Date of Award

Spring 5-2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Terry Reid

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Brad Swofford

Abstract

Leonard Sax, executive director National Association for Single Sex Public Education (2008) noted, “Same Gender Classrooms have long existed in educational institutions” (p. 1). According to Cable and Spradlin (2008), “The option of single-sex schooling in public schools has emerged once again through federal policies associated with the No Child Left Behind Act of 2001…” (p. 1). The purpose of this study was to determine if Same Gender Classrooms impact state mandated test scores. More than a dozen schools throughout the Midwest implementing Same Gender Classrooms were contacted and interviewed. Test scores from schools implementing Same Gender Classrooms were compared to co-ed classroom test scores. This study focused on grades 5th – 8th communication arts and mathematics. Findings of the study showed students enrolled in Same Gender Classrooms tended to increase scores on state test scores, as well as to show a decrease in discipline and build higher, more positive self-esteem. In conclusion, implementation of Same Gender Classrooms is one program to assist with learning styles and increased tests scores for boys in communication arts and girls in mathematics.

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