Estimating the Effect of Single-Sex Education on Girls' Mathematics and Science Achievement

The purpose of this study was to determine if attending a single-sex, STEM-focused school was related to science and mathematics achievement among a sample of African American and Latina eighth-grade girls in one school district. A nonequivalent group, post-test only design was utilized in the study...

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Bibliographic Details
Published in:Leadership and policy in schools 2024-01, Vol.23 (1), p.97-114
Main Authors: Franklin, Delesa, Rangel, Virginia Snodgrass
Format: Article
Language:English
Subjects:
Academic achievement
Girls education
Mathematics education
Middle school students
Minority students
Science education
Single sex education
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Summary:The purpose of this study was to determine if attending a single-sex, STEM-focused school was related to science and mathematics achievement among a sample of African American and Latina eighth-grade girls in one school district. A nonequivalent group, post-test only design was utilized in the study to mitigate the effects of selection bias. We analyzed secondary data using multiple regression, controlling for race/ethnicity, socioeconomic status, and prior mathematics achievement. The results suggest that students who attended the single-sex middle school scored significantly higher than students who attended the co-educational middle schools in mathematics and science.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2022.2108461