"When evaluating single-sex education, we must not ignore a crucial purpose of education — developing effective citizens. We need to consider the tradeoffs we may be making in sex-segregating students, closing off opportunities for learning from and with each other."

Susan McGee Bailey
Executive Director, Wellesley College Center for Research on Women


The Value of Coeducation

We bring girls and boys together in a community defined by equality and respect, to learn with and from each other, in the classroom and beyond. We do so because research has proven that academics, as well as social skills, are enriched by interaction between genders.

That is why we insist on creating a microcosm of the real world, where every aspect of daily life — academic, social, interpersonal, and professional — is represented in a coeducational environment.

In fact, the results of 184 studies of more than 1.6 million students demonstrate that separating boys and girls in school provides no benefit over coeducation1. Additionally, the article “The Pseudoscience of Single-Sex Schooling” suggests, separating students by gender can lead to prejudicial views, stereotyping, and inequality2. This confirms what we have always believed; that there is no valid educational reason for separating boys and girls, and denying them the enormous advantages of coeducation. Our coeducational environment helps build a community that is kind, inclusive, and respectful.

1 Erin Pahlke, Janet Shibley Hyde and Carlie M. Allison. “The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Psychological Bulletin. 2014, Vol. 140, No. 4, 1042–1072. http://www.apa.org/pubs/journals/releases/bul-a0035740.pdf
2 Diane F. Halpern, Lise Eliot, Rebecca S. Bigler, Richard A. Fabes, Laura D. Hanish, Janet Hyde, Lynn S. Liben, Carol Lynn Martin. “The Pseudoscience of Single-Sex Schooling.” Science. 23 Sep 2011: pp. 1706-1707. http://science.sciencemag.org/content/333/6050/1706
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