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

This quantitative study compared achievement and attendance of fifth grade African American males and females attending same- gender classes and coeducational classes in two inner-city schools in Virginia. The population of the study was ninety African American students. Fifty-two students were in same-gender classes and thirty-eight students were in coeducational classes. The students were from very similar socio-economic neighborhoods. The lowa Test of Basic Skills (ITBS) and the students’ final grades in grades four and five were used to obtain quantitative data. Achievement and attendance information was reported in mean scores and percentages. Charts and tables were used where appropriate for purposes of comparison and clarification. Descriptive statistics were used for means, standard deviations, and percentages. A separate analysis of covariance (ANCOVA) test was performed for achievement grades in math, science, reading, and social studies and standardized test scores. An ANCOVA also was done on attendance. The fourth grade ITBS’s test scores in reading, math, science, and social studies served as covariates. A separate analysis of variance (ANOVA) test was run on each ANCOVA for the purpose of comparison. Significant main effects and interactions were analyzed. Number Cruncher Statistical System software was used for all computations. A probability level of .05 was selected as the level of significance. The analysis of the data for both groups revealed that students in the same-gender group showed higher achievement and improved attendance than the coeducational group. Grades for males and females were better in all subjects in same-gender classes. However, improved standardized test score results were divided. The results of this study can provide data to school districts interested in comparing same-gender schooling and coeducational schooling. It contributes to the growing body of research in same-gender schooling as an educational alternative. / Ed. D.

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

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)