Educational Issues

		Problems That Single-Gender Programs Might Address

Educators and other experts with whom we spoke view single-gender programs as a way to address (1) high dropout rates, low academic achievement, and other problems faced by many urban males— particularly minorities—and (2) girls’ low academic performance in advanced mathematics and science; general lack of confidence, competence, and leadership skills; and narrow views of potential careers. Finally, some educators report that single-gender settings reduce the distraction that boys and girls create for each other. The middle school years are the most distracting for students, according to some educators. Although public school single-gender programs have not been rigorously researched, some studies of minority students in private single-gender schools suggest academic gains for both boys and girls. Also in 1992, the Department of Education’s Office of Education Research and Improvement convened a group of researchers and practitioners to share their views and findings about single-gender education. Some believe that successful strategies used in single-gender settings— smaller classes and more individual attention—can be just as effective in coeducational settings. They believe teacher training in diversity and equity can also contribute to a bias-free coeducational classroom. Legal Issues

Whatever the effectiveness and desirability of single-gender programs, single-gender public elementary and secondary education is limited by law.
Why GAO Did This Study

Pursuant to a congressional request, GAO reviewed the major educational and legal issues involved with public single-gender education.

What GAO Found

GAO found that: (1) single-gender educational programs are thought to reduce dropout rates and improve overall academic performance among urban males and academic achievement in mathematics and science among females; (2) single-gender settings are believed to reduce the distraction boys and girls create for each other, particularly during the middle school years; (3) some studies of minority students in private single-gender schools have suggested that both boys and girls improve academically in such settings; (4) the effectiveness of single-gender programs may be due more to students' and parents' motivation and commitment and small student populations; (5) some experts fear that single-gender educational programs will lead to unequal resource allocations and reinforcement of stereotypes; (6) some believe that training teachers in diversity and equity, creating smaller classes, and providing more individual attention would be just as effective in coeducational settings; (7) some public schools have terminated or modified their single-gender programs because of federal and state limitations on single-gender educational programs; and (8) the Department of Education has received numerous complaints regarding single-gender educational settings.