Passed in 1972, Title IX prohibits the receipt of federal funding by entities which discriminate on the basis of sex. For public schools, the provision has effectively created the exclusive practice of teaching and learning in co-educational settings.
Seemingly in contradiction to this provision, the No Child Left Behind Act of 2001 (NCLB) provides funding for single-sex classes. However, NCLB calls for research proven instructional strategies and holds schools accountable for student learning, primarily by way of their students' scores on standardized tests.
While the National Association for the Advancement of Single Sex Public Education (NASSPE) advocates for the practice of single sex education, they do so in a way that would be upheld in a court of law. In the past, the emphasis had been on gender equality--on making sure that members of each gender received the same education. Now, with the advent of brain-based learning theories (among other scientific advances), the emphasis has shifted to emphasizing gender equity--make sure that members of each gender receive what they need to achieve the same goal. As the argument goes, boys and girls have different educational needs, and their unique needs should be met in ways that complement that uniqueness. When they are given an education that meets their needs, the education they receive is equitable even if it is not equal.
On the other hand, critics argue that single sex public education is inherently a discriminatory practice. It divides students on the basis of gender, which it is.
The debate, though, is far from over. Much of what is known about single sex education comes from private schools or from abroad. Thus, more research needs to be done, which is difficult. (All research on humans is difficult for more reasons than can be ennumerated here).
Various studies show that single-sex education is succeeding or that it is not succeeding. The primary measure of "success" is not always the same from study to study. For example, in study by Kathryn Herr and Emily Arms, the school's measure of success was the rise in student scores on California's Stanford 9 test. For Herr and Arms, though, the "experiment" was felt to be a failure because the school's focus on test scores led to teachers "teaching to the test." Herr and Arms felt that more could have been gained from the "experiment" if the pressure to raise test scores were less and if the teachers would have received more professional development regarding the different ways boys and girls learn and how to capitalize on those differences in the single sex classroom.
Other studies, such as that done by Lea Hubbard and Amanda Datnow, the Single Sex Academies in California were succeeding because the students felt that they were receiving more individualized attention and were valued more as individuals.
While the Single Sex Academies in California only operated for two years, much was learned from the "experiment," and, with the passage of No Child Left Behind, 33 states now have at least 1 school involved in single sex public education. In fact, according to the NASSPE, 524 single sex schools are now operating in the United States.
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The purpose of this blog is to explore the question: How do single-sex classes affect students academically? socially? psychologically? Any input that you can provide is much appreciated!
