Single-SexEducationWhatDoesResearchTellUs.pdfVIP

single-sex education: What does Research Tell us? Emer Smyth There has been considerable research and policy debate internationally about whether single-sex schooling yields academic and social advantages for girls and/or boys. This article outlines some of the findings from research on single-sex education conducted in English-speaking countries. In particular, it looks at research on the impact of single-sex schooling on academic achievement, subject take-up, personal and social development, and adult outcomes. In doing so, it attempts to provide a critical perspective on some of the key issues involved in comparing the two settings. Keywords (TESE): coeducation, gender, gender equality, education policy. INTRODUCTION A number of explanations have been proffered for differences between single-sex and coeducational settings in educational processes, and ultimately, in A number of countries, including Australia, New student outcomes. one of the most commonly dis- Zealand and Ireland, continue to have a sizeable cussed differences between the two types of settings number of single-sex schools. In other countries, relates to the dominant presence of boys in the class- such as the United States and Britain, there has been room. Most studies have indicated that boys contrib- a growing promotion of single-sex schools, or more ute more t