In 1999 Jefferson Leadership Academies opened the first single sex classes in a public-school setting. During the Early 19th century, single-gendered classrooms were a norm, but during the 1990’s researcher emerged that focused on the effectiveness of multi-gendered classroom settings. Studies showed that teachers redirected boys less frequently and supported their views more frequently during classroom discussions. Girls, on the other hand, received more support while completing their work while boys were forced to figure out problems independently.
Although the findings in these studies created dialogue about the type of education girls received many researchers agree that the studies published in favor of single-gendered education were inaccurate. In reality, many girls tended to score higher on standardized tests and complete college at a higher rate than boys. The final argument against a single-gendered classroom setting is that the workforce hardly ever offers an environment that caters to one sex. Though research has opposing views the effectiveness of student success whether in or out of a single-gender setting is difficult to measure numerically. Test scores have not shown the benefits of educating students in a single-sex environment.
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