The instance of single gender education in American public schools has risen since the 2006 amendments to Title IX permitting public schools to separate boys and girls for academic purposes. The purpose of this study is to determine the efficacy of single gender education to promote gains in student academic achievement, increase attendance levels, support character development, and decrease student discipline problems. The context of this inquiry is a large public school district that incorporates single gender education applications across the district. My study is focused on an all-girls middle school and an all-boys middle school, and it demonstrates outcomes of increased levels of attendance, positive effect on discipline and character development, and gains in academic achievement.
","abstract_html":"<p>The instance of single gender education in American public schools has risen since the 2006 amendments to Title IX permitting public schools to separate boys and girls for academic purposes. The purpose of this study is to determine the efficacy of single gender education to promote gains in student academic achievement, increase attendance levels, support character development, and decrease student discipline problems. The context of this inquiry is a large public school district that incorporates single gender education applications across the district. My study is focused on an all-girls middle school and an all-boys middle school, and it demonstrates outcomes of increased levels of attendance, positive effect on discipline and character development, and gains in academic achievement. </p>","abstract_has_math":false,"creators":["Sparks, Carla L, Dr."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Single Gender Education","Gender Differentiated Instruction","Gender Achievement Gap","Academic Achievement","Character Development","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/423","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Sparks, Carla L, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Single Gender Education","Gender Differentiated Instruction","Gender Achievement Gap","Academic Achievement","Character Development","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/423"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The instance of single gender education in American public schools has risen since the 2006 amendments to Title IX permitting public schools to separate boys and girls for academic purposes. The purpose of this study is to determine the efficacy of single gender education to promote gains in student academic achievement, increase attendance levels, support character development, and decrease student discipline problems. The context of this inquiry is a large public school district that incorporates single gender education applications across the district. My study is focused on an all-girls middle school and an all-boys middle school, and it demonstrates outcomes of increased levels of attendance, positive effect on discipline and character development, and gains in academic achievement.
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