Effects of Single-Sex Schooling on Students' Mathematics and Science Learning: A Meta-Analysis

该项目将使用元分析来综合关于单一性别和男女同校学校教育在多个学生结果方面的研究结果，特别是关注数学和科学表现、兴趣、动机和态度。来自威斯康星大学和亚利桑那州立大学的研究人员将对美国单一性别学校和男女同校学校的学生结果进行全面的荟萃分析，并将对其他国家进行的研究进行单独分析。Meta分析将集中于潜在的影响调节因素，如剂量(例如，单一性别教室与整个学校)、设计质量(例如，随机分配与非随机分配)、性别等。研究将根据期望值和发展群体间理论确定的多个变量进行编码。单一性别教育是当今美国数学和科学教育中的一个重要政策问题，但尚未进行广泛的荟萃分析来检验支持或反对这一选择的科学证据。在借鉴了在美国和国外进行的广泛的个体研究后，调查人员有可能在制定关于建立单一性别教育的政策决定时，为学区提供确凿的证据。

The project will use meta-analysis to synthesize the results of research comparing single-sex with coeducational schooling in regard to multiple student outcomes, focusing particularly on mathematics and science performance, interest, motivation, and attitude. The investigators, from the University of Wisconsin and Arizona State University, will perform a comprehensive meta-analysis of research comparing student outcomes in single-sex and coeducation schooling in the US, and will conduct separate analyses of reseatch conducted in other countries. Meta-analyses will focus on potential moderators of the effects such as dosage (e.g., single-sex classrooms vs. entire schools), quality of design (e.g., random vs. non-random assignment), gender, and others. Studies will be coded for multiple variables as determined by the Expectancy Value and Developmental Intergroup Theories.Single-sex schooling is an important policy issue in mathematics and science education in the US today, but no broad meta-analysis has yet been conducted that examines the scientific evidence for or against this choice. In drawing on a wide range of individua studies conducted both in the US and abroad, the investigators have the potential to provide definitive evidence to school districts as they make policy decisions about instituting single-sex education.