Work

Gender-Separate Education: The Effects on Student Achievement & Self-Esteem on Economically Disadvantaged Public Middle School Students in Philadelphia

Year: 2010

Type: article

Abstract: In 2003, three Philadelphia middle schools with similar demographics and failing student achievement levels were taken over by an educational management organization. Two were transformed into distinct single-sex academies within the original school buildings and a third remained coeducational. Students did not have the option where to attend, eliminating selection bias. Through funding from a Spencer Foundation grant, data was collected on 1,000 students for 2002-03 through 2004-05 to examine impacts of gender-segregation. We find students in single sex schools witness greater improvements in standardized test scores, with boys gaining the most, and no differences on Rosenberg’s Self-Esteem Scale.

Source: Digital Commons - Ursinus (Ursinus College)

Authors: Heather M. O’Neill, Allison Guerin

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: green

OpenAlex ID: W2284572137

FWCI:

Cites: 13

Cited by: 2

Related to: 10