Perspective Programs at girls’ schools focus on the development of teamwork over other qualities of leadership, while the qualities of confidence, compassion, and resilience also ranked prominently.Katherine Kinzler, Professor in the Department of Psychology at the University of Chicago and Visiting Professor in the Department of Psychology at Cornell University Data suggests that girls at coeducational schools actually become less interested in leadership positions with age.
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