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Journal Article

Single-Sex Classes and Academic Achievement in Two Inner-City Schools

Kusum Singh, Claire Vaught and Ethel W. Mitchell
The Journal of Negro Education
Vol. 67, No. 2 (Spring, 1998), pp. 157-167
DOI: 10.2307/2668225
Stable URL: http://www.jstor.org/stable/2668225
Page Count: 11
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Single-Sex Classes and Academic Achievement in Two Inner-City Schools
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Abstract

In response to the low academic achievement and school motivation of disproportionate numbers of African American students, some inner-city schools have experimented with single-sex classes as a strategy to improve academic and personal development. This study reports a comparison of two single-sex and two coeducational fifth-grade classes (N = 90). Class grades were consistently higher in the single-sex classes, although the difference was not always statistically significant. Standardized test data showed no trend; however, in three subject areas, the coeducational groups performed better. It is possible that test scores are more resistant to change and reflect cumulative learning, while class organization and environment exert stronger influence on class grades. More research is needed in this area.

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