Document Type
Article
Publication Date
Fall 2010
Abstract
In 2003, three Philadelphia middle schools with similar demographics and failing student achievement levels were taken over by an educational management organization. Two were transformed into distinct single-sex academies within the original school buildings and a third remained coeducational. Students did not have the option where to attend, eliminating selection bias. Through funding from a Spencer Foundation grant, data was collected on 1,000 students for 2002-03 through 2004-05 to examine impacts of gender-segregation. We find students in single sex schools witness greater improvements in standardized test scores, with boys gaining the most, and no differences on Rosenberg’s Self-Esteem Scale.
Recommended Citation
O'Neill, Heather M. and Guerin, Allison, "Gender-Separate Education: The Effects on Student Achievement & Self-Esteem on Economically Disadvantaged Public Middle School Students in Philadelphia" (2010). Business and Economics Faculty Publications. 3.
https://digitalcommons.ursinus.edu/bus_econ_fac/3
Included in
Educational Sociology Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, Income Distribution Commons, Urban Education Commons
Comments
Originally published in Pennsylvania Economic Review, Volume 17, No. 1 & 2, Fall 2010. Copyright by the Pennsylvania Economic Association.