Why a Single Gender School?
* Greater gains are made by students in single-sex schools in science, reading and educational aspirations--New York Times Magazine, 1990.
* According to findings described in Catholic Schools and the Common Good, during junior and senior year, Catholic school girls in an all-girls' school double their learning in science. While girls in co-ed schools study two years of science, their single-sex counterparts study four years of science. (Harvard University Press 1993)
* Success rates of single-sex alumnae are higher than those of their co-educational counterparts: They are two to three times more likely to be high career achievers; two times more likely to get their doctorate degree; mentioned in Business Week's List of Successful Women six times higher than others; and frequent Congress and Fortune 500 companies at a rate of six times greater than chance.--Education Week, 1990.
* As stated in an article in New Woman, 1990, "students in all-girl schools far outpace their coed counterparts in science and reading and were at least equal in academic achievement in other subjects. They also had stronger self-esteem, took more math classes, and set higher educational goals for themselves. In addition, they were less likely to hold stereotyped views of specific careers as 'a man's job' or ' a woman's job.' " --New Woman, 1990
Different Voices, Different Schools
"...Girls in single-sex schools have higher self-esteem, are more interested in nontraditional subjects such as science and math, and are less likely to stereotype jobs and careers. They are intellectually curious, serious about their studies, and achieve more."
Sadker and Sadker, 1994
"When elements of a good education are present, girls succeed."
• Small Class Sizes and School
• Focused Academic Curriculum
• Strong Sense of Community
• Controlled and Disciplined Environment
AAUW 1998 report Separated by Sex
Growing Smart: What's Working for Girls in School
"...cooperative learning...greater hands-on access to computers and tools, mentoring among innovative teacher practices, encouraging girls to achieve, take risks, pursue advanced-level classes, and become more involved in school activities."
American Association for University Women (AAUW), 1995
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