Abstract
High dropout rates and poor academic performance are frequent characteristics of the educational experience for African-American male youths (Bailey & Paisley, 2004). With increased accountability standards to raise the academic achievement levels, single-sex educational environments have taken a central role in school reform agendas and initiatives in many school districts (Herr & Arms, 2004). The incorporation of a single-sex grouping served as a conduit for teachers to deliver instruction based on the varied learning styles of the students.This study was designed to determine the effect single-sex classroom instruction has on African American males’ achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district that offered alternative educational options for the students. Single-sex classrooms were created in mathematics. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. Ex post facto data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills.This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for single-sex instructional opportunities for students as a means of eliminating the achievement gap.
Highlights
This research was an investigation of the attempts by a North Texas suburban school district to address poor academic performance on standardized mathematics examinations by specific student subpopulations
This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes
Single-sex learning environments offer students alternatives in teaching styles, content, and learning opportunities based on their specific needs
Summary
This research was an investigation of the attempts by a North Texas suburban school district to address poor academic performance on standardized mathematics examinations by specific student subpopulations. According to the Texas Education Agency’s (TEA) Academic Excellence Indicatory System (TEA, 2010a), the 2007 Accountability Rating for the research study campus was academically unacceptable due to the mathematics performance of the subpopulations labeled as economically disadvantaged. Of the 590 students who were administered the mathematics portion of the Texas Assessment of Academic Skills (TAKS), 304 students met the standard. The school’s administration chose to offer alternative educational options for the students. Teachers of same-sex classes taught students from varied ethnic backgrounds during at least one double-blocked period each day. Single-sex educational environments are catering to the specific need of their clientele
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
