Search results for: Eagan M. Kevin
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The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Updated: Mar. 06, 2013