Single-gender classrooms would not improve the quality of education in American public schools.

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Resolved: Single-gender classrooms would improve the quality of education in American public schools.

Contention 1: Single-gender classrooms would leave students unprepared for college and for life.
Subpoint 1: College Preparedness
College Preparedness: Single-sex schools fail to prepare students for college.
Edelman Public Relations 2008
Raúl Hinojosa-Ojeda, Ph.D. is the founding director of the North American Integration and Development Center and associate professor in the Division of
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Schlosser. She carried out the study while on a post-doctoral fellowship at Princeton University, and will study the effects of gender in higher education lecture halls next. This is one of few studies of its kind to use scientific data to address the question of gender effects in school. Boys with more female peers in their classes show higher enrollment rates in both advanced math and science classes, but overall benefits were found in all grades for both sexes. Prof. Schlosser found that primary-school classrooms with a female majority showed increased academic success for both boys and girls, along with a notable improvement in subjects like science and math. In the middle schools, girls were found to have better academic achievement in English, languages and math. And in high school, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. A higher percentage of girls lowers the amount of classroom disruption and fosters a better relationship between pupils and their teacher, a study of the data suggests. Teachers are less tired in classrooms with more girls, and pupils overall seem to be more satisfied when a high female-to-male ratio persists. Prof. Schlosser was inspired to the study by a “renewed interest on the effects of classroom gender composition on students’ learning, since a new amendment to America’s Title IX
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