All Girls' Advantage
No boys as distractions, no reason NOT to raise your hand for fear of embarrassment, major opportunities to take charge on a daily basis. All-girls education develops the skills necessary to succeed in modern-day university and workforce environments.
We know this is the time that the excitement for science, technology, and math tends to wane IF it is not stirred. We build our curriculum around that.
Girls change drastically between 6th and 8th grades in terms of both self-esteem and the need for close bonds. An environment where they rule helps both. There are numerous studies on all aspects of girl power.
Educational studies regarding gender differences and single-sex education are being completed daily, and trends are changing faster with each new school year. One thing is clear, though: Girls learn differently from boys, and both gender achieve much more success in higher education and the working world when they begin in a single-sex environment.
One place gender takes a role is the way children are affected by the evaluation of their creative products. In early adolescence, girls are more negatively affected when they know their creativity will be evaluated. Research suggests that girls in single-sex schools outperform girls in co-educational schools on creative tasks because girls in single-sex schools enjoy more opportunities and support for creative thinking. (McVey, J.A., 2004, Fordham University)
Despite actually performing as well as boys in math classes, girls doubt their ability to develop math skills when faced with difficult material. This fixed mindset contributes to a significant gender gap in math that begins to develop in middle school. (Dweck, C.S., 2006)
Female students are more likely to complete a computer-related course when working in pairs than when working alone or with a male student (Werner, L., Hanks, B., & McDowell, C., 2004)
Additional benefits of collaboration for women in STEM fields: higher quality work produced in less time than working alone, improved understanding of course material,improved course completion rates and performance on exams, and increased enjoyment of activities such as computer programming. (McDowell, C., 2003)
Girls’ scholastic self-esteem is more strongly related to their quantitative scholastic scale scores than verbal scholastic scale scores. In other words, girls feel especially good about their academic abilities overall when they are strong mathematics students (Laurel School, 2008)
The presence of female peers and faculty members increases female retention in STEM majors. (Robst, J., Keil, J., & Russo, D., 1998).
Compared to national trends for girls’ internet use, independent girls’ school students are much less likely to use IM, less likely to send pictures, less likely to create blogs (Studies demonstrate that girls who spend more time on the internet are more likely to be involved in cyberbullying) (Laurel School, 2010)
Research shows that adolescent girls who participate in physical activity show decreased levels of anxiety. (Norris, N., Carroll, D. and Cochrane, R., 1991, Journal of Psychosomatic Research.)
The amount of time that children between the ages of 9 and 15 spend with their families decreases by half and girls, more than boys, replace time spent with family with time spent with friends. Research indicates that girls place more emphasis on interpersonal relationships than boys which may provide girls with beneficial social support while also putting them at heightened risk for distress when they are having difficulty with their peers. (Larson, R. and Richards, M.H., 1991)