Effects of single-sex secondary schools on student achievement and attitudes.
Lee, Valerie E.; Bryk, Anthony S.
Journal of Educational Psychology, Vol 78(5), Oct 1986, 381-395.
Compared the effects of single-sex and coeducational secondary schooling, using a random sample of 1,807 students in 75 Catholic high schools, 45 of which were single-sex institutions, drawn from the dataset of High School and Beyond study conducted by the National Opinion Research Center (1980). Whether concerning academic achievement, achievement gains, educational aspirations, locus of control, sex-role stereotyping, or attitudes and behaviors related to academics, results indicate that single-sex schools deliver specific advantages to their students, especially female students. In the recent focus on American secondary education, the relation between school organization and students' academic performance had been looked at critically. What has been considered by some to be an anachronistic organizational feature of schools may actually facilitate adolescent academic development by providing an environment where social and academic concerns are separated. It is suggested that a 2nd look at this disappearing school type is warranted. (37 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)