A comparison of single-gender classes and traditional, coeducational classes on student academic achievement, discipline referrals, and attitudes toward subjects

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement; office referrals received; and, students' attitudinal differences regarding reading, math, and science. When compared as a group, placement did not affect the students' academic achievement. Students in the single-gender classes had significantly more office referrals than students in the traditional, coeducational classrooms. A statistically significant relationship was shown between the groups on two math statements: studying math in high school would be a good idea and it is easy to understand math.