Concerns over gender-related differences in achievement within the education system, particularly the perceived under-achievement of boys, have generated debate since the early 1980s. This review of research on girls' achievement includes the debate about single-sex versus mixed-sex schooling, the social and academic environments of single-sex schools and their effect on girls' performance, and the setting up of single-sex classes in mixed-sex schools to counteract gender-related differences in performance. The authors show that the performance patterns of girls and boys are changing, with new complexities replacing the traditional stereotypes. The main findings of this research are highlighted to provide the basis for informed debate on girls' achievement in single-sex schools.

Author Biography

At the time of publication, Jannette Elwood was Project Manager for Development of Key Stage 3 Tests at the Qualifications and Curriculum Authority, and was formerly Lecturer in Curriculum and Assessment at the Institute of Education, University of London. At the time of publication, Caroline Gipps was Deputy Vice-Chancellor of Kingston University. She was formerly Professor of Education at the Institute of Education, University of London. At the time of publication, Geoff Whitty was Dean of Research at the Institute of Education, University of London.