ERIC Number: EJ795732
Record Type: Journal
Publication Date: 2004
Reference Count: 31
Single-Gender Classrooms: Lessons from a New York Middle School
Ferrara, Peter J.; Ferrara, Margaret M.
ERS Spectrum, v22 n3 p26-32 Sum 2004
When a New York school district found a majority of its middle school students scoring below an acceptable level in four major academic areas, it tried many interventions, including a three-year experiment in single-gender classrooms. Although single-gender classrooms are no longer as common in the United States as in years past, recent legislation and feminist research has suggested they may be beneficial to both girls and boys. For the 2004-05 school year, there are at least 147 public schools in the United States offering single-sex educational opportunities (NASSPE 2004). This paper reports findings from the first year of the New York experiment, which showed improvements in student attendance and behavior, but no significant increase in achievement. Interviews with teachers and students provided mostly positive feedback. The authors provide tips for gender differentiation when teaching single-sex classes, but caution that observing the benefits and drawbacks of the single-gender classroom in depth will take more than one year.
Descriptors: Single Sex Classes, Attendance Patterns, Teacher Attitudes, Student Attitudes, Classroom Environment, Middle School Students, Program Effectiveness, Gender Issues, Gender Differences, Program Evaluation, Student Behavior, Academic Achievement, Educational Opportunities
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: New York