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Peer reviewedPerry, William C. – NASSP Bulletin, 1996
To counter gender bias effects and improve student learning, staff at a Virginia middle school decided to group eighth-grade students by gender for math and science instruction. Girls felt freer to speak out. Grade point averages in gender-based science and math classes for both girls and boys were higher than in coeducational classes. (MLH)
Descriptors: Educational Benefits, Females, Grade 8, Grade Point Average
