The tremendous value that co-education offers is well documented: when all children are encouraged to view each other as partners in learning, play and friendship, gender stereotypes are diminished and opportunities for understanding increase.
The Country Day School is a co-educational school. We embrace diversity, equality and offer a wide range of learning experiences, friendships and role models. When boys and girls learn and play together, broadening and influencing each other every day, they develop sophisticated social and emotional understanding.
Developmental opportunities are not limited by gender; friends are not restricted to any particular category; and the education of the child includes recognizing others as unique individuals and rejecting stereotypical notions about what it means to be a boy or a girl.
We believe that co-education best prepares children for their future as compassionate, productive and socially-aware learners and people.
There is no well-designed research showing that either co-education or a single-sex education leads to improved academic performance. The reality is that students thrive in exceptional learning environments with highly qualified and committed teachers ...
Large studies of students in high school mathematics classes, for example, show no gains for girls in girls-only classes or boys in boys-only classes – boys and girls in mixed-sex classes posted the same academic results. The most powerful effect on mathematical achievement, as in any other subject, is the quality of the teacher and the nature of the teacher’s expectations. A teacher’s genuine belief that all students can learn has one of the greatest effects on student achievement.
The differences between boys and girls are often overplayed in the popular media. It is more dramatic and exciting to declare that boys and girls come from different planets than to emphasize the far more numerous and significant similarities between them...
The position that boys and girls are fundamentally different in terms of their learning is not supported in the best academic research, and top-notch experts who study how children learn reject the idea that boys and girls have competing needs in education.
The fact is that boys and girls are far more alike than different, and differences within boy groups or girl groups are often greater than differences between boys and girls. So while we have all heard versions of the claim that boys and girls have different innate learning styles, reputable researchers tell us that there is no such thing as a brain-based need to teach girls and boys in different ways.
Well-established research tells us that when people are sorted into categories – by race, sex, ethnicity, or even eye or hair colour – prejudice breeds. An intergroup bias is a preference for the “in-group” over the “out-group.”
When segregation by any particular trait is sustained over time, people view the members of their own group as diverse and distinct and adopt simple stereotypes about the other group: “we” are unique and complex while “they” all show unvarying traits and tendencies.
A co-educational school discourages children from perceiving either boys or girls as an “out-group” lacking in individuality and value. Not only are all children treated as individuals, but no single element of a child’s identity is separated out as his or her defining feature.