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In each of the schools just mentioned, teachers received training from NASSPE in practical gender-specific classroom strategies and best practices for the gender-separate classroom.For more information about NASSPE-sponsored professional development, please contact us.This policy of random assignment was instituted in 1974 specifically to prevent clustering of students from particular backgrounds at particular schools.In recent decades, many Korean school districts have loosened the policy and they now allow parents to express preferences or to "opt out" of particular schools. In Seoul, it's still a true random assignment with no opt-out.Let's begin with two recent studies in which students were RANDOMLY assigned either to single-gender or coed classrooms, with no opt-out.We are aware of no other studies in which students were randomly assigned either to single-gender or coed classrooms, with no parental opt-out allowed.
Attending all-boys schools or all-girls schools, rather than attending coeducational schools, is significantly associated with higher average scores on Korean and English test scores. As the authors observe, this study is the first large-scale study of students RANDOMLY assigned to single-gender and coed schools.On the contrary: some public schools which have adopted single-sex classrooms, without appropriate preparation, have experienced bad outcomes. Leonard Sax, executive director of NASSPE, made this point back in 2005 in a commentary for entitled "the Promise and PERIL of Single-Sex Public Education".The single-sex format creates opportunities that don't exist in the coed classroom.2008 update: in a recent report on NBC Nightly News, Professor Kathy Piechura-Couture of Stetson University , reported that over the four years of the pilot study, 55% of boys in the coed classrooms scored proficient on the FCAT, compared with 85% of boys in the all-boys classes. After extensive interviews with the teachers, the Stetson researchers believe that the coed classrooms are catching up because the teachers are learning how to deploy the strategies learned in the single-gender classrooms in coed classrooms.Critics of single-gender classroom formats often insist that we should ignore gender differences or work against them.
On this page you can learn about the experience of schools such as Woodward Avenue Elementary in Deland, Florida; Foley Intermediate in Foley, Alabama; Jefferson Middle School in Springfield, Illinois; the Cunningham School for Excellence in Waterloo, Iowa; and many other schools which have seen a dramatic improvement in grades and test scores after adopting single-sex classrooms.