by Terry Curran

At an informational meeting with parents that was held in April, Sister Gail Ripley announced plans for the implementation of single-sex classrooms in grades six through eight at Sacred Heart School, starting next September for the 2005/2006 academic term. The School is taking this bold new step in response to educational research, which indicates that during adolescence single-sex classrooms increase academic achievement, strengthen individual confidence, and help to defray gender stereotyping.

Sister Gail stated: “Children come to us to learn. It is our obligation as professional educators to create the environment best conducive to that learning.” She went on to add that research indicates, “Single-sex classes minimize the obstacles to learning.” She pointed out that students at Sacred Heart will enjoy the “best of both worlds,” as they will have opportunities for coeducational socialization during the out-of-class times, and yet, will reap the academic benefits associated with single-sex classrooms.

A recent article in “Education Today” states: “Neurologically, the order, time and rate of development of the brain are different in boys and girls...for example, by the age of 12, the average girl has a sense of hearing at least seven times more sensitive than the average boy.” Research also shows that boys and girls see differently; the female eye is built to identify an object, the male eye to identify the location of the object. There is no difference between what boys and girls are able to do, but there is a difference in how they do it.

Sacred Heart School sees the implementation of single-sex classrooms as an innovative effort to facilitate students’ educational growth and development. The use of single-sex classes can reflect important and legitimate efforts to improve educational outcomes for all students, especially if this flexibility provides for the students’ diverse educational and social needs.

The faculty members are currently reading the book, “Why Gender Matters: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences” by Leonard Sax, M.D., Ph.D. They anticipate discussing the different methods of presentation to use in the single-sex classroom and how they will adapt their teaching methods. The teachers unanimously felt that it was, “a good idea” and an “exciting concept” in looking forward, and also believe that it will give the middle-school children room for growth and positive experiences. Specifically math will be easier to teach, as well as to learn, with no distractions in the classroom. Gym could be another area which could benefit from the new approach. For example, the girls could perhaps do yoga, while the boys could play more aggressive sports. The possibilities are endless.

Most of the children in the middle school are looking forward to the change as well. The following comments are representative of their feelings: “Without boys in the classroom we wouldn’t have as many interruptions” “Without the boys there we won’t have to act dumb anymore.” “Maybe the boys will start acting smarter.” “We can work in a peaceful and quiet classroom.” “We will be able to listen and learn.” “We’ll be able to ask questions in the classroom.” The dissenting view is based on the impression the students have that their “boy/girl friends” will not be with them all the time.

There is unanimous support for this program from the parents. Any change that is positive and helps improve our children’s education is a step forward.

Just as we were going to press with this issue, St. Andrew School in Forest Hills announced that it will be closing this June, at the end of the current academic year. I’m sure that those students transferring to Sacred Heart’s middle school will have an easier time adjusting because they will be entering single-sex classrooms.

We wish Sacred Heart School and its faculty every success in implementing this interesting and progressive new approach.