The Advantages of Single-Sex Catholic Secondary Schooling: Selection Effects, School Effects, or "Much Ado About Nothing?"

Autor/inn/en	LePore, Paul C.; Warren, John Robert
Titel	The Advantages of Single-Sex Catholic Secondary Schooling: Selection Effects, School Effects, or "Much Ado About Nothing?"
Quelle	(1996), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Catholic Schools; Coeducation; High School Students; High Schools; Institutional Characteristics; National Surveys; Outcomes of Education; Selection; Sex Differences; Single Sex Schools; Socioeconomic Status; Student Characteristics; Test Results + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Katholische Schule; Koedukation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Auslese; Sex difference; Geschlechtsunterschied; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Socio-economic status; Sozioökonomischer Status
Abstract	Data from the National Education Longitudinal Study of 1988 (NELS:88) were used to investigate whether there are differences between single-sex and coeducational Catholic secondary school students in academic and social psychological outcomes, whether any differences especially favor young women in single-sex Catholic secondary schools, and whether pre-enrollment differences between students account for any sector differences. In its base year, NELS:88 included approximately 25,000 randomly selected students in public and private schools. The analysis is based on students in Catholic schools with nonvocational emphasis. It is concluded that single-sex Catholic secondary schools are not especially advantageous academic settings, and that the few observed advantages of attending these schools benefit boys more than girls. Single-sex school boys appear to have higher achievement test scores in grades 10 and 12 than boys in coeducational schools, but they do not appear to learn more in that boys in both sectors increase their scores between grades 8 and 12 by about the same amount. It is also argued that sector differences in 10th- and 12th-grade student achievement test scores are due to pre-enrollment differences in measured background and prior achievement. (Contains 7 tables and 37 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC