Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 18 Number: 1&2 Page: 129–136
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Extension of Single-sex Public School Provision: Evidential Concerns
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Peter Daly1 and Neil Defty2
1Graduate School of Education, Queen's University of Belfast, UK and 2Curriculum, Evaluation and Management Centre, University of Durham, UK
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This is a preliminary report on an aspect of single-sex education in British secondary schools. It is based on a reanalysis of data on students' performance in mathematics in the General Certificate of Secondary Education (GCSE) in 2001. Students' attitudes to mathematics were also investigated. Girls' achievement within girls' schools was slightly higher than for girls in mixed schools, after adjustment for a range of factors. On average, the difference was about one tenth of a standard deviation. Boys, on average, performed less well in boys' schools than in mixed schools by about the same amount. In terms of girls' attitudes to mathematics, attendance at a girls' school was associated with more positive attitudes, again by about a tenth of a standard deviation. Boys' attitudes to mathematics were not significantly different between those attending boys' schools and those in mixed schools, however.
Keywords: single-sex schooling, school effectiveness, mathematics achievement, attitudes
© 2004 P. Daly & N. Defty
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