Resolution: Single-Gender classrooms would improve the quality of education in Americanpublicschools
Debate Rounds (4)
It is because of this reasoning we agree with the resolution.
Case 1: Proven Intellectual Benefits In Single Sex Schools
Students have shown benefit when participating in single sex schools. For instance, look at the difference between single gender school and public school! (1)Not you: Put the date it was taken.
A quote from the article about the graph.
"It is very clear by the above chart that both sexes academically benefit from a single-sex education. Studies show that women suffer from a stereotype threat in math and science, meaning that in the fields of math and science women are more apprehensive to perform due to their perceived inferiority to men. Perhaps that is why girls at my high school were so confident in their work, there were no boys to do better and perhaps this is why women are always found to do better in single-sex school environments." Ash: A misconseption, people like to use that excuse for a way to get a way out of work, also if you take a look at boys in america you"d find that they could care less about school. Therefore the dates DOES matter. The data is useless if it can"t be backed up
Here is yet another graph, (2) supporting the benefits of single-gender schooling. As you can see from this graph, the percentage of male proficient students in Co-Ed compared to the percentage of males from single-sex schools, double in single-sex schools.
Here is a quote from the article.
" In a research study, done in London, it was shown that single sex male schools allow young men and boys to express their emotional side better than co-ed schools. Boys are more likely to move towards art, along with dance and music, instead of simply conforming to the stereotypes that are perceived in co-ed school districts. Also, in single-sex schools, classes are more structured towards the males" learning style, rather than having to work with both genders (Williams). not you:In this society boys do not go to art often.
A study actually showed that diff. genders dont learn diff. sexist.
A quote from my third source, addresses a research study done in London. (3)
Case 2: Advantages of Single-Sex Schools
According to long term studies of children from around the world, students achieve more and learn better in single sex schools.
(3) "An Australian study of 270,000 students found that both boys and girls performed significantly higher on standardized tests when they attended separate schools. During an experiment in Virginia in 1995, 100 eighth graders were separated just for math and science courses. Almost immediately, the girls began to achieve more, become more confident and participate more often in class.In 2001, a British study conclude that nearly every girl regardless of her ability or socioeconomic status performed better in single sex classrooms than co-ed ones. The study of study of 2954 high schools and 979 primary schools showed that while boys at the lowest ends academically improved the most in single sex schools, single sex education was particularly beneficial to girls. Every one of the top fifty elementary schools and top twenty high schools in Britain are single sex schools in britain discibplain is a must, this is america land of the mcdonalds. we don"t teach as Ash: People in Britain are more disciplined than in America.well than britain.When rating their computer skills, 36% of graduates of independent girls" schools consider themselves strong students, compared to 26% of their co-ed peers.
48% of girls" school alumnae rate themselves great at math versus 37% for girls in co-ed schools.
Three times as many alumnae of single-sex schools plan to become engineers.
Gender inequality and differences
There are many differences between boys and girls. This source supports this.
Boys have a higher physical activity level and develop self-control later than girls.
Girls seem to show stronger verbal skills and demonstrate empathy more readily than boys.
In general, boys seem to be more successful with increased structure. For instance, one of the best ways to provide instructions for boys is to list directions in bullet format on the board and provide a time frame for completing all steps, or even each step. In this way, teachers can also define specifically how they want students to prepare for tests. Boys will typically only read over their notes or the textbook as preparation, sometimes the morning of the test. Requiring specific steps"such as making vocabulary flash cards the first night, sketching key concepts the second night, and making their own questions the third night"in studying for a test provides clearer expectations and directs students to prepare appropriately.
After several months of setting study expectations, teachers could then make a transition to requiring exit slips, in which students explain how they will prepare for the test as they leave class. Again, this provides more structure in which students take ownership and can be held accountable.
On the other hand, girls tend to benefit from increased opportunities for making connections between themselves and the content. To tap this, teachers could build in more cycles where students voice their opinion about content, make comparisons between content and their own experience, and use manipulatives or real objects to explore concepts.
In mathematics, 14 schools showed higher achievement for single-gender girls than coed girls, and in only 3 schools did coed girls achieve higher than their counterparts in single-gender classes. For boys, 13 schools showed higher achievement for single-gender than coed; 5 schools showed the reverse.
In reading and language arts, 14 schools indicated that single-gender girls outperformed coed girls; 3 schools indicated the reverse. For boys, 11 schools said that single-gender classes outperformed coed classes; 7 schools showed the reverse.
In the area of discipline, 7 of the 10 schools submitting data indicated that single-gender classes had a lower number of discipline referrals than coed classes.
More data supporting the position: (5)
"Jefferson Leadership Academies was in the spotlight in 1999 when it became the first public middle school in the United States to have entirely single-gender classes. Its reason? Research showed that girls did better in math and science in all-girl settings. This decision came just a few years after Failing at Fairness: How Our Schools Cheat Girls was published by two American University professors."Ash: research showed that recently genders dont learn diff.
"It eliminates gender stereotypes. When single gender classrooms are available, boys and girls tend to follow personal pursuits that interest them instead of trying to fit into specific stereotypes. Boys, for example, might pursue poetry. Girls tend to stop trying to focus on the goal of "keeping up with the boys" and instead stay focused on their own personal interests." (7)
ASH: At the same time creates stereotypes because if girls no longer are pressured then they say that Girls are smarter than boys. There is no better result for this. Instead of going in to an opposite direction to fix this problem, try and tackle it head on. In Virginia it is against the law to commit a crime while wearing a bullet proof vest. Instead making that law to capture them easily, instead go in for the boycott (analogy).
Case 3: Un wanted pregnancy
studies show that girls who go to single sex school have less unwanted pregnancies. (6)
"Decreased risk of teenage pregnancy.A533; One very robust finding in American schools is that girls who attend girlsA533; schools are dramatically less likely to experience pregnancy than are girls who attend coed schools.A533; For example, at The Young WomanA533;s Leadership School (TYWLS) in Harlem, the rate of teenage pregnancy is about one girl in 40; the rate of teenage pregnancy for other girls in the neighborhood is about one girl in three (Chris Farmer, personal communication, 2003).A533; Thus, the risk of pregnancy for girls attending TYWLS is roughly an order of magnitude lower than for other girls in the neighborhood.A533; Critics respond that TYWLS is a selective school and that girls selected to attend TYWLS may be less likely to experience an unwanted pregnancy regardless of what school they attend.A533; For that reason, the A533;before and afterA533; experience of schools such as the James Lyng High School is instructive.A533; When the school was coed, about 15 girls a year experienced an unwanted pregnancy; after the switch to a coed format, only about A533;one or twoA533; girls a year experienced a pregnancy (Wayne Commeford, personal communication, 2003).A533;Because the Lyng High School is not a selective school but is a regular public school which did not change its enrollment procedures after the switch to the single-sex format, it seems clear that the dramatic reduction in pregnancies was due to the change in format from coed to single-sex.
Ash: You are right. The girls are not going to want pregnancy, or boys, husbands, knowledge of the opposite sex. And stereotypical views. So yea, youre right
1.http://www.personal.psu.edu... KATHERINE ALICE BOYLE October 25, 2012
4. http://www.ascd.org... David Chadwell 2010
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