A Comparison of Science Performance and Uptake by Fifteen‐year‐old Boys and Girls in Co‐educational and Single‐sex schools—APU survey findings

Bell, James P.

doi:10.1080/0305569890150209

Cited by 16 publications

(4 citation statements)

References 2 publications

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“…Similar results were also reported in the UK (Robinson & Smithers, 1999), in Northern Ireland (Daly, 1996;Daly & Shuttleworth, 1997) and in New Zealand (Harker, 2000). By focusing only on comprehensive schools, Bell (1989) showed that significant differences between single-sex and co-educational schooling often disappear when appropriate comparisons are made.…”

Section: Single-sex and Co-educational Schoolssupporting

confidence: 80%

Effect of single‐sex education on progress in GCSE

Malacova

2007

Oxford Review of Education

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Multilevel modelling was carried out on national value-added data to study the effects of single-sex education on the progress of pupils from 2002 Key Stage 3 to 2004 GCSE. The analysis suggests that pupils in a selective environment achieve higher progress in single-sex schools; however, the advantage of single-sex schooling seems to decrease with increasing pupils' prior attainment (for girls) or with increasing school 'selectiveness' (for boys). These phenomena might be a result of a ceiling effect, as pupils with high prior attainment at Key Stage 3 cannot improve as much as pupils with lower initial attainment. There was also strong evidence suggesting that pupils achieve higher progress in the independent sector compared to grammar education. On the other hand, in a nonselective environment only pupils with lower prior attainment and those attending schools with a full range of abilities seem to benefit from single-sex education.

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Section: Single-sex and Co-educational Schoolssupporting

confidence: 80%

Effect of single‐sex education on progress in GCSE

Malacova

2007

Oxford Review of Education

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“…Bell (1989) attributed the higher science test scores of both girls and boys from same-sex schools to preselection on the basis of ability and social class. More recently, Spielhofer et al (2004) found, after controlling for students' background and prior attainment, that girls in allfemale schools took more science courses than girls in mixed schools, but still less than boys in all-male schools.…”

Section: Same-sex Schooling and The Math And Science Gender Gapmentioning

confidence: 98%

The Gender Gap in Advanced Math and Science Course Taking: Does Same-Sex Education Make A Difference?

Feniger

2010

Sex Roles

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A large representative sample (N=20,816) of Israeli Jewish high school students served to explore differences between coeducational and same-sex schools in advanced math and science courses. Data were obtained from the Israeli population census of 1995 and from the Israeli Ministry of Education. Results from logistic regressions suggest that girls at all-female state religious schools did not differ from girls at coeducational state schools in placement in advanced math, physics and biology courses. But girls at all-female religious schools took advanced computer science courses at a much higher rate than girls at coeducational schools. This finding is attributed to a different curricular policy and not directly to the allfemale environment.

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“…Funnene har vaert varierende, men flere konkluderte med at det var mange laeringsfordeler for elevene, og da saerlig for jentene, å gå på kjønns delte skoler (Hamilton 1985;Harvey 1985;Lee & Bryk 1986;Riordan 1985;Steedman 1985). Senere forskning har imidlertid påpekt at dette var en tilsynelatende effekt som primaert skyldes ulik rekruttering til kjønnsdelte og kjønnsblandete skoler og at mange av de kjønnsdelte skolene er private og/eller katolske skoler, som ikke nødvendigvis er direkte sammenliknbare med de vanlige offentlige skolene (Bell 1989;LePore & Warren 1997;Marsh 1989a;1989b).…”

Section: Kjønnsdelt Undervisningunclassified