1. Greater Cultural Competency
When compared to coeducated peers, graduated of girls’ school are more likely to:
- to help promote racial understanding
- value improving their understanding of other countries and cultures
- count their desire to understand others with different beliefs as a strength
- view their ability to work cooperatively with diverse people as strength
2. Stronger Community Involvement
When compared to coeducated peers, graduates of girls’ school are more likely to:
- become involved in environmental programs
- deem it essential to participate in community social action programs
- be frequently active in volunteer work
3. Increased Civic and Political Engagement
- Girls’ school graduates are 10% more likely than coeducated peers to have a political discussion with friends. They also find it essential to keep current with political issues.
4. Fostering Her Voice
- Girls’ school students are more likely than their female peers at coeducational schools to experience an environment that welcomes an open and safe exchange of ideas. Nearly 87% of girls’ school students feel their opinions are respected at their school compared to only 58% of girls at coeducational schools.
- Students who attended girls’ schools, compared to coeducated peers, are more likely to publicly communicate their opinion about a cause.
5. Develops Leadership Skills
- At girls’ schools, girls demonstrate great confidence in female leadership and become increasingly interested in leadership positions themselves. Data suggests that girls at coeducational schools actually become less interested in leadership positions with age.
- Programs at girls’ schools focus on the development of teamwork over other qualities of leadership, while the qualities of confidence, compassion, and resilience also ranked prominently.
- 93% of girls’ school graduates say they were offered greater leadership opportunities than coeducated peers and 80% have held leadership positions since graduating from high school.
6. Builds Self-Confidence
- The majority of girls’ school graduates report higher self-confidence than their coeducated peers.
- All-girls settings seem to provide girls a certain comfort level that helps them develop greater self-confidence and broader interests, especially as they approach adolescence.
7. Dedicated to How Girls Learn
- Nearly 96% of girls’ school students report receiving more frequent feedback on their assignments and other course work than girls at coeducational schools.
- More positive academic and behavioral interactions were observed between teachers and students in single-sex schools than in the comparison to coeducational schools.
8. Inspirational Environment
- The robust learning environment encountered by students at girls’ schools…provides unequivocal support for the value of an all-girls educational environment.
- Single-sex programs…create an institutional and classroom climate in which female students can express themselves freely and frequently and develop higher order thinking skills.
- Emphasizing their ability to learn independently, graduates of girls’ schools more frequently explore topics on their own, even when not required, compared to their coeducated peers.
9. Academic Achievement
- Girls’ school graduates are more likely to frequently seek alternative solutions to a problem and more than 2/3 report frequently supporting their arguments with logic, which coeducated graduates are less likely to report doing.
- Nearly 80% of girls’ school students report most of their classes challenge them to achieve their full academic potential compared to only 44% of girls at coeducational public schools.
- More than 80% of girls’ school grads consider their academic performance highly successful.
- One hour a week of single-sex education benefits females: females are 7% more likely to pass their first-year courses and score 10% higher in their required second year classes than their peers attending coeducational classes.
10. Fosters Increased Interest and Confidence in STEM
- Girls’ school graduates are 6 times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools.
- Compared to coeducated peers, girls’ school graduatess are 3 times more likely to consider engineering careers.
- At the start of university, girls’ school graduates in the U.S. rate their confidence in their math skill abilities 10% higher than do their coeducated peers.
11. Excellent Mentoring
- The overwhelming majority of girls’ school students agree to strongly agree that they feel supported at their schools: 95% feel supported by their teachers (compared to 84% of girls at coeducational public schools), 90% report feeling supported by other students (compared to 73%), and 83% feel supported by their school administrators (compared 63%).
12. Free from Stereotypes
- Girls as young as six can be led to believe men are inherently smarter and more talented than women, making girls less motivated to pursue novel activities or ambitious careers.
- All-girls educational environments negate this societal norm by providing opportunities for girls during a critical time in their growth and development. Not only do girls receive a wealth of avenues for self-exploration and development, they also see a wealth of peer role models. Girls need to ‘see it, to be it’ to make them more aware of the possibilities in their own lives and help set them on their own brilliant paths.
13. Higher Aspirations
- Students at girls’ schools have higher aspirations and greater motivation than their female peers at coeducational schools. 99% of students at girls’ schools expect to earn a four-year degree. More than 2/3 expect to earn a graduate or professional degree.
- Girls at all levels of achievement in the single-sex schools receive a…benefit from the single-sex school environment in terms of heightened career aspirations—an effect unprecedented in any other portion of our study.
14. Prepares Girls for the Real World
- Girls’ school students display more mental toughness in comparison to girls in coed schools. Research shows that individuals with higher levels of mental toughness are more likely to deal effectively with stress, pressure, opportunity, and challenge.
- Nearly half of all women graduating from single-sex schools rate their public speaking ability as high compared to only 39% of women graduates from coeducational schools. A similar differential exists for writing abilities: 64% of girls’ school graduates assess their writing as high (compared to 59%).