This study compared student achievement and student attitudes for students in single-gender classrooms and students in coeducational classrooms in the seventh grade. The study utilized the TCAP reading and math tests and the Renaissance reading and math formative assessments for the measures on student achievement. The school district's climate survey was the measure for student attitudes. The study found statistical significance on student achievement and student attitudes. The duration of this study was one academic school year. The results of the study are consistent with results found in the review of related literature. However, when examining within the treatment group the statistical difference is limited to one Renaissance reading test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]