The Effects of Single-Sex Math Classrooms on the Mathematics Achievement of At-Risk
Female Students
Charlyne G. Maul
July 2003
The purpose of this study was to examine and assess the effect of a single-sex math
classroom on the achievement and behavior of at-risk middle school females. This study
was conducted in 2003 in an alternative middle school. Pre and post test scores on the
STAR computerized math achievement test were compared to see if students who chose
to learn in an all-female classroom would achieve more than their peers in a
heterogeneous setting. A comparison of grade equivalency scores showed students in the
all-female class improved their math achievement by an average of 1.3 grade levels in a
ten-week period. Using these same gains in the grade equivalency scores, a t-test (two
sample) assuming unequal variance was completed and the results were significant at p=.
01.