› › Comparing Academic Performance Data Of Students In Single Gender Classrooms

A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School and Male African American Students in a Single Gender Academy

Author : Carlos L. Walker

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Page : 71 pages

File Size : 12,54 MB

Release : 2020

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A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.



The Impact of Publicy-funded Single-gender Learning Environments on Sixth Grade Male Academic Performance

Author : Dameion J. Crook

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Page : pages

File Size : 44,87 MB

Release : 2016

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This study compares two educational models to investigate whether differences exist in academic achievement among boys in single- gender model and those in a traditional co-gender model. Specifically, the study analyzed archival data from the State of Texas Assessment of Academic Readiness to ascertain the efficacy of single-sex education for middle school boys. A quantitative comparative research design was chosen to compare the student achievement outcomes between two educational models to determine if the single-gender model offers advantages over the traditional co-educational model. The study utilized numerical datasets archival data consisting of the STAAR reading and STAAR math scores of student samples at two different school models: one sample comprised of minority males attending a single-sex publicly-funded middle school and another sample comprised of minority males attending a traditional co- gender publicly-funded middle schools. The study results, affirm that students attending a single-sex school fared better academically than their peers educated in co-gender learning environments, are consistent with the research of Brown (2008), which evaluated the academic outcomes of a specific group of students after they were separated into single-sex classes, although in the same school, and compared their academic performance with their peers that remained in co- gender classes. The result: students in the single-sex classes excelled over their peers that remained in the co-gender classes, even to the extent that students who had been academically unsuccessful in the past became very successful in the single-sex environment and test stores showed drastic improvement. This research study is essential because it examines a relatively new academic model in public education. It is widely held that separating boys from girls into single-sex learning environments is the best way to meet the unique academic needs and improve the educational outcomes of both groups. A focus on the impact of publicly funded single- sex learning environments is especially important considering that the number of single- sex public schools is on the rise in the United States and that they are most often developed as a means to target and address the low academic performance of minority males.





A Study of Female Academic Performance in Mathematics and Science Courses in Public, Single-gender Schools

Author : Robert Charles Knox

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Page : 144 pages

File Size : 14,13 MB

Release : 2016

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This was a non-experimental, quantitative study that used causal-comparative research design to investigate academic performance among female students attending public, single-gender schools and public, co-educational schools. Specifically, this study focused on the performance of seventh-grade students in the disciplines of mathematics and science in Georgia. The study used ex post facto data to compare the state administered standardized test scores of students in public, single-gender schools in Georgia to the test scores of students in public, co-educational schools in Georgia with similar socioeconomic status (SES). The purpose of this study was to explore whether attending a single-gender school improved female students' academic performance. This study compared the academic performance of female students in the fields of mathematics and science in the seventh-grade who attended a public, co-educational school to those who attended a public, single-gender school using Criterion-Referenced Competency Tests (CRCT) scores. The need for this study arose after the relaxation of Title IX regulations in the United States which resulted in the creation of public, single-gender schools throughout the United States. The results of this study do not provide empirical support for the creation of public, single-gender schools in the United States in order to improve female academic performance in the disciplines of mathematics and science.



An Investigation of the Effect of Single-gendered Instruction on Achievement in Math and English in an Urban High School

Author : Beverly S.- Bacchus

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Page : 73 pages

File Size : 42,66 MB

Release : 2015

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Since the inception of the No Child Left Behind Act, many initiatives have been implemented to increase academic achievement. Single-gender education is an initiative that public schools have adopted with the hope of seeing boys and girls achieve significant gains in their core classes. This study explored the achievement levels of 9 th grade girls and boys in their English I and algebra I classes. After a year of learning in single-gender classes, the students' End of Course scores were compared to the previous cohort of students who were taught in a traditional co-educational format by using an independent t-test. Scores were inputted in SPSS and analyzed. Eight research questions were formed to discover if significant differences from the co-educational year to the single-gender year existed. Results showed that there was a significant difference between the achievement of students who took single-gender English I classes compared to students who took co-educational English I classes, with single-gender English classes outperforming co-educational English classes. Results also showed that there was a significant difference between the achievement of students who took single-gender algebra I classes and students who took co-educational algebra I classes, with co-educational algebra I classes outperforming single-gender algebra I classes. Qualitative research is needed in the future to determine if teacher/ student training and perceptions of single-gender education impacted the data.



GENDER-BASED EDUCATION: THE PILOT YEAR OF SINGLE-GENDER CLASSES AT A PUBLIC ELEMENTARY SCHOOL.

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Page : pages

File Size : 43,50 MB

Release : 2005

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The No Child Left Behind Act of 2001 requires public schools to be highly accountable for dollars spent on education and for the achievement of students. To support this mandate, the law expanded local control and allowed schools to explore innovative ways to enhance student learning (U.S.D.E., 2004). Given the opportunity, some public schools have experimented with single-gender classes as an avenue for improving the way students are taught. Studies have indicated that separating students according to gender has a positive impact on learning (e.g., Haag, 2000; Maslen, 2001; and Sommers, 2001). Single-gender settings have also been reported to have a positive affect on the attitudes of students (NASSPE, 2004b; Colley et al., 1994, James & Richards, 2003; and Rowe, 2000). Because single-gender classes were not an option in the public school sector in recent years, most current studies of single-gender education involve private and parochial schools. The purpose of this mixed methods study was to examine the initial impact of implementing gender-based instruction in a suburban public elementary school in central Mississippi. The impact was analyzed in terms of the overall perceptions of the administrator, teachers, students, and parents who participated in the pilot program. The impact was also measured by the students' performance in the areas of academic achievement, school attendance, and classroom behavior during the pilot year of fifth-grade, single-gender classes. The results of the study indicated the overall perceptions of the participants were favorable toward single-gender classes. The students maintained approximately the same level of academic achievement in fifth-grade, single-gender classes as in fourth-grade coeducational classes. They produced an average of 2.6 years (grade equivalent) growth in Accelerated Math during the year of single-gender classes. The average daily attendance was consistent with previous attendance patterns and exceeded the distr.



A Comparison of Student Achievement and Behavior in Single Sex and Mixed Sex Classroom in a Rural Georgia Middle School

Author : Hannah Walker Murray

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Page : pages

File Size : 33,23 MB

Release : 2017

Category : Electronic dissertations

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Author's abstract: In an attempt to improve its already excellent standardized test scores by addressing the needs of struggling students, Cardinal Forest Middle School implemented single-sex education on a limited scope and on a trial basis. Using the theoretical framework of Schwab’s four commonplaces, the academic and behavioral records of single-sex educated and co-educated students from the year prior to and year of single-sex team teaching were compared. An analysis of covariance was utilized to analyze the academic and behavioral data and to determine if there was a statistically significant difference in the single-sex classroom achievement scores versus the coeducational classroom achievement scores. These analyses showed no statistically significant differences between the groups on the achievement measures during the years of single sex education. In addition, behavioral records were analyzed to show the difference between the single-sex students and coeducational students in the sixth grade and seventh grade. The results showed the discipline referral percentage increased for the single-sex male, but the discipline referral percentage decreased for the coeducational males, single-sex females, and coeducational females. Qualitative data gathered from interviewing three of the four teachers involved in the teaching of the single-sex classes showed the teachers’ perspectives as being favorable to the single-sex classroom and to the belief that the students in the single-sex classrooms benefitted not only academically but socially as well.



The Effect of Individualized Self-paced Single-gender Classrooms on Reading and Math Scores at the McLennan County Challenge Academy in Waco, Texas

Author : Marilyn Ann Martin

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Page : pages

File Size : 26,74 MB

Release : 2010

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The intent of this study is to determine the effects on the reading and math scores of females segregated into single-gender alternative classrooms that had the benefit of an individualized, self-paced curriculum. The Challenge Academy testing clerk, using the Kaufman Test of Educational Achievement in the areas of reading and math, collected data on the students' first and last days of enrollment. Significant main effects for gender, time, educational status, age, and ethnicity were probed using a general linear model of repeated measures. This quantitative model was used because it provided more flexibility to describe the relationship between a dependent variable and a set of independent variables, manipulated one at a time. Comparisons of between-subject effects and within-subject effects were made using a summary ANOVA followed by ad hoc testing when significance was found when there were three factors being tested, such as school age group and ethnicity. Significance was set at 0.025. Of the 500 students enrolled over the seven-year existence of the program, only students who had been pre and post tested were included in this research. After removing students who did not meet the criteria, a sample of 150 students remained. This resulted in small and non-existent cell sample sizes, and adjustments were made to the original intent of the study. The findings observed in this body of research suggest that the gains achieved by males in reading surpassed those of females. Both genders achieved equally in math. A statistical comparison based on gender in special education, school age group, or ethnicity could not be made due to small cell size. Recommendations for further studies include: (1) a study using a larger sample size allowing for greater numbers in each category; (2) longitudinal studies in elementary, middle, and high schools using annual TAKS scores as the data source; (3) a study considering the gender of the instructor; (4) a study comparing high schools whose majority school population represented each of the three ethnic groups; (5) a study of private schools with single-gender populations.



The Success of Boys and Single Gender Classrooms

Author : Kayleen Taffe

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Page : 93 pages

File Size : 16,95 MB

Release : 2021

Category : Academic achievement

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This research examined the difference between reading and math achievement and the assignment of students in single gender vs. dual gender classrooms. Achievement data were collected from two Federal Setting IV special education buildings. These settings are for students who struggle to succeed in their home placement schools. The population in these schools are 86-90% male. In these buildings the only single gender classrooms are male. The data collected were pre- and post-data in reading and math. The instruments used were the NWEA-Map and the FastBridge-aReading and aMath. The analysis of these sources of data will help determine if a difference exists between achievement and the gender make-up of classrooms. The findings of the study show that there is no difference in the achievement of single and dual gender classrooms. It was found that these students served in a Federal Setting IV school made minimal gains in achievement. The longevity analysis of three school years showed that the students' scores decreased overtime in these settings. The dual and single gender classes did see an increase in achievement during one school year and in both reading and math. It was not a consistent pattern of growth so no conclusion can be made on the differences in single or dual gender classes. Further research is needed in Federal Setting IV schools.



A Gendered Choice

Author : David W. Chadwell

Publisher : Corwin Press

Page : 401 pages

File Size : 20,97 MB

Release : 2010

Category : Education

ISBN : 1412972590

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Book Description

Across the U.S. about 500 public schools currently offer single-gender classes or programmes. Hundreds more schools are contemplating separate classes for boys and girls in the wake of the 2006 legislation that allows such programmes to satisfy Title IX requirements. Spearheading the national trend in this direction with over 300 single-gender programmes is South Carolina, where David W. Chadwell was appointed the first state coordinator for single-gender initiatives. In this book, Chadwell lays out for administrators the step-by-step process of implementing single-sex programmes and schools in three stages: designing, initiating, and sustaining. A Gendered Choice is a practical, how-to book based upon unique, first-hand experience that interested administrators will want to examine as they contemplate or begin to introduce single-gender programmes in their schools.