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Achievement, Gender and the Single-Sex/Coed Debate
British Journal of Sociology of Education
Vol. 21, No. 2 (Jun., 2000), pp. 203-218
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1393325
Page Count: 16
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This paper explores the gender differences in achievements at a variety of levels in secondary schools in New Zealand. Gender differences are shown in relation to English, mathematics and science, but the pattern is not consistent across year levels in the senior school. The relative achievements of girls in single-sex and coeducational schools are explored in detail, with careful controls for the student population differences at the two types of school. When such controls are exercised, the apparent differences between the two types of school reduce to non-significance. Data from a longitudinal study of 37 schools and from the Ministry of Education national database are used.
British Journal of Sociology of Education © 2000 Taylor & Francis, Ltd.