Austin Forbes

English 11
Mr. Salow
3th block

Single sex schools

The age old question Boys or Girls. When it comes to education it always seems to come up
what is the best type of system ? Is it a girl who is just as dependent as guys or is it the Boys who are just
a capable as grils. The question is does separating the sexes boost academics or not. The single sex
schools are developed to divide the two sexes to basicly demonstrate that one sex is more capable than the
other.Throughout much of history, separate education of boys and girls was the norm. This reflected the
different roles society assigned to each gender and the unequal status of men and women in most
premodern societies. By and large, male literacy rates were much higher than female literacy rates.
(Coeducation and Same-Sex Schooling) Statistics like these are used to show who and or what is the
better choice. I wonder what this would look like as a rhetorical analysis, and just how they used emotion,
how they used someone's credibility, and how they used data that was made by a same group of people to
show logical thinking.
Both systems claim to be the best ethical, and logical choice for the schooling of the future
generation of white and blue collar workers, but how were the writers so right after just one paper? There
are hundreds upon hundreds of papers arguing two sides. How exactly did reading one; just one make the
reader start to doubt his or her own opinion? That answer is simple they just used statists the meant
nothing until they put a label on it. Statistically the number of people that believe the first thing they read
as fact, and not fiction just because theres a title next to it is 9 in every 10 people. If someone just
believed that then they are part of the people that do believe with the above example, because those
numbers are completely made up. The papers many have actually data, but it just shows you how easy it
is to believe something just because you read it in a paper, and not try to find other data to support that
article. A prime example is the quote in the beginning paragraph By and large, male literacy rates were

much higher than female literacy rates. (Coeducation and Same-Sex Schooling). It gives no numbers,
and more it doesnt explain who or even what organization did the experiment.

Statistics sound like they are hard facts and that they many or many not have creditable people
saying those facts. It comes down to is it fact or is it a play on words. If I were to do a rhetorical analysis
on this subject what would I find? Would it be a definitive system that overcomes the other or would it be
a misleading argument that started more than one hundred years ago? Statistics are only as accurate as the
person wants them to be. They could only do research in a subject that has been proven to be higher in
one system than the other. I would be interesting to see if the data from recent studies show growth from
past studies, or a decrease from previous years. Either way someone like myself should do a rhetorical
analysis to find out which is right. Is it the facts that could have been twisted to fit an organization's
argument or could the data, as well as, the facts be right.

BIBLIOGRAPHY

Riordan, Cornelius. 1990. Boys and Girls in School: Together or Separate? New York: Teachers College
Press.

Wilson, Maggie, ed. 1991. Girls and Women in Education: A European Perspective. New York:
Pergamon.

Alison L. Booth, Lina Cardona-Sosa, Patrick Nolen,Do Single-Sex Classes Affect Exam Scores? An
Experiment in a Coeducational University, University of Essex, 2013.
Women are underrepresented in the highest levels of mathematics, the physical sciences, and
engineering (NAS 2006), despite the fact that more women now attend university than men. The authors
use logic to show how many schools offered single sex classes in 2002. . According to the National
Association for Single Sex Public Education (NASSPE), in 2002 there were only about a dozen US public
schools oering single-sex classes; as of 2010 there were 540, of which 91 were all-girl or all-boy
schools. The authors also try to touch on what the effects might be on the students with pathos .there is
evidence that sex segregation increases gender stereotyping and legitimizes institutional sexism. The
authors very littlely show what others with more authority are doing when it comes to single sex
education.Policy makers have begun to listen to advocates of single-sex education and to allow
expansion of publicly funded single-sex schools. Now this all relates back to my topic in the sense that all
the information is research for my project. FIrst this passage uses logic to help get more thought into what
are the statistics.WHich is what Im trying to do. It uses pathos to show what the effects are on students
which is what I will find out in my paper by using the found statistics. Lastly They use ethos to show that
Policy makers are taking steps in single sex education. This is a play on words by using policy makers
to get it meaning, and in my paper I try to find out if its fact or fiction.
Kristin Stanberry, Single-sex education: the pros and cons, Great Kids, 2012.
In this passage the author tries to that single sex education is on the incline with ethos. The National
Association for Single-Sex Public Education estimates that approximately 400 public schools now offer
some form of single-sex education. The author uses logic to show how little you think about the way
students are thought together. Leonard Sax and others agree that merely placing boys in separate
classrooms from girls accomplishes little. But single-sex education enhances student success when

teachers use techniques geared toward the gender of their students. Lastly the author uses pathos to
boldly right off the bat say Should boys and girls be taught separately? Most of this fits perfectly into
my paper with pathos giving us a question that will be found out at the end of my paper, and ethos
showing how not giving all the numbers can be a big problem when deciding.This is also touched upon,
and is one of the main reasons for this paper. Lastly how does this passages logic fits into my paper?
Simple. It shows us what were looking for. It shows us a different view.

King, Elizabeth, and M. Anne Hill, eds. 1993. Women's Education in Developing Countries: Barriers,
Benefits, Policies. Baltimore, MD: Johns Hopkins University Press.

Single-Sex vs. Coed: The Evidence, National Association For Single Sex Public Education.
The NASPE uses logic to how students and schools follow guidelines when it comes to studies for and
against single sex education We are aware of no other studies in which students were randomly assigned
either to single-gender or coed classrooms, with no parental opt-out allowed. Any such study would be
illegal in the United States; in the United States, federal statute 34 CFR 106.34requires that any
assignment to a single-gender classroom or school must be completely voluntary. The NASPE also uses
ethos to show how single sex schools in south korea have higher scores than that of co ed. The scholars
from Penn recognized girls attending girls' schools were significantly more likely to attend a 4-year
college compared with girls attending co ed schools (Cohen's d = 0.5, p < 0.01). Likewise, boys who
graduated from boys' schools were significantly more likely to attend a 4-year college compared with
boys who graduated from coed schools (Cohen's d = 0.8, p < 0.01). Finally the NASPE uses pathos to
show us the difference of learning with one gender. this comment from one of the boys in the singlegender class: "We don't just do war poems and Macbeth, we do Wordsworth too. It's a challenge, in a
way, which Mr J sets us to show the girls we're capable of doing it, but I couldn't talk about these things if
there were girls there!"
This paper helps link into my paper by showing that there are some rules to follow when conducting

research for data, and how authority can give a little trust with ethos. It also shows that students have
different attitudes about single sex schools.
Tyack, David, and Elisabeth Hansot. 1990. Learning Together: A History of Coeducation in American
Schools. New Haven, CT: Yale University Press.

The Co-ed Advantage. Marist High School. Marist High School, 2016.
Marist high uses ethos to show us how ones mind is the same in terms of being wired. Some critics say
that brains of boys and girls are wired differently, and thus they learn better apart from one another.
However, neuroscientists have not found hard evidence that shows different learning styles for boys and
girls. Additionally, segregating by sex during high school can make the transition to college more difficult
for many students. The school also uses logic to simplify how the stereotype is seen. In a co-ed school
setting, both boys and girls take on leadership roles, exposing students to varied management styles and
personalities. These interactions help to disprove negative gender stereotypes. Marist lastly uses pathos
by putting a real world twist on the subject The real world is co-ed, and Marist graduates are prepared to
interact and work with members of the opposite sex both in the college classroom and in the workplace.
This co-ed dynamic empowers students to grow as both individuals and members of the community
Marist high fitts in my paper by giving pathos the edge of of the real world environment of co ed, and
how this might affect them. As well as stating with ethos that your brains are not wired differently with
helps me a little with why test scores are what they are.Finally they used logic to show that both genders
take on leadership roles. This fits in with my paper by giving that middle ground that the students have.

American Psychological Association Single-sex education unlikely to offer advantage over co ed

schools, research finds. PHYS. PHYS, February 3, 2014.
APA uses ethos to show or disprove the single sex education is better. Proponents of single-sex
schools argue that separating boys and girls increases students achievement and academic interest, said
author Janet Shibley Hyde, PhD, of University of Wisconsin-Madison. Our comprehensive analysis of

the data shows that these advantages are trivial and, in many cases, nonexistent. The APA also use logic
or data to support their previous statement. The total sample included 1,663,662 participants in 21
countries. The studies examined students performance and attitudes in math and science; verbal skills;
and attitudes about school, gender stereotyping, aggression, victimization and body image. They did not
find sufficient evidence to show any difference in these attitudes between boys and girls in single-sex or
coed classrooms. Pathos is lacking in this passage, but I think APA tries to prove again that single sex
school has no effect Theories that single-sex education may be better for students have included the idea
that without boys in the classroom, girls would be able to thrive in traditionally male-dominated subjects,
such as math and science.

The APA used ethos by having a PHD give information to the reader to have them think that this
is the only thing I need to know. This goes with my paper by showing just because the reader sees the
word PHD that everything they say must be true. APA goes on with logic by giving data to the reader to
give them their research. This goes with my paper because they had about million and a half participants,
and there are how many people in this world? About 7.125 billion people live in this world as of 2013.
They uses a small amount of data to get the reader on their side. This is what my paper is showing when
looking what is the better educational system. Lastly they use pathos to show that single school advocates
make theories to help support their cause. In my paper I try to find out if they are try to do just the make
up facts.

Education World Single-Gender Classes: Are They Better?" Education world . Education world. January
2016
The education world uses logic to show growth in single gender classes Student grade point
averages for students who had previously attended Jefferson in either grades 6 or 7 increased for all
students, male and female, in both grades 7 and 8 under the single gender academy configuration. The
site also used pathos to show that teacher like the change Teachers of all-girl classes seemed to validate

the idea that girls performed better in single-sex classes. "I enjoy seeing girls participate so much in class
discussions. ... And, like it or not, girls seem to talk more in class in an all-female school. I often see a
whole classroom of eighth graders sharing ideas in an animated manner," said Sharon Johnson-Cramer.
Lastly they use ethos to show that single sex classes work to benefit the students. "We have seen many
students start to focus heavily on academics," Rojas continued. "They no longer clown or try to impress
the opposite sex. Girls are more apt to answer questions aloud in class as well as ask them. Girls are
learning to be more academically competitive and boys are learning to collaborate."

Education world used ethos to show that teachers have found single sex classes work for the
better of the students. This helps my paper by showing that single sex education could work, and that its
easy to believe every word from a teacher just as easily as a researcher . They used logic to show their
students GPAs growing with the change. I believe that this could help me by giving reasons as to why
their GPAs could have gone up. Lastly they used pathos to give the teachers a voice in the paper saying
its a joy having the new single sex classes. I believe that this will help my paper by giving me a different
perspective on the subject from the people who teach these single sex classes.