Single-Sex Ed Based on Baloney Science

By Rivers and Barnett

WeNews commentators

Wednesday, November 24, 2010

Caryl Rivers and Rosalind C. Barnett applaud a Boston school administrator's decision to back off single-sex education. Too many of these schools, they argue, are based on spurious ideas about boy-girl brain differences that reinforce stereotypes.

Caryl Rivers /Rosalind C. Barnett (WOMENSENEWS)--Boston school superintendent Carol Johnson has decided to back away from an earlier decision to set up single-sex academies in the city's schools.

She is taking flak in some quarters, but she should be applauded for taking time to evaluate the data before rushing headlong into a popular but flawed approach to education. (Legal issues in Massachusetts also were a factor in her decision.) More educators around the U.S. should follow her lead.

Single-sex schools are often touted as a magic bullet for what ails American public education. It's claimed that boys and girls learn very differently–because their brains are so different--and that gender- segregated classrooms are necessary.

At a time of tight budgets, it is a particularly appealing notion to close gaps in math, science and verbal achievement by simply segregating classrooms by gender versus proven but expensive methods like smaller classrooms, better teachers and high parent involvement.

The number of single-sex classrooms in public schools rose to 540 in 2009 from 11 in 2002, according to the Web site of the National Association for Single Sex Public Education. Teachers, parents and school administrators are the targets of a well- financed effort to segregate public education by sex.

It's argued that great differences in male and female brains mean that children should be educated--and parented-- differently. Such claims--stemming from studies that distort the discussion in various ways-- are taught as fact in psychology textbooks, academic journals and bestselling books and repeated often by the news media.

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The problem is related more to the "nature/nurture" debate rather than what is best for girls or boys. Our brains might be the same, but girls seem to thrive in a single-sex environment. Socialization issues are just as powerful as "nature" considerations. We should do what's best for girls regardless of whether it's for nature or nuture reasons.

Submitted by susannebeck (2 years ago)

Given my professional affiliation, it will come as no surprise that I am more than disappointed, not only in Superintendent Johnson’s decision to back off her earlier support for a single sex option in the Boston Public Schools, but in Caryl Rivers’ and Rosalind Chait Barnett’s short-sighted response to the same.

Far from being considered a “magic bullet” for the many problems that ail our public education system, all girls’ and all boys’ schools in public districts are increasingly proving what supporters have long known: for many students, attending a single sex school whose programs, community and culture are designed exclusively with either boys or girls in mind, translates into more promising educational and developmental outcomes, today and over time.

At the National Coalition of Girls’ Schools, we are proud to count among our members some of the most dynamic and effective public schools in the most difficult urban environments in this country. And we share some of their results – and the achievements of their students – as testament to the promise and the power of a girls’ school format. Consider the following:

Young Women's Leadership Network Schools, currently serving more than 2,000 low income girls in five schools in New York and Philadelphia:
• As of 2009, 80% of TYWLS alumnae are still in college or have graduated from college, compared to only 24% of low-income students nationwide (Institute for Higher Education Policy, 2007).
• In 2009-2010, the majority of YWLN-NY middle school students outperformed their peers in the city on New York State standardized math and English/Language Arts exams
• 100% of TYWLS of East Harlem’s Class of 2010 graduates were accepted to college, repeating the success for all ten graduating classes
• 93% of the first four graduating classes in Philadelphia have been accepted to college
• In 2009-2010, all TYWLS received exemplary ratings on the accountability measures of The New York City Department of Education
• TYWLS of East Harlem, is in the top 4% of New York City high schools (New York Post, August 23, 2009)
• In 2009, TYWLS at Rhodes was the only comprehensive high school in Philadelphia to make Adequate Yearly Progress (AYP) under the federal No Child Left Behind Act. Since joining YWLN in 2002, Rhodes has been transformed from a “failing” school to a “turnaround” school.

Girls Prep in New York:
• 2008-2009 test scores ranked Girls Prep among the top five charter schools and top ten traditional schools in New York City
• In 2008-9, 98% of third grade students and 92% of fourth grade students scored advanced or proficient on the New York State ELA exam
• 100% of Girls Prep 3rd and 4th graders scored advanced or proficient on the New York State math & science exams.
• In Community School District 1 where Girls Prep is located, 91.9% of third graders and 82.8% of fourth graders scored advanced or proficient on the math exam. On the ELA exam, 70.5% of District 1 third graders and 69.5% of fourth graders scored advanced or proficient.

Coretta Scott King Young Women’s Leadership Academy in Atlanta, showed dramatic improvement from its earlier results as a large, coed middle school:
• Achieved AYP status for the 2009 school year following years of failing performance
• Consistently outperformed district peers in test results for ELA, Reading and Science.

The Young Women's Leadership Charter School of Chicago:
• 97% of graduates enrolled in college in 2004
• 100% of graduates enrolled in college in 2005.
•
Irma Rangel Young Women's Leadership School, recipient of Dallas Observer's "Best Use of a Bond Issue" award and "Leadership of Tomorrow" Award from Lockheed Martin:
• Highest performing middle school in Dallas School District for 2005 TAKS.
• 100% of Class of 2009 accepted into college.

These numbers speak for themselves. And they confirm what years of research has shown: girls’ schools produce. In one of the most recent studies – a peer-reviewed, national effort conducted under the auspices of UCLA's Graduate School of Education & Information Studies that disentangled the effects of single-sex education from confounding demographic influences – girls’ school graduates showed a statistically significant edge over their coed peers in some critical areas, including:

• Academic engagement
• Academic confidence
• Confidence in Mathematical Ability and Computer Skills
• Interest in STEM-related majors.

This is but a sample of the data that exists to demonstrate real effectiveness (more information is available on our website at www.ncgs.org). But it pales, frankly, compared to the voices and stories of the girls’ school graduates and attendees themselves, who give expression and life and substance to what girls’ schools can and do deliver every day.

Susanne Beck
Executive Director
National Coalition of Girls' Schools

Submitted by LindaGurl (2 years ago)

I do believe that the research into the differences between women and men's communication styles is sound and very relevant. While our brains and potential are equivalent, misunderstandings based on communication style can have an impact on self-esteem, women's advancement in the work place, and girl's ability to learn.