Files
Abstract
This was a non-experimental, quantitative study that used causal-comparative research design to investigate academic performance among female students attending public, single-gender schools and public, co-educational schools. Specifically, this study focused on the performance of seventh-grade students in the disciplines of mathematics and science in Georgia. The study used ex post facto data to compare the state administered standardized test scores of students in public, single-gender schools in Georgia to the test scores of students in public, co-educational schools in Georgia with similar socioeconomic status (SES). The purpose of this study was to explore whether attending a single-gender school improved female students academic performance. This study compared the academic performance of female students in the fields of mathematics and science in the seventh-grade who attended a public, co-educational school to those who attended a public, single-gender school using Criterion-Referenced Competency Tests (CRCT) scores. The need for this study arose after the relaxation of Title IX regulations in the United States which resulted in the creation of public, single-gender schools throughout the United States. The results of this study do not provide empirical support for the creation of public, single-gender schools in the United States in order to improve female academic performance in the disciplines of mathematics and science.