Female graduates of single-sex high schools demonstrate stronger academic orientations than female graduates of coed schools across a number of different categories, including academic engagement, SAT scores, and confidence in their math and computer skills, according to a well-documented, national study by UCLA's Higher Education Research Institute.
The report's findings reveal that girls' school graduates consistently assess their abilities, self-confidence, engagement and ambition as either above average or in the top 10 percent. Compared to their coed peers, they have more confidence in their mathematics and computer abilities and study longer hours. They are more likely to pursue careers in engineering, engage in political discussions, keep current with political affairs, and see college as a stepping stone to graduate school.
"At National Cathedral School we strive to educate a community of women who enter the world with the confidence, skill, and ambition to realize their potential and make a significant contribution," said NCS Head of School Kathleen O'Neill Jamieson. "This report underscores the value of an all-girls education as fostering a culture that values academic achievement and makes such aspirations possible."
The new data from UCLA's nationwide study of women entering their first year of college reveals girls' school alumnae assess themselves stronger across the academic disciplines. The following findings are statistically significant:
As the UCLA study points out, girls' schools graduates rate themselves more successful and engaged in precisely those areas in which male students have historically surpassed them, such as mathematics, computers, engineering, and politics. The findings may undermine opponents of girls' schools, who argue that single-sex education accentuates sex-based stereotypes and widens the gender gap.
About the UCLA Study
"Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College," published by the Sudikoff Family Institute for Education & New Media UCLA Graduate School of Education & Information Studies, draws data from the annual Freshman Survey, administered by the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA. The report, which separately considers female students from independent and Catholic high schools nationwide, is based on a comparison of the responses of 6,552 female graduates of 225 private single-sex high schools with those of 14,684 women who graduated from 1,169 private coeducational high schools. The findings were analyzed by UCLA's Dr. Linda J. Sax and her colleagues, draws on the large database housed at UCLA's Higher Education Research Instit ute. The study was made possible by a gift from the National Coalition of Girls Schools.
The following supporting documents are available to all for downloading: