Reports on single-sex education for girls

Fostering academic and social engagement: An investigation into the effects of all-girls education in the transition to university. Executive summary. (Riggers-Piehl, T., Lim, G., & King, K., December 2018).

A study of nearly 6,000 incoming female university students has found that graduates of all-girl schools are more likely to show higher levels of science self-confidence, consider themselves critical thinkers, score higher on measures of academic habits of mind, and demonstrate stronger study habits.

Hands up for gender equality: Confidence and career intentions of adolescent girls and boys. (Fitzsimmons, Yates & Callan, 2018)

The Hands up for Gender Equality study, based on a survey of over 10,000 students in Years 7 to 11 from Queensland’s top matriculating girls’ and boys’ schools has found that self-confidence in single-sex schools is “gender neutral”.

Girls-only education: The GDST perspective. (Stannard, August 2018).

Dr Kevin Stannard, Director of Innovation and Learning at the Girls’ Day School Trust (UK), summarises the recent research on single-sex education, neuroscience, gender stereotyping and pedagogy, concluding that there is strong evidence that girls-only education leads to higher academic achievement, greater diversity of subject choice, and enhanced career progression.

Single-sex versus co-educational schooling and STEM pathways: Final report. (Forgasz & Leder, October 2017).

A report commissioned by the Alliance of Girls’ Schools Australasia has found that girls in single-sex schools in Victoria are more likely than girls in co-educational schools to study chemistry, intermediate mathematics, advanced mathematics and physics in their senior years.

Steeped in learning: The student experience at an all-girls school. Executive summary. (Holmgren, 2014).

A report prepared by Richard Holmgren for the National Coalition of Girls’ Schools (US) — based on the survey data of over 5,000 girls from girls’ schools and 5,000 girls from co-educational schools — found that girls from girls’ schools have higher aspirations and motivation, are more challenged, are more actively engaged in the learning process, and experience higher levels of support from teachers and classmates than girls’ in co-educational schools.