Date of Conferral

2016

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Georgene Risko

Abstract

Several recent studies have critiqued the cognitive science behind single gender education, and social cognitive theory has demonstrated that gender inequality in the classroom may inhibit students' academic achievement. This study examined a single-gender education program for both middle school boys and girls established to remedy academic achievement deficiencies at a public charter school, to be identified as Urban Charter School (UCS), located in an urban area. The key research questions examined the trend in mathematics and reading student outcomes over a 6-year period, the relationship between gender and outcomes in mathematics and reading, and the comparison of outcomes between the single gender program at UCS and coeducational programs in the district. This ex post facto quantitative research design used historical state level reading and mathematics assessment data from archival state assessments of 110-135 middle school students annually, in Grades 6-8. Chi-square tests were conducted to examine the differences in mathematics and reading score outcomes by gender and school type. The results demonstrated no trend in UCS student achievement scores, UCS female students exceeded state assessment proficiency expectations, and the average proficiency levels in reading and mathematics of UCS students were higher than were district averages. This study provides educators and the community at large with additional research on the relationships between single-gender education programs and student achievement.

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