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ERIC Number: ED494925
Record Type: Non-Journal
Publication Date: 2004-Nov-9
Pages: 61
Abstractor: ERIC
Theoretical Arguments For and Against Single-Sex Schools: A Critical Analysis of the Explanations
Mael, Fred; Smith, Mark; Alonso, Alex; Rogers, Kelly; Gibson, Doug
American Institutes for Research
The question of whether single-sex schooling is preferable to coeducation for some or all students continues to be hotly debated. Much of the debate is philosophical and would be waged even if single-sex schooling were shown to be highly advantageous for one or more subpopulations. However, the actual research evidence, although suggestive that single-sex schools can benefit some students in some realms of academic and socio-emotional accomplishment, is equivocal. As a result of the obstacles to conducting true randomized experiments, few or no studies have provided definitive evidence for or against single-sex schooling. The primary purpose of this paper is to enumerate, categorize, and critique extant explanations for why single-sex schools should be more or less effective than coeducation schools, in what realms, and for what outcomes. (Contains 2 tables.)
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Institutes for Research, Washington, DC.; RMC Research Corp., Portsmouth, NH.
Grant or Contract Numbers: N/A