The No Child Left Behind Act of 2001 requires public schools to be highly accountable for dollars spent on education and for the achievement of students. To support this mandate, the law expanded local control and allowed schools to explore innovative ways to enhance student learning (U.S.D.E., 2004). Given the opportunity, some public schools have experimented with single-gender classes as an avenue for improving the way students are taught. Studies have indicated that separating students according to gender has a positive impact on learning (e.g., Haag, 2000; Maslen, 2001; and Sommers, 2001). Single-gender settings have also been reported to have a positive affect on the attitudes of students (NASSPE, 2004b; Colley et al., 1994, James & Richards, 2003; and Rowe, 2000). Because single-gender classes were not an option in the public school sector in recent years, most current studies of single-gender education involve private and parochial schools. The purpose of this mixed methods study was to examine the initial impact of implementing gender-based instruction in a suburban public elementary school in central Mississippi. The impact was analyzed in terms of the overall perceptions of the administrator, teachers, students, and parents who participated in the pilot program. The impact was also measured by the students' performance in the areas of academic achievement, school attendance, and classroom behavior during the pilot year of fifth-grade, single-gender classes. The results of the study indicated the overall perceptions of the participants were favorable toward single-gender classes. The students maintained approximately the same level of academic achievement in fifth-grade, single-gender classes as in fourth-grade coeducational classes. They produced an average of 2.6 years (grade equivalent) growth in Accelerated Math during the year of single-gender classes. The average daily attendance was consistent with previous attendance patterns and exceeded the district average. An analysis of discipline records revealed a positive difference in the reported conduct of students in the single-gender classes as compared to the students in coed classes throughout the district. The conclusions drawn from this study suggest continuing the single-gender classes. It is recommended that the administration and staff continue to explore gender-based teaching and classroom management.

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Urban, suburban and rural school districts across the country are all grappling with issues concerning the plight of students of color and in particular males of color who continue to lag academically behind their female counterparts and in particular their same age male complements. This qualitative research study explored factors and procedural operations contributing to the founding, expansion and ultimate success of a predominantly African American single gender public charter high school serving young men located in a large metropolitan northeastern city. Study participants included teachers, school administrators, school board members, and other school staff who agreed to participate in this study, conducted over a two-year period. At the time of the study, the school enrolled 498 young men and employed approximately 47 staff, which included teachers, non-instructional personnel and administrative staff. In addition to first-hand interviews accounts, findings were documented through field observations, review of anecdotal records such as Staff and Student Handbooks, teacher lesson plans and standardized test scores, which included the state-mandated annual examination. Three primary findings emerged from almost 100 hours of the study and were operationalized bounded by a conceptual framework around three distinct themes: (1) teacher/student developed relationships in the classroom and outside the classroom, (2) school climate and culture, and tangible policies and procedures developed to encourage a peaceful and purposeful school environment, linked to incentives, a documented rigid i disciplinary style approach to education, and (3) the role of consistent and effective school governance from a committed Board of Trustees and the resiliency and sustainable leadership of school administrators. These three conceptual domains formed the basis that this school has made key strides in demonstrating social and academic success in the lives of African American males. The findings also amplify that despite discourse which suggests the underachievement of Black boys in schools, the young men attending West Philadelphia Preparatory Charter School (pseudonym) enrolled with a variety of assets which included mentors, parents who demonstrated immense interest in the success of their children, peer to peer supports, high attendance records and resiliency in negotiating challenges between their communities of residence and the school. These findings are significant for single gender schools, urban public education, charter and independent schools, classroom management and the influence of a Latin-based foundation as they provide the critical ingredients desired to improve K-12 spaces delivering increased opportunities for postsecondary success and future workforce-ready participants. The results of the study tell us that teachers, administrators and other school personnel play a key role in delivering a specific set of actions items which tend to illuminate assets that young men bring to school which eventually contributes to their successful matriculation through high school. Further, results identify key functions of school policy and procedures that produced an academically rich, culturally sensitive and safe environment which contributed to maintaining high academic performance, increased student attendance and a unique set of in school and non-traditional extended day activities for African American males. / Educational Leadership

The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school. A literature study was conducted on single-gender education as opposed to co-education as well as the phenomenon of peer pressure during adolescence and the factors that might influence peer pressure. An empirical investigation was conducted involving 221 adolescent boys. The results showed that boys in single-gender schools experience more positive than negative peer pressure. No significant differences were found between the peer pressure of boys at a single-gender school and those at a co-educational school. Motivation and relationship with peers were identified as the two most important variables relating to peer pressure. Guidelines for parents, teachers, and adolescents were discussed to promote positive peer pressure and to minimise negative peer pressure. These guidelines included strategies to motivate adolescents and to promote positive peer relationships. / Psychology of Education / M. Ed. (Psychology of Education)