The effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary school

The curriculum for elementary students has undergone a significant change in the past decade. This led to an increased expectation for higher academic performance for fifth grade students in the areas of reading and mathematics. Teachers seek innovative ways to provide instructional practices within their classrooms that will aid success for all students. A Title l elementary school in a large metropolitan school system was enduring a high failure rate on the Criterion Reference Competency Test (CRCT). In an effort to decrease the failure rate on the fifth grade CRCT reading and mathematics subtests, the school's teachers and administrators implemented a single-sex class for 2 years. A quantitative data collection method compared the reading and mathematics achievement of fifth grade students in single-sex and coeducational classrooms. The results of the finding were mixed with single-sex students in single-sex student classrooms scoring significantly higher the first year of implementation, but decreasing the second year. These findings point to the fact, that more research is needed in the areas of single-sex classrooms.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2013

Author dc:creator

• Pilson, Sylvia Y.

Advisor dc:contributor.advisor

• Tomlinson, Stephen

Contributors dc:contributor

• Dagley, David L.
• Houser, Rick
• Levey, Joyce
• Mendiola, Brenda

• Elementary education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0001162
Pilson_alatus_0004D_11425

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/1639