Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

John Keyllmayer

Committee Member

Ashley Russom

Committee Member

Kimberly Durham

Keywords

education, impact, standardized, test performance

Abstract

This dissertation examines the performance of middle school students Grades 6–8 in single-gender versus coeducational schools in a large urban district in the southeastern United States. It evaluates whether single-gender education leads to better academic outcomes and higher engagement, offering important insights for educational leaders and policymakers.

The study utilized Social Cognitive Theory and gender segregation theory through a mixed-methods approach, collecting quantitative data from standardized assessments (2021-2025) like the GMAS and MAP. Statistical analyses, including t-tests and ANOVA, were used to assess academic performance. Qualitative data from interviews and focus groups explored classroom engagement and teaching practices.

Participants included students from diverse socioeconomic and racial backgrounds and experienced educators from both school types. Findings indicated growth in English Language Arts scores, with single-gender groups showing better engagement in literacy. However, math and science performance varied by school type and teaching methods.

The study concluded that teaching quality and leadership were more crucial to success than school gender composition, with single-gender environments boosting student confidence and participation, depending on these factors. The study recommends against asserting that single-gender education is superior to coeducation. Educational leaders should focus on enhancing teaching quality, providing professional development, and implementing effective engagement strategies across all school models. Schools that offer single-gender programs should also create opportunities for cross-gender collaboration to better prepare students socially and academically.

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