Single sex schools vs. coeducational schools Essay

Custom Student Mr. Teacher ENG 1001-04 6 March 2016

Single sex schools vs. coeducational schools

Almost all parents want to choose the best education for their sons and daughters. There has long been debate over whether single sex schools are better than coeducation schools. It is often argued that co-education schools allow for greater interaction between sexes which leads to more social interaction. On other hand, students in single sex schools achieve greater result. This essay is to argue the benefits of both types of schools. It will be argued that single sex schools provide better learning and a better education for both boys and girls.

There are several reasons why single sex schools are more benefit. One of these reasons, students in single sex schools accomplish better result than students in coeducation schools (Sax, 2002). Moreover, The Australian Council for Educational Research (2001, cited in Sax, 2002) reported that “both boys and girls who were educated in single-sex classrooms scored on average 15 to 22 percentile ranks higher than did boys and girls in coeducational settings”. In addition, researchers at the University of Michigan (Sax, 2002) contended that boys in single sex high schools obtained high score in reading, writing and math than did boys at coeducation schools also girls at single sex schools did superior in science and reading than girls in coeducation schools. Furthermore, Hamilton (1985, cited in Sax, 2002) stated that students at single sex schools are better than students at coeducation schools in almost all subject tested.

It has been argued that single sex schools catch the attention of the students who come from higher socioeconomic (Sax, 2002). Also, students in single sex schools are clever and come form greater socioeconomic (Smith, 1996). However, both the ACER study and the Foundation study found no proof to assure the hypothesis which reported single sex schools catch the attention of the students who come from higher socioeconomic (Sax, 2002). For example, in United states Riordan (cited in Sax, 2002) has revealed that girls who enter single sex Catholic schools characteristically come from a lower socioeconomic environment than girls who enter coeducation schools. In addition, the higher achievement for students in single sex schools not as a result of socioeconomic, the British Office for Standards in Education (OFSTED) (1998, cited in Sax, 2002) shown that after effectuated exam for 800 students from single sex schools and coeducation schools. The result revealed that the higher achievement of students in single sex schools not as a result of socioeconomic factors, but occurred a consequent result of single sex education.

It has asserted that single sex schools do not arrange students for mainstreaming into mixed-sex workplace and society (Mael, Smith, Alonso, Rogers & Gibson, 2004). Dale; West and Hunter (1971, 1974; 1993 cited in Mael, Smith, Alonso, Rogers & Gibson, 2004) stated that because coeducation schools reproduce real-world social and workplace interactions, they are alleged to better arrange young cross-gender connections and addition society. However, students in single sex schools can acquire this feeling through daily life. Outside of schools there is always communication between boys and girls, through families’ activities, sports games and grassroots. Moreover, there is constantly some form of communication. Moreover, always there is interaction between boys and girls for example, when they move to study at university they will study together. In addition, the aims for education are success and achieve higher result, and this is what can you obtain in single sex schools.

In conclusion, this essay has argued that single sex schools are better than coeducation schools. It has occurred that single sex schools provide the best environment for students to obtain the better and higher result. It has been argued that single sex schools attract students from high socioeconomic however, no evidence to support this hypothesis. Also, it has been argued that single sex schools do not provide greater social interaction however; students in single sex schools can obtain social interaction from day life such as parties, families’ activities and grassroots. Single sex schools are better and more benefits than coeducation schools.

References

Mael, F., Smith, M., Alonso, A., Rogers, K. and Gibson, D. (2004). Theoretical Arguments For and Against Single-Sex Schools: A Critical Analysis of the Explanations. Washington, DC: American Institutes for
Research.

Sax, L. (2002). What’s the evidence? What have researches found when they compare single sex education with co-education?. National Association for Single Sex Public Education.

Smith, I.D. (1996). Gender Differentiation: Gender differences in academic achievement and self- concept in coeducational and single sex schools. Australian Research Council Institutional Grants Scheme Final Report.

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