The Washington Post:
The push for more single-sex instruction in public schools is based on weak, “misconstrued” scientific claims rather than solid research and may do more harm than good, according to a study published in the journal Science on Thursday.
The authors, a group that includes psychologists, child development specialists and a neuroscientist who specializes in gender, argue that while excellent single-sex schools exist, there is “no empirical evidence that their success stems from their single-sex organization,” as opposed to the quality of students, the curriculum or short-lived motivation that comes from “novelty and belief in innovation.”
Read the whole story: The Washington Post
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