Академический Документы
Профессиональный Документы
Культура Документы
Girls’
Schools
The Case for Girls’ Schools
1 The National Coalition of Girls’ Schools. “The Benefits of Attending a Girls’ School - Section 3”
http://www.ncgs.org/aboutgirlsschools/thereasearch/3-girlsfirstforemost/
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2 Ambady, Nalini; Shih, Margaret; Kim, Amy; and Todd L. Pittinsky. “Stereotype Susceptibility in
Children: Effects of Identity Activation on Quantitative Performance.” Psychological Science, Vol.
12, No. 5 (Sep. 2001), p. 385-390. http://www.wjh.harvard.edu/~na/Children.pdf
3 Catherine H. Knott. “Transitioning to Womanhood: Why Girls Need More Support.” http://www.
boardingschoolsforgirls.com/transitioning.html
4 Girls School Association. “What Girls’ Schools Do Differently.” http://www.gsa.uk.com/whya-
girlsschool/what-girls-schools-do-differently
6 Serious Play for Serious Girls Serious Play for Serious Girls 7
The Case for Girls’ Schools The Case for Girls’ Schools
5 National Association for Single-Sex Public Education. “Single-Sex vs. Coed: The Evidence.”
http://www.singlesexschools.org/evidence.html
6 Lisa Damour and Larry Goodman. “Shielding Students from Stereotype Threat: A Guide for
Teachers.” http://www.nais.org/publications/ismagazinearticle.cfm?itemNumber=152245
7 Lisa Damour and Larry Goodman. “Shielding Students from Stereotype Threat: A Guide for
Teachers.” http://www.nais.org/publications/ismagazinearticle.cfm?itemNumber=152245
8 Serious Play for Serious Girls Serious Play for Serious Girls 9
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Dr Alice Sullivan’s research with the Single-sex “Margret Olafsdottir, an expert on single sex edu-
Schools Project showed that “Single-sex schools cation, said, “mixed-sex schools support and in-
seemed more likely to encourage students to pursue crease old traditional roles,” and single sex schools
academic paths according to their talents rather than break down gender stereotypes. Girls become more
their gender.” 8 competitive.” 10
“‘Gender intensification’ means that when girls and “When it comes to math and science, the list of
boys are together, they are very mindful of what the stereotypes reinforcing the idea that girls just aren’t
prevailing culture says is appropriate for girls, and any good is endless – but not necessarily true.”11
what’s appropriate for boys. As a result, the coed
format often has the unintended consequence of A University of Michigan study found that girls at
intensifying gender roles, despite the most enlight- single sex schools had fewer stereotypical ideas
ened leadership and teaching. Our culture is a sexist about what women can and cannot accomplish.
culture (and the culture of children and adolescents They found that both male and female graduates of
is even more sexist than the adult culture). The pre- single-sex schools are more likely to go on to a pres-
vailing culture sends all sorts of gendered messages tigious college and more likely to aspire to graduate
pushing girls and boys into pink and blue cubby- or professional school.12
holes. Flutes are for girls, children tell one another,
and trumpets are for boys (or so the children say).
Physics is for guys, and art history is for girls -- or so
the teenagers will tell you. You, the adult, can try
to tell them otherwise, but in the coed format the
forces driving ‘gender intensification’ may be too
strong for mere words to counteract. The single-
sex format, with the right kind of leadership, offers
a great opportunity to break down those gender
stereotypes. In a girls’ school, it’s cool to play the
trumpet.” 9
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The Case for Girls’ Schools
22 Mike Younger et. al. “Raising Boys’ Achievement.” University of Cambridge, 2005 http://www.
education.gov.uk/research/data/uploadfiles/RR636.pdf.
23 National Association for Single Sex Public Schools. “Single-sex classes increase girls’ par-
ticipation in physics, computer science, etc.” http://www.singlesexschools.org/advantages-equity.
htm
24 The National Coalition of Girls’ Schools and the Goodman Research Group. “Achievement,
Leadership & Success: A Report on Educational, Professional, and Life Outcomes at Girls’
Schools in the United States.” http://www.ncgs.org/aboutgirlsschools/thereasearch/research-
briefsfromtheusandtheworld/achievementleadershipsuccess/
25 National Association for Single Sex Public Schools. “Single-sex classes increase girls’ par-
ticipation in physics, computer science, etc.” http://www.singlesexschools.org/advantages-equity.
htm
21 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the 26 National Association for Single Sex Public Schools. “Single-sex classes increase girls’ par-
APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological Asso- ticipation in physics, computer science, etc.” http://www.singlesexschools.org/advantages-equity.
ciation, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf htm
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“Ten percent more girls’ school graduates rate their In her classic study, Professor Elizabeth Tidball
confidence in math and computer abilities high at the “found that women who graduate from all-women
start of college compared to their peers from coed colleges are five times more likely to earn doctor-
schools.”27 ates in math, physics and chemistry than their co-ed
counterparts.”29
“Achievement indicators suggest that girls’ school
alumnae enter college with test scores above the
norm. Once in college, they major in science and
math at a higher rate than females and males
nationwide.”28
27 The National Coalition of Girls’ Schools. “Research shows: girls’ school graduates have an 29 Boarding Schools for Girls. http://www.boardingschoolsforgirls.com/study-summary-drsax-
edge.” http://www.ncgs.org/researchshowsgirlsschoolgraduateshaveanedge/ speech.html
28 The National Coalition of Girls’ Schools and the Goodman Research Group. “Achievement,
Leadership & Success: A Report on Educational, Professional, and Life Outcomes at Girls’
Schools in the United States.” http://www.ncgs.org/aboutgirlsschools/thereasearch/research-
briefsfromtheusandtheworld/achievementleadershipsuccess/
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30 National Association for Single-Sex Public Education. “Advantages for Girls.” http://www.
singlesexschools.org/research-forgirls.htm.
31 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
flaherty_single_sex.pdf
32 Sheila Riley. “A Conversation with Meg Moulton, National Coalition of Girls’ Schools” March
2, 2009. http://www.hotchalk.com/mydesk/index.php/editorial/106-leadership/592-a-conversa-
tion-with-meg-moulton-national-coalition-of-girls-schools
33 Boarding Schools for Girls. http://www.boardingschoolsforgirls.com/study-summary-benefits.
html
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Diversity in education is not only exposing children to and math self-concepts are less stable than those of
different cultures, but also exposing them to different boys (e.g., Simpkins, Davis-Kean, & Eccles, 2006). For
learning styles and curriculums. The Court in U.S. v. example, girls begin to underestimate their math abili-
Virginia acknowledged that diversity in education is an ty relative to boys and show diminished interest in up-
important government objective. Creating single sex per level, optional math classes in high school (Linver,
schools, grades or classrooms, offers different opportu- Davis-Kean, & Eccles, 2002). Fredrickson and Roberts
nities for children to learn.39 (1997) have pointed out that these declines in estima-
tions of ability and the value girls place on math begin
Researchers at Virginia Tech have discovered that girls’
around puberty, when their bodies mature. Studies
and boys’ brains develop in different sequences- specif-
show that single-sex math classes lead girls to feel less
ically the area of “the brain involved in language and
self-conscious and improve their math performance
fine motor skills (such as handwriting) mature about
substantially (Rutti, 1997). This may not be solely be-
six years earlier in girls than in boys” and “the areas
cause boys would otherwise dominate the classroom
of the brain involved in math and geometry mature
(one popular explanation for the success of single-sex
about four years earlier in boys than in girls.”40
math classes for girls) but also because without boys,
Boys and girls require different teaching strategies girls can literally take their minds off their own bodies
because their brains are also wired differently. When and think more effectively.”42
studying math and sciences, girls use their cerebral
“The advantages of single-sex education for girls fall
cortex- the part of their brain that processes language.
into three categories:
This means girls are better able to learn math and sci-
ence when it introduced through practical examples as • expanded educational opportunity
story problems that relates to girls’ real worlds. Boys, • custom-tailored learning and instruction
however, do better in math and science when the les-
• greater autonomy, especially in heterosexual
sons are focused on pure theory rather than language,
relationships”43
stories, and practical applications.41
“Research has shown that girls appreciate an environ-
“Sexualization may contribute to girls’ dropping out of ment in which they are neither competing with boys
higher level mathematics in high school. Studies show for the teachers attention nor being distracted by
that as girls develop through adolescence, their science boy’s behavior.”44
42 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
39 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009. APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological Asso-
http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/ ciation, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
flaherty_single_sex.pdf 43 National Association of Single Sex Public Education. “Advantages for Girls.” http://www.
40 National Association for Single Sex Public Education. “Computers, Brains, and Gender singlesexschools.org/advantages-forgirls.htm
Equity.” http://www.singlesexschools.org/advantages-equity.htm 44 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
41 The National Coalition of Girls’ Schools. “Research shows: girls’ school graduates have an http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
edge.” http://www.ncgs.org/researchshowsgirlsschoolgraduateshaveanedge/ flaherty_single_sex.pdf
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45 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
flaherty_single_sex.pdf
46 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
flaherty_single_sex.pdf
47 Dr. Leonard Sax. “The Promise and Peril of Single-Sex Public Education.” Education Week,
March 2, 2005. P. 48, 34, 35. http://www.singlesexschools.org/edweek.html.
48 BBC News. “Girls’ School Women ‘Earn More.’” September 22, 2006. http://news.bbc.
co.uk/2/hi/uk_news/education/5370970.stm
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80% of recent graduates from all-girls schools “Single sex schools contribute to higher academic
reported that they “had held leadership positions achievement. Single sex schools, raise girls confidence
since graduating from high school.”67 and contribution in the classroom, which can then
lead to higher academic performance.”68
67 The National Coalition of Girls’ Schools. “The Benefits of Attending a Girls’ School - Section 68 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
2.” http://www.ncgs.org/aboutgirlsschools/thereasearch/2-consistentdata/ http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
flaherty_single_sex.pdf
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While studying U.S. government and history, “girls Girls in an all girl’s school “see these schools as
experience anger and disbelief, or in repression of safe havens that can be called their own...” They
feelings, submission to the rules of popular culture, “appreciate single sex schools for the community
and a refusal to acknowledge that these issues of atmosphere.”76
fairness and justice are important for their well-being. Socialization theories help us see that girls’
These subjects become particularly confusing because understanding of appropriate femininity is not
the message voiced to girls through the media and in “natural” or innate but is acquired through
school is that they have complete equality with boys, developmental processes whereby girls draw
and that women can be anything they want to be, information from the adults and peers, real and
and achieve equally with men. When perceived as fictional, around them.77
reality rather than well-intentioned encouragement,
“Girls develop their identities as teenagers and as
it creates confusion for girls and boys; it is a message women, and they learn the socially acceptable ways
similar to the denial of the existence of racism for to engage in intimate relationships by modeling what
people of color.”74 they see older girls and young women doing (Bussey &
“…single-sex education doesn’t mean a single-sex Bandura, 1984, 1992; Lips, 1989) and by imitating the
life… Girls get plenty of the real world in the rest of ways in which women are represented in the media
(Huston & Wright, 1998). Concomitantly, parents and
their lives outside the school gates. It can be a great
other adults may overtly or inadvertently communicate
relief for girls to know that after a hectic weekend expectations that girls should embody the appearances,
packed with lots of social traumas, they don’t attitudes, and behaviors that are exemplified by
have to deal with it all on Monday morning. Girls’ sexualized adult women (of course, parents might
schools can provide the space for girls to develop instead encourage girls to reject these sexualized
at their own pace set apart from the cruel realities models).”78
of mixed teenagedom. There can be big advantages
in having to separate business and pleasure. By A study of 270,000 students, conducted by the
the time girls are ready to leave school they have Australian Counsel for Educational Research, has found
that “boys and girls in single-sex schools were more
acquired higher self-esteem, greater self-confidence,
likely to be better behaved and to find learning more
better exam passes especially in vital subjects, more
enjoyable and the curriculum more relevant.”79
genuine subject choice, and more opportunities for
leadership. All these things will make them better 76 Eileen Flaherty. “Single Sex Education in Elementary and Secondary Public Schools.” 2009.
http://www.luc.edu/law/academics/special/center/child/childed_forum/pdfs/2009_student_papers/
equipped for a life in which they will be both career flaherty_single_sex.pdf
women and mothers, balancing roles to an extent 77 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological Associa-
that few men must do.”75 tion, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf.
74 Catherine H. Knott, Ph.D. “Transitioning to Womanhood: Why Girls Need More Support.” 78 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
Boarding Schools for Girls. http://www.boardingschoolsforgirls.com/transitioning.html APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological Associa-
75 Girls School Association. “Frequently Asked Questions.” http://www.gsa.uk.com/whyagirlss- tion, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf.
chool/frequently-asked-questions 79 Sunrise. “Therapeutic Boarding Schools for Girls.” www.sunrisertc.com/articles/therapeutic-
boarding-schools-for-girls.php
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80 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological As-
sociation, 2007. www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
81 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological As-
sociation, 2007. www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf.
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Participation in sports and physical activities is related “Because physical activity may be a powerful means
to healthier sexual development.88 of negating self-objectification and other negative
“Teenage female athletes are less likely to use consequences of sexualization, the sexualization of
marijuana, cocaine or “other” illicit drugs (such as women and girl athletes may be especially dangerous
LSD, PCP, speed or heroin), less likely to be suicidal, or harmful for girls. If this domain becomes co-
less likely to smoke and more likely to have positive opted and turned into yet another venue where girls
body images than female non-athletes.89 are taught to focus on how they look rather than
on what their bodies can do, they will have been
“Teenage female athletes are less than half as likely
deprived of an important method of resistance and
to get pregnant as female non-athletes (5% and
11%, respectively), more likely to report that they healthy development.”94
had never had sexual intercourse than female non- 66% of people aged 18 to 30 who had positive
athletes (54% and 41%, respectively), and more
high school gym class experiences report they that
likely to experience their first sexual intercourse later
in adolescence than female non-athletes.90 have remained “very active” since high school. Only
5% of adults who reported having discouraging or
All-girls schools allow girls to engage in competitive negative high school gym experiences considered
sports and physical education opportunities without themselves “very active.”95
fear of being labeled a “jock”, being seen as
masculine, or being seen as unattractive to boys.91 30% of women report their high school gym
class experience was overall embarrassing and
Gender stereotyping, homophobia, and lack of
opportunity hold girls back from participating in discouraging, compared to only 11% of men.96
sports and physical activities. 92 Between 2003-2006, girls comprised 49% of the
40% of girls’ ages 11-17 say they do not play sports high school population but only received 41%
because they do not feel skilled or competent and of all athletic participation opportunities. Female
23% do not think their bodies look good.93 high school athletes received a total of 1.25 million
files%20by%20Topic/Issues/General/W/WSF%20FACTS%20March%202009.pdf fewer participation opportunities than their male
88 Women’s Sports Foundation. “Women’s Sports & Fitness Facts & Statistics.” March 26,
2009. P.2. http://www.womenssportsfoundation.org/~/media/Files/PDFs%20and%20other%20 counterparts.97
files%20by%20Topic/Issues/General/W/WSF%20FACTS%20March%202009.pdf
89 Miller, Sabo et. al. “The Women’s Sports Foundation Report: Health Risks and the Teen
Athlete.” Women’s Sports Foundation, 2000. http://www.womenssportsfoundation.org/Content/ 94 American Psychological Association, Task Force on the Sexualization of Girls. “Report of the
Research-Reports/Research-Report-Health-Risks-and-the-Teen-Athlete.aspx APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological Asso-
90 Miller, Sabo et. al. “The Women’s Sports Foundation Report: Sport and Teen Pregnancy.” ciation, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
Women’s Sports Foundation, 1998. 95 In: “Women’s Sports & Fitness Facts & Statistics.” March 26, 2009. p.29. www.womenss-
91 Boarding Schools for Girls. http://www.boardingschoolsforgirls.com/girls-school-benefits.html portsfoundation.org/binary-data/WSF_ARTICLE/pdf_file/191.pdf
92 “Physical Activity & Sport in the Lives of Girls.” President’s Council on Physical Fitness and 96 In: “Women’s Sports & Fitness Facts & Statistics.” March 26, 2009. p.29. www.womenss-
Sports, 1997. http://www.fitness.gov/girlssports.pdf portsfoundation.org/binary-data/WSF_ARTICLE/pdf_file/191.pdf
93 Girl Scouts. “Sports and Physical Activity.” http://www.girlscouts.org/research/facts_findings/ 97 National Center for Education Statistics (NCES), 2003-2004; National Federation of State
sports_and_physical_activity.asp High School Associations (NFHS), 2005-2006.
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“Females of all ages are less active than their male A 2005 study suggested that high school girls may
peers.”98 benefit from single-sex gym classes that offer an
alternative to the competitive team sports found in
The Centers for Disease Control reports that 51.7% many physically education programs. The proposed
of high school girls do not take a regular gym class curriculum included health education lessons
(regular indicating one or more times a week), that promote skills needed to maintain a healthy
compared to 40% of high school boys.99 lifestyle.100
98 “Studies reveal lifelong gender difference in physical activity.” e! Science News, January 5 100 Pate, R.R., et al. “Promotion of physical activity among high school girls: A randomized con-
2009. http://esciencenews.com/articles/2009/01/05/studies.reveal.lifelong.gender.difference. trolled trial.” Journal of Public Health. In: Gehring, J. “Researchers say girls thrive in single-sex
physical.activity gym classes.” Education Week, 2005.
99 Danice K. Eaton, et. al. “Youth Risk Behavior Surveillance” Centers for Disease Control,
2005. http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5505a1.htm
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101 American Psychological Association, Task Force on the Sexualization of Girls. “Report of
the APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological As-
sociation, 2007. http://www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
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In a girl-centric school “girls are free to grow up at their “The perspectives and experiences that a young girl
own pace.102
brings to her exposure to sexualizing images and
experiences, as well as her cognitive, intellectual, social,
and even physical development, might profoundly
influence the effect that such exposure would have on
her, rendering it quite different from what a teenage
103 American Psychological Association, Task Force on the Sexualization of Girls. “Report of
the APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological As-
sociation, 2007. www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
104 Catherine H. Knott, Ph.D. “Transitioning to Womanhood: Why Girls Need More Support.”
www.boardingschoolsforgirls.com/transitioning.html
105 Girls School Association. “What girls’ schools do differently.” www.gsa.uk.com/whyagirlss-
chool/what-girls-schools-do-differently
106 American Psychological Association, Task Force on the Sexualization of Girls. “Report of
102 Girls School Association. “What girls’ schools do differently.” www.gsa.uk.com/whyagirlss- the APA Task Force on the Sexualization of Girls.” Washington, DC: American Psychological As-
chool/what-girls-schools-do-differently sociation, 2007. www.ojp.usdoj.gov/newsroom/events/pdfs/apa_report.pdf
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The Case for Girls’ Schools
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93% of recent graduates from all-girls schools reported “As a college professor I could identify students from
being “very or extremely satisfied with how their girls’ schools with a 90 percent accuracy rate on the first
schools prepared them for college.”116 day of class. They were the young women whose hands
shot up in the air, who were not afraid to defend their
97% of recent graduates from all-girls schools reported positions, and who assumed that I would be interested
feeling “more or equally prepared for public speaking in their perspective.”122
compared with their peers who attended co-ed
schools.”117
Girls who attend all-girl schools “are more likely to
pursue careers in engineering, engage in political
discussions, keep current with political affairs, and see
college as a stepping stone to graduate school.118
All-girls’ school alumnae reported feeling more prepared
for college science and mathematics than their coed
school counterparts.119
Three quarters of all-girls’ school alumnae reported
feeling “more prepared for humanities in college than
their coed school counterparts.”120
“71% of girls’ school alumnae felt more prepared to
transition to college than their counterparts from coed
high schools.”121
116 The National Coalition of Girls’ Schools. “The Benefits of Attending a Girls’ School - Section 2.”
http://www.ncgs.org/aboutgirlsschools/thereasearch/2-consistentdata/
117 The National Coalition of Girls’ Schools. “The Benefits of Attending a Girls’ School - Section 2.”
http://www.ncgs.org/aboutgirlsschools/thereasearch/2-consistentdata/
118 The National Coalition of Girls’ Schools. “Research shows: girls’ school graduates have an
edge.” http://www.ncgs.org/researchshowsgirlsschoolgraduateshaveanedge/
119 The National Coalition of Girls’ Schools and the Goodman Research Group. “Achievement,
Leadership & Success: A Report on Educational, Professional, and Life Outcomes at Girls’ Schools
in the United States.” http://www.ncgs.org/aboutgirlsschools/thereasearch/researchbriefsfromtheu-
sandtheworld/achievementleadershipsuccess/
120 The National Coalition of Girls’ Schools and the Goodman Research Group. “Achievement,
Leadership & Success: A Report on Educational, Professional, and Life Outcomes at Girls’ Schools
in the United States.” http://www.ncgs.org/aboutgirlsschools/thereasearch/researchbriefsfromtheu-
sandtheworld/achievementleadershipsuccess/
121 The National Coalition of Girls’ Schools and the Goodman Research Group. “Achievement,
Leadership & Success: A Report on Educational, Professional, and Life Outcomes at Girls’ Schools
in the United States.” http://www.ncgs.org/aboutgirlsschools/thereasearch/researchbriefsfromtheu- 122 The National Coalition of Girls’ Schools. “The Benefits of Attending a Girls’ School - Section
sandtheworld/achievementleadershipsuccess/ 3” http://www.ncgs.org/aboutgirlsschools/thereasearch/3-girlsfirstforemost/
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124 National Committee on Pay Equity. “Wage Gap Remains Static.” http://www.pay-equity.org/
125 Gary Fountain. “Study Shows Benefits of All-Girls Schools.” Richmond Times Dispatch,
April 20 2009. http://www2.timesdispatch.com/rtd/news/opinion/commentary/article/FOUN-
TAIN426_20090424-200214/263675/
126 BBC News. “Girls’ School Women ‘Earn More.’” September 22, 2006. http://news.bbc.
co.uk/2/hi/uk_news/education/5370970.stm
127 BBC News. “Girls’ School Women ‘Earn More.’” September 22, 2006. http://news.bbc.
co.uk/2/hi/uk_news/education/5370970.stm
128 BBC News. “Girls’ School Women ‘Earn More.’” September 22, 2006. http://news.bbc.
co.uk/2/hi/uk_news/education/5370970.stm
123 BBC News. “Girls’ School Women ‘Earn More.’” September 22, 2006. http://news.bbc. 129 The National Coalition of Girls Schools. “The Benefits of Attending a Girls School.” http://
co.uk/2/hi/uk_news/education/5370970.stm www.ncgs.org/aboutgirlsschools/thereasearch/careeraspirations/
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130 National Coalition of Girls Schools and the Goodman Research Group. “The Girls’ School
Experience: A Survey of Young Alumnae of Single-Sex Schools.” 2005. www.ncgs.org/uploads/
textWidget/600.00002/documents/2005_NCGS_Young_Alumnae_Survey.pdf
131 National Coalition of Girls Schools and the Goodman Research Group. “The Girls’ School
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132 National Coalition of Girls Schools and the Goodman Research Group. “The Girls’ School
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The Case for Girls’ Schools
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