Education reform in the United States tends to be cyclical due to the changing beliefs with trying to find the best possible solution that brings the most success to students. Over the last decade, single-sex schooling increased in noticeable amounts. In the public sector, single-sex classrooms in the United States, for boys and girls from Kindergarten through eighth grade, prove to increase academic achievement by taking in account gender specific brain structure, brain processing, and incorporating academic environments that accommodate these differences. Historically and culturally, the establishment and formation of male and female schools has followed a predictable pattern (Riordan Girls and boys 38). Originally, males were the only ones allowed to attend school and get an education, excluding all females. Schools then migrated towards education that was offered by only single-sex schooling. Schooling then turned toward coeducation with a variation of single-sex and mixed-sex classrooms within the education system (38). Coeducation, and its variations, is the format of schooling that has been prevalent in our education system for decades leading up to present day. Even with support from research, opponents of single-sex education continue to state that separating boys and girls limits opportunities and shelters expansion(Halpern).  

The foundation of how boys and girls learn differently stems from structure of each gender’s brain, and how the same parts are used in different ways. The use of several scanning technologies including, magnetic resonance (MRI), positron emission tomography (PET), and single photon emission computed tomography (SPECT) have allowed researchers to examine living brains through studies of blood flow in the brain and specific areas where the brain is working (Costandi). Research shows that male and female brains “frequently engage different cortical areas when completing the same tasks” (Gurian 23). Parts of the brain that engage different cortical areas within each gender include the cerebral cortex, frontal cortex, cerebellum, corpus colosseum, brain stem, hippocampus, and the amygdala. 

The cerebral cortex controls higher brain functions comparable to intellect. This includes thinking, speaking, memory, motor behaviors, and decision making. Girls make more connections between neurons in this part of the brain, suggesting that they process and respond to academic information faster, make faster transitions, multitask, and access necessary verbal tools while learning (Novotney). These verbal resources include reading, writing, and complex speech. The cerebral cortex in boys matures much slower, resulting in boys “thinking less before acting” by which leads to engagement in risky behavior and responding irresponsibly (Guarian 24).  

In a Waco, Texas, Central Texas Public Schools piloted a program to approach their discipline issues by incorporating single gender classrooms. It was reported that disruptive behavior and frequent office referrals was inhibiting classrooms from functioning. Teachers with specialized skills worked on growing those students, particularly boys, socially, emotionally, and psychologically. As a result, office referrals have gone down, and academic scores have increased (Elizondo). Critics testify that learning by gender promotes sexism and stereotypes among the students.  Additionally, the funding and training should be used to close the gaps with different racial, ethnic, and socioeconomic groups, and with poor and minority students. 

The frontal cortex is considered one of the last parts of the brain that fully mature. This part of the brain controls functions such as planning, organizing, prioritizing, determining indefinite information, making sound judgments and calming extreme emotions (Costandi). In a female’s brain, the frontal cortex matures earlier compared to males. As a result, females are less likely to engage in risky and impulsive behavior, less prone to substance abuse, and less likely to participate in criminal behavior (Mael). In contrast, a male’s frontal cortex matures much later. This suggests that males are more likely to engage in risky and illegal behaviors while not considering the consequences.  

The cerebellum helps coordinate an individual’s thinking and mental muscles. This part of the brain is affected by physical activity. Therefore, healthy development requires physical activity. Students today are overall less active, making it very important to incorporate in a student’s daily school routine even for those students, especially girls, who are more accepting of the traditional classroom environment. The cerebellum is much larger in a boy’s brain, containing fifteen percent more spinal fluid (Novotney). As a result, messages between their brain and body are more interactive and move quickly, resulting in less impulse control. Therefore, boys learn better when there is physical activity is involved (Chellman).

The corpus colosseum is made up of dense nerves that connect the two hemispheres of the human brain. Females have a denser and larger corpus colosseum which increases communication between the left and right hemisphere. Due to the structure, females are better at multitasking, can process emotions and thoughts efficiently, and quickly put them into verbal manners (Gurian Stevens). In contrast, boys have less communication between the two hemispheres, resulting in their brain needing longer time to connect words, actions, and feelings (Gurian 26).

 The brain stem is one of the most fundamental parts of brain when it comes to survival. It connects the brain and spinal cord and controls the heart, lungs, and several reflexes. In addition, the brain stem is responsible for taking over in a state of crisis. When challenged, girls are more likely to respond verbally rather than physically, and are more apt to seek assistance by asking. Boys, on the other hand, have a higher level of spinal fluid in their brains, resulting in a greater connection between the brain and body (27). Boys tend to have a physical response when threatened emotionally or when challenged. Some of these behaviors include throwing a book or kicking a chair. 

The Hippocampus is a crucial part of the brain that converts information into long-term and permanent memory. In females, it is larger and the speed of neurotransmitter respond faster (Jantz). As a result, a female’s brain has increased memory storage which proves to have an impact on why girls are constantly involve in emotional crisis’ (Novotney). In comparison, boys have a smaller hippocampus, suggesting that they are less likely to hold grudges and have fewer social issues in an academic environment (Jantz). 

The amygdala plays an important role in processing emotions, especially those of fear and anger. Compared to the rest of the brain, this is the only part that is mature at birth. Girls have more of an attachment to sensory details and therefore remember information for longer periods of time. As a result, girls tend to hold grudges and commonly need mentoring when seeing the difference between what is important and what is considered over reacting (Gurian,27). On the other hand, boys have a larger amygdala which plays a role in why they tend to exemplify more aggressive responses and behaviors (27). 

Research has proven that variations exist in the way boys and girls use their brain to process information, making single-sex schooling vital in United States education systems. This type of schooling format allows teachers to develop strategies and create a curriculum that focuses teaching boys and girls in the most productive and effective ways possible. Brain processing differences between boys and girls include areas of language, spatial, and sensory processing (Novotney). Language processing is concentrated in different hemispheres for boys and girls. In boys, their language processing areas are focused in the left hemisphere while girls are concentrated in both the left and right hemisphere. As a result, girls have greater access to verbal recourses at birth and early years of schooling, in addition to developing language faster than boys (Gurian, Stevens). This leads to the statistic that girls use more words than boys on average. In addition, reading and writing is easier for girls to learn and comprehend in Kindergarten and first grade compared to boys. As a result, boys find these same tasks at the same age more frustrating and challenging (Mael 40). This learning and developmental difference between sexes creates gender gaps in early years of schooling because reading and writing is the foundation of learning (Gurian, Stevens). The spatial processing areas in boys and girls also differs significantly. Boys have higher levels of testosterone in their brain which creates more neural connections in the right hemisphere (Costandi). As a result, they have greater resources for special and reasoning awareness compared to girls who have lower levels of testosterone, especially during their fetal stage. Lower levels of this chemical in girls advocates that there is fewer space that is dedicated to spatial resources in the right hemisphere of the brain (Gurian 28). This difference suggests that boys learn more effectively in an interactive environment compared to girls. Another difference that exists between boys and girls is the sensory processing area. Females tend to articulate more sensory data across their senses compared to males. This implies that girls have a better ability to see, smell, hear, and process information more strategically (29). In contrast, males have fewer sensory details which proves they have a more difficult time using their senses, more specifically hearing different types of sounds (Jantz). All three of these processing differences are important to keep in mind when establishing a curriculum for each gender. 

 Single-sex classrooms prove to benefit each gender when suitable academic environments are created and specific teaching strategies which are geared towards how each brain functions and processes information are implemented. When the average boy enters kindergarten, developmentally he can be as much as one year to two years behind the girls in reading and writing (Mael 44). Since fine motor skills develop later in boys, pencil and writing can be more challenging in the early years. Additionally, young boys are more inclined to run, play, and wrestle, but are expected to sit in a classroom (Chellman). Sitting for long periods of time can frustrate boys, and cause them to act out which is primarily a response to their biological needs (Chellman). Certain methods can work better to educate lower and middle school boys successfully. This can include incorporating movement breaks and extending recess into middle school (Gurian Stevens). Other strategies include stress balls, standing desks, having “brain break” cards available for each class period, using space and flexible seating, and taking the classroom outside (Gurian, 104). Since boys are more active learners, activities that engage their bodies and hands will assist in academic mastery.   

Due to the way a girl’s brain is made up and how they process information, specific teaching strategies and environments are implemented in single-sex schools to meet their behavioral and academic needs. Girls learn better in a quiet and orderly environment. They seek out others to share experiences and work collaboratively. Girls need guidance in learning how to handle their feelings and emotions. Through guided practice they can develop the necessary skills to be heard and respected (121). Furthermore, teaching in the format of work groups and teams promotes leadership and negotiation skills. (Mael 45) Additionally, girls’ self-esteem and emotional stress during puberty effect their academic progress, and single-sex classrooms can focus on these specific needs (Gurian, 30). 

Studies that have been conducted show good reasons to conclude that single-sex education schools help improve student achievement. Only two high-quality meta-analysis studies have been conducted, 2005 and 2013 (Riordian 28). Meta-analysis is a collection of many studies on a single topic to the average effects that were found from all the studies. Any single study might be an exception. To be included in the quantitative review, the study had to use appropriate measurement and statistical methods.  Each of the studies had similar results. Two of the six broad topic areas had a large number of outcomes, Short Term Academic Accomplishment and Short Term Socio-Emotional Development. Thirty-five percent of the first outcome, Short Term Academic Accomplishment, were pro single-sex schooling, while two percent were pro coeducational schooling (29). Fifty-three percent showed no significant difference, and ten percent had findings in opposite directions (29). For the second outcome, Short Term Socio-Emotional Development, forty-five percent were pro single-sex schooling, while ten percent were pro coeducational schooling (29). Thirty-nine percent showed no significant difference, and six percent had mixed results (29). The meta-analysis conducted in 2013 showed no results favoring coeducational schooling, while math and verbal outcomes favored single-sex education (34). Taken together, both studies give us a picture of favorable results for single-sex schooling. 

In addition to multiple studies, survey and observation data have provided information on the characteristics of single- sex schooling in the United States. A study team distributed surveys to recipients of single- sex education, teachers and principals of nineteen schools total. Overall, principals and teachers perceived that the main benefits of single- sex schooling were decreased distractions to learning, improved student achievement, and the opportunity to address the unique learning styles and interests of the students (Riordan 31). Other key findings that emerged from the observational study include more positive student interactions for single- sex schools than for coeducational comparison schools. Students in single- sex schools exhibited a greater sense of community, interacted more positively with one another, showed greater respect for their teachers, were less likely to initiate class disruption, and demonstrated more positive student roll modeling then students in the coeducational comparison schools (32). Overall, single- sex schools should always be considered individually or in combination with other structural school reforms.   

Advocates for coed schooling concur with the fact that girls are free of pressure in single-sex classrooms to compete in male-dominated subjects such as math and science, and boys can more easily pursue traditionally feminine interests such as music and poetry (Mael 41). There are instances where boys and girls do not fall within the norms, and critics feel that the teachers will not have the ability to adjust accordingly (Halpern). They also believe that whenever boys and girls are together they can learn from each other and benefit from exposure to peers with various cultures, personalities, and learning styles. Additionally, single sex education would create a large gap between sexes from the very beginning. Furthermore, interacting with their own sex does not reflect real world and future scenarios. Critics of single-sex classes believe these factors along with limited opportunities, social hindrance, the promoting of sexism and gender inequality outweigh the academic and social skills a child receives in a single-sex classroom (Halpern). The ultimate goal is to meet the individual’s needs to the best of their potential, academically and socially. This continues to be an ongoing debate. 

Multiple studies have proven the benefits of single sex education, primarily the structural differences between the male and female brain, can impact their ability to learn. Additionally, there are variations in how each uses their brain to process information. It was thought of at one time that ninety-five percent of the brain is formed by the time the child reaches six years old (Costandi). Researchers have discovered that changes in the structure of the brain continue through adolescence. Intellectually, the brain of an adolescent is a match of that of an adult. From kindergarten through eighth grade, single-sex classes prove to increase mastery of skills when educators apply strategies based upon gender specific brain development and brain processing. 
