Single-Gender Education at an Urban Middle School

Several recent studies have critiqued the cognitive science behind single gender education, and social cognitive theory has demonstrated that gender inequality in the classroom may inhibit students' academic achievement. This study examined a single-gender education program for both middle scho...

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Main Author: Hooks, Calvin Rogers
Format: Others
Language:en
Published: ScholarWorks 2016
Subjects:
Online Access:https://scholarworks.waldenu.edu/dissertations/2186
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3289&context=dissertations
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spelling ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-32892019-10-30T01:29:20Z Single-Gender Education at an Urban Middle School Hooks, Calvin Rogers Several recent studies have critiqued the cognitive science behind single gender education, and social cognitive theory has demonstrated that gender inequality in the classroom may inhibit students' academic achievement. This study examined a single-gender education program for both middle school boys and girls established to remedy academic achievement deficiencies at a public charter school, to be identified as Urban Charter School (UCS), located in an urban area. The key research questions examined the trend in mathematics and reading student outcomes over a 6-year period, the relationship between gender and outcomes in mathematics and reading, and the comparison of outcomes between the single gender program at UCS and coeducational programs in the district. This ex post facto quantitative research design used historical state level reading and mathematics assessment data from archival state assessments of 110-135 middle school students annually, in Grades 6-8. Chi-square tests were conducted to examine the differences in mathematics and reading score outcomes by gender and school type. The results demonstrated no trend in UCS student achievement scores, UCS female students exceeded state assessment proficiency expectations, and the average proficiency levels in reading and mathematics of UCS students were higher than were district averages. This study provides educators and the community at large with additional research on the relationships between single-gender education programs and student achievement. 2016-01-01T08:00:00Z text application/pdf https://scholarworks.waldenu.edu/dissertations/2186 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3289&context=dissertations Walden Dissertations and Doctoral Studies en ScholarWorks Education Middle School Single-gender Urban Education
collection NDLTD
language en
format Others
sources NDLTD
topic Education
Middle
School
Single-gender
Urban
Education
spellingShingle Education
Middle
School
Single-gender
Urban
Education
Hooks, Calvin Rogers
Single-Gender Education at an Urban Middle School
description Several recent studies have critiqued the cognitive science behind single gender education, and social cognitive theory has demonstrated that gender inequality in the classroom may inhibit students' academic achievement. This study examined a single-gender education program for both middle school boys and girls established to remedy academic achievement deficiencies at a public charter school, to be identified as Urban Charter School (UCS), located in an urban area. The key research questions examined the trend in mathematics and reading student outcomes over a 6-year period, the relationship between gender and outcomes in mathematics and reading, and the comparison of outcomes between the single gender program at UCS and coeducational programs in the district. This ex post facto quantitative research design used historical state level reading and mathematics assessment data from archival state assessments of 110-135 middle school students annually, in Grades 6-8. Chi-square tests were conducted to examine the differences in mathematics and reading score outcomes by gender and school type. The results demonstrated no trend in UCS student achievement scores, UCS female students exceeded state assessment proficiency expectations, and the average proficiency levels in reading and mathematics of UCS students were higher than were district averages. This study provides educators and the community at large with additional research on the relationships between single-gender education programs and student achievement.
author Hooks, Calvin Rogers
author_facet Hooks, Calvin Rogers
author_sort Hooks, Calvin Rogers
title Single-Gender Education at an Urban Middle School
title_short Single-Gender Education at an Urban Middle School
title_full Single-Gender Education at an Urban Middle School
title_fullStr Single-Gender Education at an Urban Middle School
title_full_unstemmed Single-Gender Education at an Urban Middle School
title_sort single-gender education at an urban middle school
publisher ScholarWorks
publishDate 2016
url https://scholarworks.waldenu.edu/dissertations/2186
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3289&context=dissertations
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