Science Doesn’t Support Single-Sex Classes, argue Rosalind Barnett and Caryl Rivers in Education Week.
The loud, hissing sound you hear may be the air coming out of the tires of a much-hyped vehicle for improving American public education: the single-sex classroom.
. . . A consensus is emerging among scientists that single-sex classrooms are not the answer to kids’ achievement issues. This fact appears to be true even for students of color, who are often seen as those most likely to be helped by sex-segregated classrooms.
In The Pseudoscience of Single-Sex Schooling, published in Science, eight psychologists and neuroscientists “found the rationale for setting up separate classrooms for boys and girls ‘deeply misguided’ and ‘often justified by weak, cherry-picked, or misconstrued scientific claims rather than by valid scientific evidence’,” Barnett and Rivers write.