Should Public Schools Offer Single Sex Instruction Essay

Should Public Schools Offer Single Sex Instruction - Essay Example However, such efforts were futile until in 2001 following re-authorization of the Elementary and Secondary Education Act of 1965 (ESEA).  This re-authorization of the ESEA came in the form of the No Child Left  Behind (NCLB) ACT of 2001 (Bixler, 2005). The purpose of the NCLB was to elevate achievement and bridge gaps in achievement. Table of Contents Abstract 1 Table of Contents 2 Introduction 2 The Controversy 3 The Case for Single Gender Instruction 5 The Case against Single Gender Instruction 7 Conclusion 9 Introduction Gender prejudice in education is a menacing predicament that causes only the minority of individuals to confront it or take notice. The losers of this prejudice have been educated to be passive and silent, and are consequently reluctant to stand up and confront the unjust treatment they received. Educators are by and large ignorant of their own prejudiced instructional conduct because they are merely instructing how they were educated, and the delicate gender discrimination found in instructional materials are frequently overlooked (Davis, 2002). Boys and girls today are getting unequal and separate educations as a result of the gender socialization that occurs in schools. Unless educators are enlightened over gender-role socialization, as well as the prejudiced messages they are inadvertently imparting to their students daily, and until educators are presented with the resources and methods requisite to abolish gender bias in their schools and classrooms, girls will go on with receiving an unbalanced education (Sultana, Lazim, & Sohaimi, 2011). This paper posits to investigate whether public schools should offer single-sex instruction with a focus on supporting single-sex instruction. The Controversy The U.S. Department of Education in March 2004, published review regulations that were intended to govern the operation of the single-sex schools or classes. The regulations stipulated that: a) Coeducational schools that would operate singl e-sex classes should present  an underlying principle for the classes. b) They were obliged to offer either single-sex classes for the unattended gender or coeducational classes in the same subject matter at the same school. c) They were obliged to perform  periodic reviews to establish if the environment still rendered the single-sex classes necessary. Several studies exhibit that the momentum for single gender instruction in both contexts affected the curriculum, pedagogy, and organization in each school, as well as the educators’ ideologies concerning gender. Ultimately, the politics around the legislation, as well as the resource interest of school and district administration, and the absence of institutional support for the gender-based reform merged to structure the downfall of the majority of the single gender schools. In the present day, perhaps increasingly aggressively than before, the public schools are beleaguered for apparently failing to enforce academic rig or. These schools are also under pressure for allegedly contributing to the moribund societal, moral values. In rejoinder to these issues, several policy makers have pressed for the development of school choice in the public school structure. In recent times, the choice proponents have embraced single gender ins