Researchers at Manchester University in England tested this approach more formally. They assigned students at five public schools either to single-sex or to coed classrooms. 68 percent of boys who were assigned to single-sex classes subsequently passed a standardized test of language skills, vs. 33 percent of boys assigned to coed classes. Among the girls, 89 percent assigned to single-sex classes passed the test, vs. 48 percent of girls assigned to coed classes.
Source: Julie Henry, "Help for the boys helps the girls," Times Educational Supplement (London, UK), June 1 2001.
Researchers at Manchester University in England tested this approach more formally. They assigned students at five public schools either to single-sex or to coed classrooms. 68 percent of boys who were assigned to single-sex classes subsequently passed a standardized test of language skills, vs. 33 percent of boys assigned to coed classes. Among the girls, 89 percent assigned to single-sex classes passed the test, vs. 48 percent of girls assigned to coed classes. Source: Julie Henry, "Help for the boys helps the girls," Times Educational Supplement (London, UK), June 1 2001.
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