Single-sex schools deliver strong academic results.
NCEA and scholarship results show that students in both boys’ and girls’ single-sex schools consistently achieve higher academic results than their peers in a co-ed environment. At Diocesan School for Girls, students also consistently achieve higher than average when compared to the national NCEA results and are a cut above their co-educated peers nationally in decile 10 schools when it comes to achieving NCEA Excellence.
Principal Heather McRae credits single-sex education as one of the key ingredients for our girls’ consistently high academic achievement and says results are in line with statistics from across the Tasman and in the UK. This difference in results does not mean that girls do not learn in co-ed schools; it means that the opportunities that are provided by girls’ schools enable girls to achieve their full potential.
“In a learning environment that is free from gender discrimination, girls achieve greater academic success, are more confident and assertive and are more likely to study science, technology and mathematics (STEM) subjects and participate in physical education. Post-school, they are more likely to pursue tertiary study and careers in STEM, hold leadership positions and earn higher wages.”
The fact that girls attending girls’ schools are more likely to take advanced mathematics, physics and chemistry than girls at co-educational schools, speaks to the different environment that exists in girls’ schools. Gender stereotypes are less prevalent, and students are encouraged to take academically challenging, technologies and physical science subjects to gain entry to tertiary courses and pursue male-dominated but more highly paid careers in STEM fields.
Indeed, academic outcomes are only one measure of a well-rounded education. Girls fill every single leadership position for every activity in every year level of girls’ schools, from the Head Prefect to Heads of House, Council Heads, Tutor Representatives, to the most junior of sports teams. Girls also play all instruments in the orchestra, stage band or jazz band, from the bassoon and tuba to the drums and electric bass guitar. In a girls’ school, girls lead and participate more freely in discussions, they feel empowered to behave more competitively and to take more healthy risks, such as trying new activities.
The most important factor for classroom learning that distinguishes girls’ schools, however, is that there are no boys in the classroom to distract girls, and nor are teachers trying to teach two groups who have differing needs and interests. Overall, the differences highlight that while girls learn in other schools, girls’ schools provide greater opportunity to enable girls to achieve their potential.
We acknowledge input from the Australian Alliance of Girls Schools and their eBrief Report on the Advantages of Girls’ Schools. www.diocesan.school.nz
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