Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools

Autor/inn/en	Else-Quest, Nicole M.; Peterca, Oana
Titel	Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools
Quelle	In: American Educational Research Journal, 52 (2015) 4, S.693-718 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215591660
Schlagwörter	Urban Schools; Student Attitudes; High School Students; Academic Achievement; Public Schools; Single Sex Schools; Coeducation; Grade 11; Low Income Groups; Minority Group Students; Comparative Analysis; Neighborhood Schools; Reading Instruction; English Instruction; Mathematics Instruction; Science Instruction; Standardized Tests; Scores; Gender Differences; Student Diversity; Quasiexperimental Design; Surveys; Statistical Analysis; Pennsylvania; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Public school; Öffentliche Schule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Koedukation; School year 11; 11. Schuljahr; Schuljahr 11; Leseunterricht; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standadised tests; Standardisierter Test; Geschlechterkonflikt; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of ethnic diversity among students, and a neglect of boys' schools. Addressing those concerns, the current study is a quasi-experimental investigation of the academic attitudes and achievement among 11th-grade low-income students of color enrolled in nonselective, urban neighborhood public single-sex and mixed-sex high schools. Students in SSS reported significantly more negative attitudes about English/reading compared to students in mixed-sex schools (MSS), while there were no differences in math or science attitudes. Data from standardized tests indicate that SSS was associated with poorer achievement among boys in reading and math but higher achievement among girls on math, science, reading, and writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01