Wesley Sharpe offers two points of view on this hot topic! What happens to the bright-eyed exuberance of girls between the primary grades and high school graduation? Do schools shortchange boys?
Could single-gender classes or schools make a difference? Some California educators think so. On opening day of the school year, the Jefferson Leadership Academies became the first public middle school in the country to offer separate classes for boys and girls. About 1, uniformed sixth, seventh, and eighth graders entered single-gender classes. But in reality, probably all of those things come into play.
The district has compared cumulative grade point averages GPAs to current GPAs for all students who attended Jefferson in and who are currently enrolled in Girls are more apt to answer questions aloud in class as well as ask them. Girls are learning to be more academically competitive and boys are learning to collaborate.
The report fueled interest in single-sex classes and schools. How America's Schools Cheat Girls. The book describes striking discoveries about fairness in American schools.
During a three-year study, trained observers visited more than classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia. The responses observers noted in those elementary-school classrooms included the following: Boys called out eight times as often as girls did.
Teachers ignored the "raise your hand" rule. If a boy yelled out, the teacher usually praised his contribution. Girls who called out got reminders to raise their hands. Teachers valued boys' comments more than girls' comments. Teachers responded to girls with a simple nod or an OK, but they praised, corrected, helped, and criticized boys. Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems.
Teachers of all-girl classes seemed to validate the idea that girls performed better in single-sex classes. And, like it or not, girls seem to talk more in class in an all-female school. I often see a whole classroom of eighth graders sharing ideas in an animated manner," said Sharon Johnson-Cramer. Even when I taught such units as Women and Islam or Female Infanticide in India at the coed school, it was still the boys who talked the most in class," Johnson-Cramer said. Anecdotal evidence seems to support the benefits of single-sex high school classes.
Single-sex education is not necessarily better than coeducation, that report noted. The publication "challenges the popular idea that K single sex education is better for girls than coeducation. Elements include small classes and schools, equitable teaching practices, and focused academic curriculum. Currently, boys are less likely than girls to be in an academic college-preparatory curriculum. They have lower educational and occupational expectations, have lower reading and writing test scores, and expect to complete their schooling at an earlier age," Riordan explained.
Noting that schools are "failing boys in at least four ways," Pollack wrote that Boys' reading and writing problems often go unnoticed. People often handle boys emotional and social needs inappropriately or inadequately. In learning environments biased against their strengths, boys may become frustrated and attempt to get their needs met by seeking negative attention.
When boys aren't engaged, they become discipline problems," Pollack concluded. To help determine the future of single-gender classes, additional research on the effectiveness of those classrooms appears necessary, Anita Davis told Education World.
And create additional classes. Researchers must promptly share significant findings on single-gender education with the education profession and with the general public. Single-gender academies similar to the Jefferson Leadership Academies may be the answer. The California Department of Education summarized research on single-gender educational programs in a Fact Sheet: Single Gender Academies Pilot Program.
The report indicates that single-gender education Seems to reduce the number of dropouts. Improves the general academic performance of urban males and the math and science achievement of females. Creates a setting that appears to reduce the distracting behavior boys and girls fashion for one another. Motivates students and parents.
By designing an inviting educational experience for boys, by 'guy-ifying' certain aspects of schools, and by ensuring that schools help boys thrive as individuals, we can help boys boost not only their academic performance and self-esteem but also their dreams for the future," said Pollack.
In California, "A district cannot establish an academy for one gender without establishing a second, equal academy for the other.