Hi! Thanks for the question.
I was able to find additional studies or articles citing studies as
regards to your interests in this topic. It seems that there are
conflicting findings on the different researches done in this area. I
will separate the discussion of the topic as regards to the social and
intellectual impact on girls on the different kinds of institutions. I
will provide small snippets from the articles I will cite but I highly
suggest that you read them in their entirety to get a better
perspective.
Socio Cultural Impact:
“Sending a boy to an all-boys school, or a girl to an all-girls school
will have no effect on the level of opposite gender friendships that
they will make, according to the findings of a University of Tasmania
study.”
“’It appears that single-sex schooling does not increase the level of
same-gender friendships at the expense of opposite-gender friendships,
which would have to be cultivated outside the school environment.”
“Students in single-sex classes rated help and security more highly
than did students in coeducational classes.”
“Boys, but not girls, in single-sex classes rated companionship more
highly than did their counterparts in coeducational classes.”
“Girls in coeducational classes reported more conflict with
opposite-gender friends than did girls in single-sex classes.”
“Single sex schools in research spotlight”
http://www.admin.utas.edu.au/HANDBOOKS/UNITAS/000403.pdf
“Smith (1990) studied women at both single-sex and coeducational
colleges found that women at single-sex schools are more satisfied
with 1) their schooling experiences, including counseling, and
advising 2) contact with faculty and administration 3) the overall
quality of instruction. Women in single-sex colleges also found to be
more likely to obtain a degree. On the hand, the women in
coeducational colleges reported to have greater satisfaction with
their social life.”
“Other studies since 1973-1986 reported that women from single-sex
colleges received degrees and achieved higher distinction in their
careers than women from coeducational colleges.”
“Informational Studies”
http://itrs.scu.edu/students/fall02/apapetti/studies.htm
“Data suggest that parents and students who choose single-sex schools
are more motivated and achievement-oriented than average. Therefore,
the higher achievement documented in single-sex schools may be due to
the nature of the students and families rather than the nature of the
schools.”
“Most single-sex schools have other attributes that correlate with
higher academic achievement, such as a smaller student body, stronger
emphasis on academics and higher level of commitment to the school's
mission. Consequently, the positive outcomes attributed to single-sex
schools could be due to institutional factors other than the
single-sex student body.”
“Single-Sex Schools”
http://www.nasbe.org/Educational_Issues/Policy_Updates/10_11.html
Single-Sex schools according to this study does not only help
academically but also in self-esteem.
“Researchers at the University of Michigan compared graduates of
Catholic single-sex high schools with graduates of Catholic
coeducational private schools. Boys in the single-sex high schools
scored better in reading, writing, and math than did boys at coed high
schools. Girls at the single-sex schools did better in science and
reading than girls in coed schools. In fact, these researchers found
that students at single-sex schools had not only superior academic
achievement, but also had higher educational aspirations, more
confidence in their abilities, and a more positive attitude toward
academics, than did students at coed high schools. And, girls at the
single-sex schools had less stereotyped ideas about what women can and
cannot do.”
“What's the evidence? What have researchers found when they compare
single-sex education with coeducation?”
http://www.singlesexschools.org/evidence.html
“Some studies find positive effects on achievement and psychological
outcomes for some girls in single-sex classrooms. No studies have
found negative effects on the achievement and attitudes of girls in
single-gender classrooms.”
“Single-sex schooling appears to be most advantageous for females and
males from disadvantaged backgrounds.”
“Studies suggest that students in single-sex schools are often more
involved in the classroom in terms of having an attentive interest,
participating in discussions, and completing additional homework.”
“Evidence suggests that coed schools and classrooms discourage rather
than motivate girls' academic achievement in math and science. This
seems largely due to the fact that in math and science coed classes,
boys tend to dominate discussion and teachers often devote more time
and attention to boys than girls.”
“It may be beneficial for females to have same sex peers pursuing
serious academic and leadership roles in a single-sex environment. An
increased number of same sex teachers, role models and mentors may
contribute to higher self-esteem and the pursuit of higher career
goals.”
“Research Summary: Single-sex versus Coeducation”
http://www.lbusd.k12.ca.us/research/researchstudies/res_summaries/RRSingleSex.PDF
“In a new report, ‘Separated by Sex: A Critical Look at Single-Sex
Education for Girls,'’ to be released today, the AAUW found no overall
evidence that single-sex education was better for girls than
coeducation.”
“But the new study found a paradox in the research on girls'
experience in single-sex math and science classes: Although many girls
apparently prefer such classes, and report greater confidence and
better attitudes about those traditionally male subjects, they do not
emerge with measurably better skills.”
“AAUW: single-sex schools”
http://www.edc.org/WomensEquity/edequity98/0292.html
“The AAUW surveyed dozens of studies on single-sex education and found
that while many girls report increased confidence and improved
attitudes about math and science, they do not show a measurable
improvement in academic skill.”
“Study: All-girl schools don't improve test scores”
http://www.cnn.com/US/9803/12/same.sex.classes/
“For example, a family may have one son whose kindergarten class is
overwhelmingly populated with girls and another who comes to school
two years later to find that most of his classmates are boys.”
“Examining those variations through statewide data on Texas 3rd
through 6th graders, Ms. Hoxby found that having higher numbers of
boys in a classroom was associated with lower achievement for both
girls and boys.”
“Evidence on Single-Sex Schooling Is Mixed”
http://www.edweek.org/ew/newstory.cfm?slug=40gender.h21
“For example, this past July, London researchers published findings of
a study that looked at 360,000 students from 3,000 British high
schools. Among the results was evidence that girls' schools actually
help to counter traditional sex-stereotyping in subject choices, that
girls in single sex schools perform better than girls in co-ed
classes, and that boys in single sex grammar schools perform better
than those in mixed grammar schools.”
“The Single-Sex Experiment in Public Education”
http://www.cbn.com/CBNNews/News/020918a.asp
-------------------------------
Academic Effects:
“The 1985 study by Riordan compared academic outcomes of students in
Catholic single-sex schools with students in Catholic and public
coeducational high schools found similar results. He found both boys
and girls were more advanced academically in single-sex schools than
in coeducational environment. However, single-sex schools benefiting
girls more than boys. In regard to math SAT scores, boys in Catholic
single-sex schools performed better than boys in Catholic
coeducational schools. Girls in single-sex schools outperformed their
female and male peers in coeducational schools. Catholic girls also
scored higher in mathematic and science.”
“Informational Studies”
http://itrs.scu.edu/students/fall02/apapetti/studies.htm
“Even after controlling for students' academic ability and other
background factors, both girls and boys did significantly better in
single-sex schools than in coed schools. In this age group (senior
high school), the benefits were larger and more consistent across the
board for girls than for boys. Specifically, girls at all levels of
academic ability did better in single-sex schools than in coed
schools; whereas for boys, the beneficial effect of single-sex schools
was significant only for boys at the lower end of the ability scale.”
“Girls at single-sex schools were more likely to take non-traditional
courses -- courses which run against gender stereotypes -- such as
advanced math and physics. The researchers concluded that girls'
schools are "helping to counter rather than reinforce the distinctions
between 'girls' subjects' such as English and foreign languages and
'boys' subjects' such as physics and computer science”
Australian study:
“The Foundation study, which suggests that single-sex education is
more beneficial for girls than for boys, is somewhat at variance with
an earlier study which suggested that single-sex education was more
beneficial for boys than for girls. Educator Graham Able published a
study of student performance in 30 coeducational and single-sex
schools in England. Dr. Able's study documented superior academic
performance of students in single-sex schools, after controlling for
socioeconomic class and other variables. ‘The most significant finding
was that the advantage of single-sex schooling is even greater for
boys in terms of academic results than for girls,’ Able said.”
Findings from Britain:
“The British have good reason to be impressed by single-sex schools.
Single-sex schools routinely and overwhelmingly earn the highest
scores on the required nationwide examinations (the GCSE exams). Last
year, almost every one of the 50 top-ranked British high schools,
including all the top 20, were single-sex schools.”
“What's the evidence? What have researchers found when they compare
single-sex education with coeducation?”
http://www.singlesexschools.org/evidence.html
“One of the newest and largest studies on the subject looked at six
years of test-score data for 270,000 Australian students. The authors
adjusted the data to account for differences at the outset in
students' abilities or in the type of schools they attended—in other
words, whether the schools were religious, private, or public. The
researchers then found that boys and girls in single-sex schools
scored, on average, 15 to 22 percentile points higher than peers in
coeducational settings.”
“Evidence on Single-Sex Schooling Is Mixed”
http://www.edweek.org/ew/newstory.cfm?slug=40gender.h21
Western High School in Baltimore – (All Girls School)
“Recent statistics show 93 percent of the 2000-2001 Western graduating
class went to college. And during that same school year, Western girls
scored 133 points higher than the average Baltimore students on the
SAT.”
“The Single-Sex Experiment in Public Education”
http://www.cbn.com/CBNNews/News/020918a.asp
Our last link meanwhile is an observation of statistics coming from
the success of different single-sex public schools in the US.
“Single-sex public schools in the United States”
http://www.singlesexschools.org/schools.html
Search terms used:
Studies statistics “co-education” coeducation “single-sex”
I hope these links would help you in your research. Before rating this
answer, please ask for a clarification if you have a question or if
you would need further information.
Thanks for visiting us.
Regards,
Easterangel-ga
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