Show simple item record

dc.contributor.advisorRolle, R. Anthony
dc.creatorCrook, Dameion J
dc.date.accessioned2016-09-05T02:10:23Z
dc.date.available2016-09-05T02:10:23Z
dc.date.createdMay 2016
dc.date.issued2016-05
dc.identifier.urihttp://hdl.handle.net/10657/1525
dc.description.abstractThis study compares two educational models to investigate whether differences exist in academic achievement among boys in single- gender model and those in a traditional co-gender model. Specifically, the study analyzed archival data from the State of Texas Assessment of Academic Readiness to ascertain the efficacy of single-sex education for middle school boys. A quantitative comparative research design was chosen to compare the student achievement outcomes between two educational models to determine if the single-gender model offers advantages over the traditional co-educational model. The study utilized numerical datasets archival data consisting of the STAAR reading and STAAR math scores of student samples at two different school models: one sample comprised of minority males attending a single-sex publicly-funded middle school and another sample comprised of minority males attending a traditional co- gender publicly-funded middle schools. The study results, affirm that students attending a single-sex school fared better academically than their peers educated in co-gender learning environments, are consistent with the research of Brown (2008), which evaluated the academic outcomes of a specific group of students after they were separated into single-sex classes, although in the same school, and compared their academic performance with their peers that remained in co- gender classes. The result: students in the single-sex classes excelled over their peers that remained in the co-gender classes, even to the extent that students who had been academically unsuccessful in the past became very successful in the single-sex environment and test stores showed drastic improvement. This research study is essential because it examines a relatively new academic model in public education. It is widely held that separating boys from girls into single-sex learning environments is the best way to meet the unique academic needs and improve the educational outcomes of both groups. A focus on the impact of publicly funded single- sex learning environments is especially important considering that the number of single- sex public schools is on the rise in the United States and that they are most often developed as a means to target and address the low academic performance of minority males.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectSingle Gender Education
dc.subjectAll Male Academy,
dc.titleTHE IMPACT OF PUBLICY- FUNDED SINGLE-GENDER LEARNING ENVIRONMENTS ON SIXTH GRADE MALE ACADEMIC PERFORMANCE
dc.date.updated2016-09-05T02:10:23Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberHoulihan, Andrew
dc.contributor.committeeMemberSnodgrass-Rangel, Virginia
dc.creator.orcid0000-0002-5775-0238
dc.creator.orcid0000-0002-5775-0238
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Policy Studies
dc.description.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.collegeCollege of Education


Files in this item


Thumbnail

This item appears in the following Collection(s)

Show simple item record