No Child Left Behind Act

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Until the 20th century, education in the United States was gender-specific. Coeducation progressively came into the American educational landscape in the late 1800s, and since that time, same-sex education primarily has been confined to exclusive and denominational schools. Beginning in 2002, after the No Child Left Behind Act was passed, single-sex education has been growing in popularity. According to the National Association for Single Sex Public Education, the United States has over 95 single-sex public schools and more than 445 public coed schools offer single-sex classrooms (Novotney, Amy). With the popularity on the rise, many questions have been asked as to whether this divide in the classroom is academically ailing to a child’s learning or if it is not. By examining the successes of single-sex classrooms, school districts and parent’s can more fully understand that single-sex classes can implement changes to enhance students learning abilities. Some coeducation advocates agree that there are at least a few miniscule physiological differences in male and female brains, but they also say there is a lack of evidence that these differences in the brain are important to learning at a personal level. However, there has been abounding evidence to prove that the differences in female and male brains are quite different and it does have an impact on individual learning, especially for younger children. A team of neuroscientists from the National Institute of Mental Health

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