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Teacher Michael Ambrose has seen how stereotypes can permeate reality in the classroom. He recalls a summer school class in which the loud boys dominated discussions, appearing to have mastered the material, while the girls quietly took notes. But reality wasn't as it appeared. "In fact, the smartest individuals in the class were the blond cheerleaders, but they never dared speak up because the football players were controlling the conversation," says Ambrose, now a math and science teacher at the private, all-female Cornelia Connelly High School in Anaheim. "I really fell in love with the (single-sex classroom) because of the attention and cooperation among the students. The girls are able to share ideas in a comfortable environment with their friends. It helps them develop that confidence of being able to speak up with their ideas, which they take with them when they go off to college." Despite the dearth of public classrooms catering to one sex, girls- and boys-only schools have long proven popular with private school families. Now, public schools around the country are poised to enjoy the same freedom to separate the sexes. Until now, single-sex education has largely stalled in the public school arena due to discrimination concerns and related regulations preventing it. (Discrimination concerns were the key to a decision to open a gay high school this month in New York City.) Some federal direction The No Child Left Behind Act contains a little-known provision that directs the U.S. Education Department to rewrite regulations governing single-gender campuses and counsel districts on how to avoid running afoul of segregation laws. Single-sex schools and programs can compete for millions of dollars in federal funding for so-called "innovative programs." For many, single-sex education is an emotional topic, sparking discussions around "separate but equal" programs, Title IX (the federal law that prohibits discrimination based on sex), women's rights and the need for women to function in mixed sex settings in the workplace, which of course is the real world. Like many education reform efforts, this option has dedicated advocates and fierce skeptics with strong opinions on each side of the issue. Several groups, including the National Organization for Women, the American Civil Liberties Union and the National PTA were opposed to the change in federal regulations. Likewise, researchers have studied the model closely for decades, hoping to subjectively measure whether societal pressures negatively impact children's learning in mixed classrooms. The result is a mix of reports finding evidence for and against the benefits of segregated classrooms. Even California launched an experiment under Gov. Pete Wilson in 1997 to see if single-sex programs could boost student achievement. A study on the program showed few benefits but also noted large implementation challenges specific to California's pilot project, such as underfunding. Groundswell nationally This year, seven new single-sex public schools will open around the country, though none in Orange County, bringing the total number of schools offering single-sex classrooms or entire programs to more than 55, according to the National Association for Single Sex Public Education (NASSPE). That's compared with just four public single-sex programs a decade ago. But even now these schools are taking a leap of faith since the Education Department has not yet completed the revised regulations. Education Department spokeswoman Susan Aspey says the department continues to work on revisions to give schools additional guidance on starting single-sex programs. She says the topic is sensitive and complicated. But Dr. Leonard Sax, executive director of the association, notes the changes are months past the deadline in the No Child Left Behind law. "When you look at the history of single-sex education in this country, it's a pretty sad story of the boys getting everything and the girls getting nothing," he says, adding that's why he understands the department sought public comment on the topic and has tread slowly on revisions. However, he says it is more than a year and a half since No Child Left Behind was signed into law and single-sex schools still haven't received attention. "It's simply not a priority in the department. Right now it's technically still illegal to have single-sex education in public schools. We're really in a state of legal limbo and very few school administrators are willing to proceed because they don't have the new regulations. " Those who have taken the single-sex step share Sax's belief that there is a place for the segregated approach to education in public schools. The site, www.singlesexschools.org, is full of reports and studies documenting the success of single-sex education. The group also held a forum on the topic at the National Press Club in late August. "The states are all facing budget deficits, but the new (education) law requires them to do more with less," he says. "How do you improve academic performance with less? Put all the girls in one classroom and all the boys in one classroom." Orange County story Locally, Capistrano Valley High School recently tried an all-girls geometry class. The experiment was driven by a math teacher, who has since moved on, says Sherine Smith, a Capistrano Unified School District administrator and former Capistrano Valley principal. She says the school didn't find that students in the class performed better than their peers taking mainstream geometry classes. So, after the teacher left and the special class became a scheduling problem, it was dropped. She adds that she doesn't think public schools need to have segregated classrooms. Dr. Ellen Greenburger, a UC Irvine developmental psychology professor with an emphasis on adolescent development, encourages schools to take a look at single-sex classrooms. She says students, especially between the ages of 11 and 14, can benefit from isolated environments. "It seems that girls may feel a need to suppress their smarts in the interests of adapting to the cultural stereotype that promotes the notion that girls are sweet and kind and so on," she says, discussing the variety of research on the topic. "This is all part of the relations between the sexes. Being in a single-sex classroom or school may liberate girls from the perceived need to pipe down and let the boys show their stuff." She notes that there is some research suggesting early adolescent boys also prefer their own classes because they can concentrate better. Although research supports the concept, she adds that there could be practical roadblocks to implementation. For instance, creating single-sex classrooms in a mixed-sex public school could lead to stigmas or derision of those who select the segregated environments. However, she believes single-sex education should be considered, and can have an impact on student psychology. "I think it would be a very useful topic for (schools) to explore in the whole range of priorities," she says. "But I can't tell you where I would put this on the agenda." Based on Ambrose's experience at Connelly, he believes it should be high on the agenda for all schools. "When students come back, often they say they're the ones who in their college classes, when the professor is asking questions, are in the front row speaking up. More often than once, I've heard of a professor going up to them and saying, `You must have gone to an all-girls school.' It's that confidence to be able to present your ideas. High school is a training ground and they have an opportunity to develop that confidence and the chance to be able to use it. Practice makes perfect. They take that practice in the single sex classroom and go to coed college classes able to use it." Jennifer Leuer of Yorba Linda is an education reporter. To reach her: leuer.ramus@sbcglobal.net. PTA and parental involvement The National PTA has unveiled six ways to improve student achievement through parental involvement. • Open communication: The exchange of information and ideas between home and school is a regular, two-way and meaningful part of the school year. • Parental roles supported: The school respects the role and responsibility, as well as the diversity and culture, of the parent. • Connect with student learning: Parents must be partners in the learning process and a support system for their child and school. • Volunteers welcome: Parents should look for opportunities to make the best use of their time and talent at school. • Partner in school decisions: Parents are included in the decision-making process on issues from curriculum selection, to discipline, to safety and budget plans. • Community involvement: Work with the community to provide families with resources and opportunities for students to serve and learn beyond the classroom. Those schools that have met these cornerstones recently were certified as Parent Involvement Schools of Excellence, recognizing the highest standards in parental involvement. In Orange County, the elementary schools are: Arroyo in North Tustin; Aliso in Lake Forest; and Peterson in Huntington Beach. Also, Edison High in Huntington Beach was certified. In the Inland Empire: Camino Real in Riverside. |
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