The Impact of Single-Sex Education on African American Reading Achievement: An Analysis of An Urban Middle School's Reform Effort

Autor/in	Dwarte, Marquis
Titel	The Impact of Single-Sex Education on African American Reading Achievement: An Analysis of An Urban Middle School's Reform Effort
Quelle	In: Journal of Negro Education, 83 (2014) 2, S.162-172 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.2.0162
Schlagwörter	Program Effectiveness; Single Sex Schools; African American Students; Reading Achievement; Urban Schools; Middle School Students; Educational Change; Gender Differences; Comparative Analysis; Public Schools; School Districts; Grade 8 + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsreform; Geschlechterkonflikt; Public school; Öffentliche Schule; School district; Schulbezirk; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The academic underperformance of African American students continues to limit their academic, career, and life opportunities. Consequently, many urban school districts have implemented single-sex instructional programs in an effort to better address the schooling needs of African Americans. This study's purpose was to evaluate to what extent the restructuring of a coeducation school to a single-sex school impacted reading achievement for African American students. Data were analyzed using Analysis of Variance (ANOVA). Data from the school years immediately prior to and the five years following the restructuring were compared to assess program effectiveness. For African American males, findings revealed mixed support for single-sex education. However, findings for African American females proved significant in favor of the single-sex school structure. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01