Please find enclosed the second newsletter of the European Association Single Sex Education (EASSE) in English.
We remain at your disposal, should you require further information and any suggestions are welcome.
Yours faithfully,
Jean-David Ponci, PhD
Education Expert
EASSE’s Representative for French and German-Speaking Countries
Ch. des Bouleaux 14/1012 Lausanne/ Switzerland
0041 21 311 15 33
0041 79 778 71 67
The study finds that decreasing the size of school districts has a substantial and statistically significant positive effect on graduation rates. Conversely, consolidation of school districts into larger units leads to more students dropping out of high school. The results of the analysis indicate that decreasing the average size of a state's school districts by 200 square miles leads to an increase of about 1.7 percentage points in its graduation rate. This finding is particularly important for states with very large school districts.
The study finds that decreasing the size of school districts has a substantial and statistically significant positive effect on graduation rates. Conversely, consolidation of school districts into larger units leads to more students dropping out of high school. The results of the analysis indicate that decreasing the average size of a state's school districts by 200 square miles leads to an increase of about 1.7 percentage points in its graduation rate. This finding is particularly important for states with very large school districts.
The Relationship of Maternal Nutrition and Adolescent Child-bearing with Child Development
Liza Benny, Quantitative Research Assistant
Paul Dornan, Senior Policy Officer
Andreas Georgiadis, Senior Research Officer
Adolescence, Youth and Gender conference
Oxford, 8-9 September 2016
"Do dreams come true?
Aspirations and educational attainments of Ethiopian
boys and girls"
presented by Marta Favara at
Young Lives International Conference on Adolescence, Youth and Gender
8-9 September 2016
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Consequences of Teenage Parenting Styles on The Attainment of Educational Goa...AJHSSR Journal
The greatest global investment whose productivity leads to rapid economic growth is education.
Despite this fact, teenage parenting and the subsequent parenting styles had consequences on the attainment of
educational goals as was revealed by a study that was carried out in Mumias Sub-county to find out the kind of
consequences that teen motherhood and teen fatherhood had on a secondary school students‟ academic
achievement. Two objectives were set to find out the prevalence rate of teenage parenting and to determine the
kind of contributions the problem had on educational accessibility. The population consisted of 55 principals,
269 teachers and 4,143 students from three classes out of the four classes in the sampled out schools. One third
of the population was taken for each of the three categories of respondents which gave 18 principals heading
mixed gender secondary schools, 89 class teachers and 1,367 studentsboth male and female. The students were
selected using the simple-random sampling alongside purposive sampling where the teen-agers were targeted, as
the stratified random sampling technique targeted principals and teachers from public mixed gender secondary
schools. The study area had four divisions namely, South Wanga, WangaMkulu, East Wanga and Mumias
Central from which the eighteen schools were identified. To collect data, questionnaires were designed for
students, teachers and principals. Descriptive statistics namely frequency counts and percentages was used to
analyze the quantitative data which was then presented in tables. The study found that teenage parenting styles
had consequences on the attainment of educational goals and the recommendations are that guidance and
counseling should be intensified by not only the Ministry of Education at the school level, but also by the local
administration to include parents to teenagers in public forums. Guidance and Counseling should help curb the
problem of teenage parenting in order to remedy the consequences on the attainment of educational goals.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The Relationship of Maternal Nutrition and Adolescent Child-bearing with Child Development
Liza Benny, Quantitative Research Assistant
Paul Dornan, Senior Policy Officer
Andreas Georgiadis, Senior Research Officer
Adolescence, Youth and Gender conference
Oxford, 8-9 September 2016
"Do dreams come true?
Aspirations and educational attainments of Ethiopian
boys and girls"
presented by Marta Favara at
Young Lives International Conference on Adolescence, Youth and Gender
8-9 September 2016
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Consequences of Teenage Parenting Styles on The Attainment of Educational Goa...AJHSSR Journal
The greatest global investment whose productivity leads to rapid economic growth is education.
Despite this fact, teenage parenting and the subsequent parenting styles had consequences on the attainment of
educational goals as was revealed by a study that was carried out in Mumias Sub-county to find out the kind of
consequences that teen motherhood and teen fatherhood had on a secondary school students‟ academic
achievement. Two objectives were set to find out the prevalence rate of teenage parenting and to determine the
kind of contributions the problem had on educational accessibility. The population consisted of 55 principals,
269 teachers and 4,143 students from three classes out of the four classes in the sampled out schools. One third
of the population was taken for each of the three categories of respondents which gave 18 principals heading
mixed gender secondary schools, 89 class teachers and 1,367 studentsboth male and female. The students were
selected using the simple-random sampling alongside purposive sampling where the teen-agers were targeted, as
the stratified random sampling technique targeted principals and teachers from public mixed gender secondary
schools. The study area had four divisions namely, South Wanga, WangaMkulu, East Wanga and Mumias
Central from which the eighteen schools were identified. To collect data, questionnaires were designed for
students, teachers and principals. Descriptive statistics namely frequency counts and percentages was used to
analyze the quantitative data which was then presented in tables. The study found that teenage parenting styles
had consequences on the attainment of educational goals and the recommendations are that guidance and
counseling should be intensified by not only the Ministry of Education at the school level, but also by the local
administration to include parents to teenagers in public forums. Guidance and Counseling should help curb the
problem of teenage parenting in order to remedy the consequences on the attainment of educational goals.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The study was conducted on issues affecting the academic achievement of female students in selected primary schools of Jimma Arjo woreda while its objective was to investigate the major factors that affect the academic achievements of female students in primary schools of four sampled primary schools/Arjo primary school, Andinnet, Arbi-gebeya and Wayu Warke primary schools. Female students academic achievements show an upgrading from time to time, but still the rise is delicate when contrast to males. The finding identified the five broad categories, Family related, school related, socio-economic related, cultural related were the major factors that affect the academic achievements of females’ education. The common issues household responsibilities, low awareness of parents towards females education, parents financial problems, parents education level, lack of school facilities, school distance, the nature of teacher student relationship, the study behavior female students implement, teaching method teachers use, early marriage, less avails of role models are the main reasons for squat academic achievements of female students on education. To alleviate these upward parents awareness to wards the benefit of educating females, motivating female students, providing financial supports for the poor female students, improving school facilities and protecting female from abduction and early marriage/from any harmful traditions were recommended.
Benefits and Disadvantages of Single Gender EducationCoralys Santiago
Research paper about the advantages and disadvantages of children studying in a single-sex school. It includes a definition of single sex schools and the difference between these and co-ed schools; as well as the history behind single gender education (origins). In this paper you will learn the academic benefits of single sex education, as well as the psychological and social disadvantages it can bring to a child.
Trabajo investigativo sobre las ventajas y desventajas de la educación separada (o segregada) por sexos.
English 101, Argument Essay February 2016Single-Sex Education .docxYASHU40
English 101, Argument Essay
February 2016
Single-Sex Education vs Co-Education
There has been a lot of controversial debate in which is better co-education or single-sex education. Many parents are mostly confused to determine which is better to take their children. Moreover, many studies agreed that the way men and girls think is some bit different therefor there is unending debate of single-sex education and co-education schools. Single-sex education schools are the schools where girls or boys learn alone not mixed. And co-education schools where boys and girls learn together in the same class. Although many research indicates that co-education schools have some advantages for student’s behavior, closes research reveals single-sex education schools are much better for student’s education performance especially for girls.
There have been many arguments for and against co-education and single-sex education schools. However, the advantages in single-sex education raises over co-education schools in many thing as follow; first in single-sex education there is improve in behavior. The concept of improve behavior increases from the fact that co-education schools there is more chance the students to be more socialize than being more academic students. Single-sex education schools have less social problem and better sources. Furthermore, in single-sex schools the participation and attendance are higher, also in single-sex education all subjects and settings are maximized to set students to reach their achievements, while in co-education schools students are easily destructed by one another. The boys and girls focus more out of the class and they always try to impress each other. The occupancy of the students attractive and love… etc. determine on their academic achievement. Another feature is the participation in single-sex schools. Boys and Girls are more likely to thrive well in an environment where they are no inhibiting factors from the opposite sex. For instance the girls are more likely to participate in activities or lessons that are seen to be manlier in single sex schools than in co-educational schools. This allows each sex to thrive more in the environment that they are in and reach their potential (Jost 569-92). In co-educational schools, boys are known to lead more in the participation in lessons and classes therefore leaving out the other gender. According to Amani Hamadan, “In single-sex schools, girls were more likely to take science subjects and boys more likely to choose language and the art than in mixed schools…The tendency was for single-sex schools to weaken the gender patterns of subject choice.” Secondly, single-sex education schools have been known to promote the academic excellence of poor and minority students. Poor students and the minorities have been known to do well than the other students in a same gender setting than in co-education settings. This has definitely helped in reducing the unequal education levels betw ...
FACTS SCHOOL INTEGRATIONThe Benefits of SocioeconomicallyMargaritoWhitt221
FACTS SCHOOL INTEGRATION
The Benefits of Socioeconomically and Racially Integrated Schools and
Classrooms
APRIL 29, 2019
https://tcf.org/topics/education/school-integration/
https://tcf.org/
Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and
social benefits. And school policies around the country are beginning to catch up. Today, over 4 million students in America are
enrolled in school districts or charter schools with socioeconomic integration policies—a number that has more than doubled
since 2007.
Here’s why the growing momentum in favor of diversity in schools is good news for all students:
Academic and Cognitive Benefits
On average, students in socioeconomically and racially diverse schools—regardless of a student’s own economic status—have
stronger academic outcomes than students in schools with concentrated poverty.
Students in integrated schools have higher average test scores. On the 2011 National Assessment of Educational
Progress (NAEP) given to fourth graders in math, for example, low-income students attending more affluent schools scored
roughly two years of learning ahead of low-income students in high-poverty schools. Controlling carefully for students’
family background, another study found that students in mixed-income schools showed 30 percent more growth in test
scores over their four years in high school than peers with similar socioeconomic backgrounds in schools with concentrated
poverty.
Students in integrated schools are more likely to enroll in college. When comparing students with similar
socioeconomic backgrounds, those students at more affluent schools are 68 percent more likely to enroll at a four-year
college than their peers at high-poverty schools.
Students in integrated schools are less likely to drop out. Dropout rates are significantly higher for students in
segregated, high-poverty schools than for students in integrated schools. During the height of desegregation in the 1970s
and 1980s, dropout rates decreased for minority students, with the greatest decline in dropout rates occurring in districts
that had undergone the largest reductions in school segregation.
Integrated schools help to reduce racial achievement gaps. In fact, the racial achievement gap in K–12 education closed
more rapidly during the peak years of school desegregation in the 1970s and 1980s than it has overall in the decades that
followed—when many desegregation policies were dismantled. More recently, black and Latino students had smaller
achievement gaps with white students on the 2007 and 2009 NAEP when they were less likely to be stuck in high-poverty
school environments. The gap in SAT scores between black and white students continues to be larger in segregated
districts, and one study showed that change from complete segregation to complete integration in a district could reduce as
much as one quarter of the current SAT scor ...
A study in mathemagenic activities gender differences in understanding chemis...
Newsletter 2 english_2013
1. NO 2 - FEBRUARY 2013
NEWSLETTER
EASSE
european
association
single-sex
education
Single-sex education apparently has no positive effect
on school performance! What are the facts?
Results of a UK government study
During the past year certain European media sults, which was addressed in 43 of the stud-
outlets such as slate.fr have been reporting ies. Of this total of 43 studies, 15 studies were
on increasing opposition to single-sex school- in favour of single-sex education, one was in
ing in the United States. First there was an ar- favour of coeducational schooling, 23 con-
ticle in Science magazine: The Pseudoscience cluded that neither one type of schooling nor
of Single-Sex Schooling. Then the ACLU the other had any influence on marks and 4
(American Civil Liberties Union) sent letters found that each type had their own particular
to school districts requesting measures to advantages. It is surprising that American spe-
discontinue the single-sex programmes that cialists in the field are unaware of the work of
had been introduced in public schools. their own Department of Education!
In all that has been said and written in op- “There is no well-designed re-
position to single-sex education there is one
claim from the media reporting that we find search showing that single-sex
interesting because, unlike many others, it is education improves students’
measurable and verifiable: “There is no well-
designed research showing that single-sex academic performance”.
education improves students’ academic per- (Diane F. Halpern et al.)
formance1”. In fact, this claim is not inaccurate
or biased – it is quite simply erroneous. In fact, this claim is not inac-
In 2005, the US Department of Education curate or biased – it is quite
conducted a study entitled Single-Sex versus simply erroneous.
Coeducational Schooling: A systematic Re-
view2. It set out to systematically analyse the
body of scientific literature available on this As regards improvement in exam results, we
topic. will highlight one of the more interesting stud-
ies, since it is not possible to analyse them all
Many articles were excluded because of their in this article. This particular study examined
lack of scientific rigour. Among other criteria, the impact of school size and single-sex edu-
the study looked at the question of exam re- cation on the performance of pupils in Eng-
1. Diane F. Halpern, Lise Eliot, Rebecca S. Bigler, Richard A. Fabes, Laura D. Hanish, Janet Hyde, Lynn S. Liben, and Carol Lynn Martin,
The Pseudoscience of Single-Sex Schooling, Science, 23th of September 2011.
2. http://www2.ed.gov/rschstat/eval/other/single-sex/single-sex.pdf.
3. Spielhofer, T., O’Donnel, L., Benton, T., Schagen, S., Schagen, I. (2002)The impact of school size and single-sex education on perfor-
mance, National Foundation for Educational Research.
EASSE NEWSLETTER NO. 2 FEBRUARY 2013 PAGE 1
Ch. des Bouleaux 14, 1012 LAUSANNE, SWITZERLAND Phone: +41 79 778 71 67 Fax: +41 21 311 15 33 jeandavid@easse.org www.easse.org
2. EASSE
Single-sex education apparently has no positive effect on school performance! What are the facts?
european
association
single-sex
education
In schools with an entrance exam on the
other hand (selective schools, 5.2% of the
single-sex schools), there was no significant
improvement in the girls’ results.
For most boys at schools without an entrance
exam, a single-sex environment seems to have
little effect, apart from in the case of pupils
classified as weak on leaving primary school
A pupil at Tiffin Girls’ School. Based on GCSE results, it was
and apart from science subjects in pupils iden-
the top school in England in 2011. tified as able after primary level. Conversely,
Source: http://www.tiffingirls.kingston.sch.uk/dt there is a very clear improvement in the per-
formance of boys at “selective” schools.
land3. This study has the advantage of measur-
ing the effect of the two types of schooling The diagram below illustrates this data.
by comparing similar schools and pupils with
the same level of primary education, which is
nearly always mixed in the UK. The aim of the
authors was to be sure that the progress of
pupils aged between 11 and 15 at secondary
level can be attributed to single-sex schooling
and not to some other factor.
The study included 2,952 schools and 369,341
pupils, 11% of whom were educated in single-
sex schools. Depending on the type of school
and pupil, in single-sex environments there
was either an improvement in General Certif-
icate of Secondary Education (GCSE) marks
or else no significant difference. The authors
also found that the improvements were sig-
nificantly better as a result of the impact of
single-sex education rather than the ideal
school size4.
The study (conducted by
the UK government), of- In summary, in the English system, more girls
fers an unbiased analysis got improved results than boys as a result of
being in a single-sex environment, given that
of the impact of single sex single-sex schools without an entrance exam
education, with a sample account for 94.8% of the single-sex schools
analysed and given that within these schools,
size of over 350’000 pupils. boys with average marks achieved only a neg-
ligible improvement in their performance.
In schools that do not have an entrance exam
(comprehensive schools, 94.8% of the single- So it is still worth pointing out that even
sex schools), girls achieved better results in though the differences are not significant, they
all subjects, particularly science. do nevertheless still point in favour of single-
sex education. So it is a win-win situation.
4. According to this study, schools of medium size (about 180 students per grade) seemed to do best. At smaller schools, there
was a lack of course offerings especially at the advanced levels.
EASSE NEWSLETTER NO. 2 FEBRUARY 2013 PAGE 2
Ch. des Bouleaux 14, 1012 LAUSANNE, SWITZERLAND Phone: +41 79 778 71 67 Fax: +41 21 311 15 33 jeandavid@easse.org www.easse.org
3. EASSE
Single-sex education apparently has no positive effect on school performance! What are the facts?
european
association
single-sex
education
Furthermore, this difference could be
made more apparent if we analyse a pupil’s
progress over 7 years, i.e. from 11 to 17
rather than 11 to 15. This would be par-
ticularly useful in the case of boys, who fin-
ish their growth spurt at the age of 15 and
usually start to catch up on the girls once
they reach that age. The fact that the boys’
performance improves in the “selective”
schools is also worth underlining. Could it
be that, unlike girls, they are stimulated by
the competition?
Pupils at Wilson’s school, a boys’ school with an entrance
exam, but without fees. Based on exam results, it was En-
Another noteworthy fact is that when gland’s top boys’ school in 2011 and the third best overall.
schools are classified solely according to Source: http://www.wilsonsschool.sutton.sch.uk/dept/clas-
their GCSE results, the single-sex schools sics/latin/latin.html
grab most of the top places (75 of the top
100 in 2011), even though they only repre- impact of single-sex environments on exam
sent a tiny percentage of the total!5 “These results into relative terms, or play it down.
schools get good results not because of Nevertheless, the research does seem to
their single-sex intake but because of the support the notion.
culture of the highly traditional families who
choose this type of school,” proclaimed a Leaving the experts’ quarrels aside, the
teacher from Oxford when asked about EASSE believes that the only thing that re-
this ranking list. ally counts is respect for the freedom of
parents to choose a school that matches
So the debate on the impact of single-sex their convictions. The fact is that no coun-
schooling on performance cannot really try in Europe has an education system
be settled, given how hard it is to evaluate with a wide enough offering to guarantee
the influence of one parameter in isolation the freedom to choose a single-sex school.
from many others (motivation, parents’ in- We are certainly not seeking to undermine
come and background, training of teachers, mixed-sex education; our only aim is to
teaching methods, etc.). Single-sex school even up the balance.
teachers themselves recognise that this
environment has no effect on results if the Jean-David Ponci
teachers do not have the right training. So
our critics will always be able to put the
Ibid. Source : http://www.wilsonsschool.sutton.sch.uk/dept/music/music.html
5. Source : http://www.telegraph.co.uk/education/leaguetables/8723085/GCSE-results-2011-school-by-school.html
EASSE NEWSLETTER NO. 2 FEBRUARY 2013 PAGE 3
Ch. des Bouleaux 14, 1012 LAUSANNE, SWITZERLAND Phone: +41 79 778 71 67 Fax: +41 21 311 15 33 jeandavid@easse.org www.easse.org
4. EASSE
european
association
single-sex
education
Summary of Laws on the Legitimacy of Single-Sex Education
Universal Declaration of Human Rights
Art. 26, 3. Parents have a prior right to choose the kind of education that shall be given to
their children.
Convention against Discrimination in Education 1960 (UNESCO)
ratified by 96 States
Art. 2.When permitted in a State, the following situations shall not be deemed to constitute
discrimination, within the meaning of Article 1 of this Convention:
(a) The establishment or maintenance of separate educational systems or institutions for
pupils of the two sexes, if these systems or institutions offer equivalent access to education,
provide a teaching staff with qualifications of the same standard as well as school premises
and equipment of the same quality, and afford the opportunity to take the same or equiva-
lent courses of study;
The International Covenant on Economic, Social and Cultural Rights (ICESCR)
ratified by 160 States, but not the U.S.A.
Article 13. al. 3. 3. The States Parties to the present Covenant undertake to have respect
for the liberty of parents and, when applicable, legal guardians to choose for their children
schools, other than those established by the public authorities, which conform to such mini-
mum educational standards as may be laid down or approved by the State and to ensure the
religious and moral education of their children in conformity with their own convictions.
In Europe
Protocol to the Convention for the Protection of Human Rights and Fundamental Free-
doms, ratified by 45 European States. Switzerland didn’t.
Article 2 – Right to education
No person shall be denied the right to education. In the exercise of any functions which it
assumes in relation to education and to teaching, the State shall respect the right of parents
to ensure such education and teaching in conformity with their own religious and philoso-
phical convictions.
In the U.S.A.
No Child Left Behind Act (NCLB), specifically, sections 5131(a)(23) and 5131(c)
EASSE NEWSLETTER
NO. 2 FEBRUARY 2013 PAGE 4
Ch. des Bouleaux 14, 1012 LAUSANNE, SWITZERLAND Phone: +41 79 778 71 67 Fax: +41 21 311 15 33 jeandavid@easse.org www.easse.org