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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
Published by: Journal of Negro Education
Stable URL: http://www.jstor.org/stable/2668225
Page Count: 11
You can always find the topics here!Topics: Students, Single sex schools, Academic achievement, Educational research, Minority group students, Womens studies, Mathematics, Urban schools, African Americans, Classrooms
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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.
The Journal of Negro Education © 1998 Journal of Negro Education