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    Aciassroom in Which You Can Speak Your Mind: San Francisco

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    Victoria Zhukovska
    The document discusses a pilot program at Marina Middle School in San Francisco that separates some 7th and 8th grade classes by sex. Teachers in the single-sex classes found that both boys and girls were more engaged in their academic activities without distractions from the opposite sex. However, critics argue that long term, separating students by sex can disadvantage boys by dedicating more resources to them. The school district hopes to continue the program to further study its effects.

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    Aciassroom in Which You Can Speak Your Mind: San Francisco

    Uploaded by

    Victoria Zhukovska
    29 views1 page
    The document discusses a pilot program at Marina Middle School in San Francisco that separates some 7th and 8th grade classes by sex. Teachers in the single-sex classes found that both boys and girls were more engaged in their academic activities without distractions from the opposite sex. However, critics argue that long term, separating students by sex can disadvantage boys by dedicating more resources to them. The school district hopes to continue the program to further study its effects.

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    The document discusses a pilot program at Marina Middle School in San Francisco that separates some 7th and 8th grade classes by sex. Teachers in the single-sex classes found that both boys and girls were more engaged in their academic activities without distractions from the opposite sex. However, critics argue that long term, separating students by sex can disadvantage boys by dedicating more resources to them. The school district hopes to continue the program to further study its effects.

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    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    29 views1 page

    Aciassroom in Which You Can Speak Your Mind: San Francisco

    Uploaded by

    Victoria Zhukovska
    The document discusses a pilot program at Marina Middle School in San Francisco that separates some 7th and 8th grade classes by sex. Teachers in the single-sex classes found that both boys and girls were more engaged in their academic activities without distractions from the opposite sex. However, critics argue that long term, separating students by sex can disadvantage boys by dedicating more resources to them. The school district hopes to continue the program to further study its effects.

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    San Francisco

    N ELAINE LEWINNEK'S ALL-GIRL SIXTH-GRADE SOCIAL-studies c ass! t"e #enus o$ Wi endor$ s %u &in& sto'ac" and "i(s )ere a "ot to(ic* A (icture o$ t"e $erti it+ &oddess $ro' ,-!... /*C* sti'u ated a i0e + discussion a%out "o) idea s o$ $e'inine %eaut+ "a0e c"an&ed t"rou&" t"e centuries* T"en a %o+ ca'e into t"e c assroo' to co ect attendance s i(s* 1Sto(2 Sto(2 T"ere's a %o+ in t"e roo'21 se0era &ir s s"outed* T"e con0ersation "a ted unti "e e$t* To Le)inne3! it )as a c ear de'onstration o$ "o) &ir s 'a+ earn %etter )it"out %o+s* 4arina 4idd e Sc"oo in San Francisco! )"ere Le)inne3 teac"es! is one o$ on + a "and$u o$ 5*S* (u% ic sc"oo s t"at are tr+in& sin& e-se6 education $or so'e students* It's too ear + to (ass 7ud&'ent* /ut a read+ t"e teac"ers are ent"usiastic* So are t"eir $e'a e (u(i s* 1I$ t"ere )ere %o+s! I'd %e scared to ta 3 out!1 sa+s 8,-+ear-o d Genora Turner* 1I'' earnin& %etter in t"is a -&ir c ass*1 T"at is e6act + )"at sin& e-se6 ad0ocates e6(ected to "ear* Rou&" + s(ea3in&! unti t"e+ reac" t"eir teens! A'erican &ir s out(er$or' %o+s* T"en so'et"in& c"an&es! and %o+s (us" a"ead! es(ecia + in science* W"et"er t"e cause is %ias! &enes or so'e co'%ination! no one 3no)s $or sure* /ut i$ +ou can 7ust 3ee( t"e se6es a(art $or a )"i e! t"e t"eor+ &oes! &ir s at east 'a+ %ene$it* 1It's &ood to "a0e a sa$e ( ace )it"out t"e distraction o$ t"e o((osite se6!1 sa+s Le)inne3* Encoura&ed %+ a $e) studies su((ortin& t"e idea! 4arina 4idd e Sc"oo (rinci(a 9o"n 4ic"ae son or&ani:ed a -&ir and a -%o+ c asses $or t"e $irst ti'e ast +ear* In contrast to t"e 'onastic a((roac" o$ so'e (ri0ate sc"oo s! i3e t"e Cat"o ic "i&" sc"oo 4ic"ae son attended! 4arina doesn't se&re&ate &ir s and %o+s into se(arate sc"oo s or e0en se(arate %ui din&s* In $act! on + a%out 8.- o$ 4arina's ;8. students are se(arated so $ar< t"e rest attend t+(ica coed c asses* 4ic"ae son started t"e sin& e-se6 e6(eri'ent %+ settin& aside t)o roo's )it"in t"e "u 3in& % ue-and-)"ite Art Deco edi$ice=one $or >. se0ent"-&rade %o+s and one $or >. se0ent"-&rade &ir s* W"i e %o+s and &ir s in t"ese sin& e-se6 1acade'ies1 s(ent 'ost o$ t"e da+ a(art! t"e+ 'i6ed durin& one or t)o e ecti0e (eriods and socia i:ed durin& unc"* 1T"is )a+ t"e 3ids &et t"e %est o$ %ot"!1 sa+s 4ic"ae son* T"ou&" se0ent"-&raders in 4arina's sin& e-se6 (ro&ra' "ad t"e o(tion o$ s)itc"in& to coed c asses! $e) did* At +ear's end t"e resu ts )ere encoura&in&* 1In &enera ! t"eir attention )as 'ore on t"eir acade'ic acti0ities!1 sa+s Lorraine ?err+! -.! )"o tau&"t science and 'at" in %ot" sin& e-se6 acade'ies ast +ear* As ?err+ "o(ed! t"e &ir s $ ouris"ed a)a+ $ro' 'a e co'(etition* T"e sur(rise )as t"at t"e %o+s t"ri0ed too* 1T"e+ )ere a itt e 'ore o(en!1 sa+s ?err+! 1to ad'ittin& t"at t"e+ didn't understand so'et"in& t"an i$ t"ere "ad %een &ir s in c ass*1 /ased on ast +ear's e6(erience! t"e sc"oo district decided to e6(and t"e (ro&ra' to t"e si6t" and ei&"t" &rades t"is +ear! usin& a @-..!... &rant $ro' t"e State o$ Ca i$ornia=one o$ t"ree "anded out $or sin& e-se6 (ro&ra's* In doin& so! it "o(es to con$ir' t"e "+(ot"esis t"at students in t"e sin& e-se6 c asses do %etter t"an t"eir coed (eers S'a c asses are one o$ 'an+ 0aria% es t"at 'a3e co'(arison di$$icu t* W"i e 3ids in t"e sin& e-se6 (ro&ra' %ene$it $ro' a "i&"er ratio o$ &uidance counse ors to students! t"e+ 'a+ su$$er %ecause 'an+ o$ t"eir teac"ers are &reen! "ired a 'ost strai&"t out o$ &raduate sc"oo $or t"is (ro&ra'* Anot"er $actorA t"e (ro&ra' ai's to attract underac"ie0ers! on t"e t"eor+ t"at t"e+ "a0e t"e 'ost to &ain* To sort t"rou&" t"ese con$ ictin& e e'ents! t"e district "as "ired statistica e6(erts $ro' t"e 5ni0ersit+ o$ Ca i$ornia! /er3e e+* 4uc" )i rest on t"eir $indin&s* T"e 5*S* De(art'ent o$ Education is in0esti&atin& c"ar&es %+ t"e Nationa Or&ani:ation $or Wo'en! t"e A'erican Ci0i Li%erties 5nion and ot"ers t"at Ne) Bor3 Cit+ (u% ic sc"oo s 0io ated %o+s' ri&"ts to eCua access %+ settin& u( an a -&ir s sc"oo * 1In &enera ! )e're o((osed to sin& e-se6 c assroo's %ecause studies s"o) t"at in t"e on& ter'! )"ere %o+s and &ir s are se(arated! 'ore resources are de0oted to t"e %o+s!1 sa+s Stace+ Kar(! (resident o$ NOW in San Francisco! So $ar! no one "as c"a en&ed 4arina's (ro&ra'* Des(ite t"ese o%7ections! San Francisco "o(es to continue its (i ot (ro&ra' at east t"rou&" ne6t +ear* 1I t"in3 )e're co'(e ed to co'e u( )it" a 0ariet+ o$ c"oices $or students and $a'i ies!1 sa+s 4ic"ae son* 1It's arro&ant to assu'e t"at an+ student is &o-! in& to ea' in a standard )a+*1 Sc"oo s t"at se(arate %o+s $ro' &ir s )i not "e ( e0er+ distracted student! %ut t"e+ 'a+ %e t"e ans)er $or so'e* By Laird Harrison/ San Francisco
    86

    ACIASSROOM IN WHICH YOU CAN SPEAK YOUR MIND

    academic activities

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