Teaching Boys and Girls Separately
Education scholarship has contributed surprisingly little to the debate over single-sex public education. In 2005, the United States Department of Education, along with the American Institute for Research, tried to weigh in, publishing a meta-analysis comparing single-sex and coed schooling. The authors started out with 2,221 citations on the subject that they then whittled down to 40 usable studies. Yet even those 40 studies did not yield strong results: 41 percent favored single-sex schools, 45 percent found no positive or negative effects for either single-sex or coed schools, 6 percent were mixed (meaning they found positive results for one gender but not the other) and 8 percent favored coed schools.
after a nearly-two-hour conversation filled with scientific jargon and brains, he told me, perhaps wishfully, that really the most important reason to send a child to a single-sex high school was that those kids still go on dates. “Boys at boys’ schools like Old Farms in Connecticut, or Saint Albans in Washington, D. C., will call up girls at Miss Porter’s in Connecticut, at Stone Ridge in Maryland, and they will ask the girl out, and the boy will drive to the girl’s house to pick her up and meet her parents. You tell kids at a coed school to do this, and they’ll fall on the floor laughing. But the culture of dating is much healthier than the culture of the hookup, in which the primary form of sexual intimacy is a girl on her knees servicing a boy.”
One of Sax’s core arguments is that trying to teach a 5-year-old boy to read is as developmentally fraught as trying to teach a 3 1/2-year-old girl and that such an exercise often leads to a kid hating school. This argument resonates with many teachers and parents, who long for the days when kindergarten meant learning how to stand in line for recess, not needing to complete phonics homework. Yet public schools are beholden to state standards, and those standards require kindergartners to learn to read. As a result, even leaders of single-sex public schools, like Jabali Sawicki, the principal of the all-boys Excellence Charter School in the Bedford-Stuyvesant neighborhood of Brooklyn, are using some of what Sax has to offer while quietly refuting other claims.
Sawicki is 30, lanky and mocha-skinned, with an infectious energy. He grew up in a tough part of San Francisco with a single mother who managed to get her son a scholarship for middle school at a private all-boys school. From there he went to a private high school and then on to Oberlin College. The Excellence School is part of Uncommon Schools, a small network of charter schools. Housed in a gracious building on a modest street, Excellence currently teaches children in kindergarten through Grade 4, and will add a grade each year for the next four years, up to Grade 8. Sawicki’s office occupies an empty classroom slated to be overtaken by students as the school grows. There, he told me that educating lower-class black boys is “the new civil rights movement.”
The Young Women’s Leadership School in Harlem is widely considered the birthplace of the current single-sex public school movement. This position of eminence stems from both its early beginnings and its success: since opening in 1996, every girl in every senior class at T.Y.W.L.S. has graduated and been accepted at a four-year college.
T.Y.W.L.S. occupies the top five floors of a commercial building in Harlem, on 106th Street near Lexington Avenue. Most of the girls come from the neighborhood, where they walk home so quickly that they often breeze by their own mothers before registering whom they’ve passed. One afternoon in January, Dalibell Ferreira, a senior, sat drinking a soda in the college counselor’s office, where she sometimes stays until 8 p.m. because she finds her own home distracting. Ferreira is tall, poised, with wide-set eyes and her hair neatly pulled back around her fine Dominican face. When she graduates, she wants “to go to Wesleyan and study abroad, then travel, and then work for Unicef.” When she entered T.Y.W.L.S. in the seventh grade, she mostly liked that the linoleum floor was so clean she could see her own face reflected on it. Then she started appreciating that people wouldn’t snicker, “Oh, she thinks she’s so smart” when she raised her hand in class. Then one day last spring, on the way home from a friend’s house, Ferreira ran into a classmate from elementary school who was pushing a stroller and also pregnant. “I know that girl is smart, very smart, but now she just hangs around the block,” Ferreira told me. “I want to be bigger in life. Maybe that girl had dreams, too, but you can just see: the lights have gone out in her face.”
T.Y.W.L.S. was founded by Ann Rubenstein Tisch, wife of Andrew Tisch, the co-chairman of the Loews Corporation.
Teaching Boys and Girls Separately
On an unseasonably cold day last November in Foley, Ala., Colby Royster and Michael Peterson, two students in William Bender’s fourth-grade public-school class, informed me that the class corn snake could eat a rat faster than the class boa constrictor. Bender teaches 26 fourth graders, all boys. Down the hall and around the corner, Michelle Gay teaches 26 fourth-grade girls. The boys like being on their own, they say, because girls don’t appreciate their jokes and think boys are too messy, and are also scared of snakes. The walls of the boys’ classroom are painted blue, the light bulbs emit a cool white light and the thermostat is set to 69 degrees. In the girls’ room, by contrast, the walls are yellow, the light bulbs emit a warm yellow light and the temperature is kept six degrees warmer, as per the instructions of Leonard Sax, a family physician turned author and advocate who this May will quit his medical practice to devote himself full time to promoting single-sex public education.
posted by Whitney Tilson at 10:50 PM
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