UVM Theses and Dissertations
Format:
Print
Author:
Boswell, Laurie
Dept./Program:
College of Education and Social Services
Year:
2010
Degree:
Ph. D.
Abstract:
There has been a sharp rise of public single-sex schools or single-sex classes within co-educational public schools in the United States over the last decade (Riordan et aI., 2008; Salomone, 2006; Sax et aI., 2009). The legal constraints keeping public schools from creating single-sex education have been removed, prompting noted law professor Rosemary Salomone (2006) to predict a continued increase in single-sex programs. Concomitantly is the view ofhigh school geometry as a gatekeeper course (College Board, 2000; Everson & Dunham, 1996). Historically offered as a sophomore level course, high school geometry may be the terminal course of study in schools with minimal graduation requirements (i.e. two years). Student performance in geometry influences access to, and opportunity for, study of further mathematics, thus impacting students' future career choices (Clements & Battista, 1992; College Board, 2000).
This correlational study determined the achievement differences of females in high school geometry courses when entering college with preparation from single-sex or coeducational schools. The study included the examination of high school transcript data of 1824 females representing the classes of 2006 through 2010 at a Catholic liberal arts college for women in the midwest of the United States, 92% of whom had attended a co-educational high school and 8% attended a single-sex high school. The study also determined achievement differences of the same females in other high school mathematics courses and on standardized achievement tests.
The results of the analysis indicated significant differences in mathematics achievement as measured by the course grades in four high school mathematics coursesgeometry, algebra I, algebra II, and pre-calculus in favor of females from co-educational high schools, and no achievement differences in mathematics achievement as measured by standardized tests, the SAT and the ACT. There was also a statistically significant relationship between achievement in high school geometry and later achievement in high school mathematics within each type of school, single-sex and co-educational.
This correlational study determined the achievement differences of females in high school geometry courses when entering college with preparation from single-sex or coeducational schools. The study included the examination of high school transcript data of 1824 females representing the classes of 2006 through 2010 at a Catholic liberal arts college for women in the midwest of the United States, 92% of whom had attended a co-educational high school and 8% attended a single-sex high school. The study also determined achievement differences of the same females in other high school mathematics courses and on standardized achievement tests.
The results of the analysis indicated significant differences in mathematics achievement as measured by the course grades in four high school mathematics coursesgeometry, algebra I, algebra II, and pre-calculus in favor of females from co-educational high schools, and no achievement differences in mathematics achievement as measured by standardized tests, the SAT and the ACT. There was also a statistically significant relationship between achievement in high school geometry and later achievement in high school mathematics within each type of school, single-sex and co-educational.