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Relevant bibliographies by topics / Single-sex schools

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Academic literature on the topic 'Single-sex schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Single-sex schools"

1

Brown, Frank, and Charles J. Russo. "Single-Sex Schools, the Law, and School Reform." Education and Urban Society 31, no. 2 (January 1999): 145–58. http://dx.doi.org/10.1177/0013124599031002002.

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Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

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ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.

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Heise, Michael, and Rosemary C. Salomone. "Are Single-Sex Schools Inherently Unequal?" Michigan Law Review 102, no. 6 (May 2004): 1219. http://dx.doi.org/10.2307/4141943.

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Dustmann, Christian, Hyejin Ku, and Do Won Kwak. "Why Are Single-Sex Schools Successful?" Labour Economics 54 (October 2018): 79–99. http://dx.doi.org/10.1016/j.labeco.2018.06.005.

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Yalcinkaya, M. Talha, and Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools." Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.

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Özdere, Mustafa. "Single-sex schools VS mixed-gender schools: comparing impacts." Region - Educational Research and Reviews 5, no. 4 (November 9, 2023): 11. http://dx.doi.org/10.32629/rerr.v5i4.1282.

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This article provides an overview of the advantages and disadvantages of same-sex and mixed-gender schooling, the importance of diverse educational environments, the strategies for addressing disparities and promoting equality in education. The advantages of same-sex schools include potential benefits for academic achievement, social development, and the promotion of gender equity. However, disadvantages such as reinforcing gender stereotypes and limiting cross-gender interactions should be considered. Mixed-gender schools offer advantages such as diverse social interactions, balanced perspectives, and challenging gender stereotypes. However, potential disadvantages include gender disparities in attention and participation and the perpetuation of gender biases. Creating diverse educational environments is crucial for promoting positive outcomes in academic achievement, social development, cultural competence, and well-being. Strategies for addressing disparities and promoting equality include improving access to education, addressing gender disparities, prioritizing diversity and inclusion, enacting supportive legislation and policies, and engaging with communities. By implementing these strategies, educational institutions can create more equitable and inclusive learning environments. What makes this study particularly timely and relevant is the recent development of same-sex schools versus mixed schools as a political issue in Turkey. There are controversial discussions about this matter, and our research addresses these concerns with empirical evidence and a nuanced perspective.

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Karpiak, Christie P., James P. Buchanan, Megan Hosey, and Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University." Psychology of Women Quarterly 31, no. 3 (September 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.

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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

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Sikora, Joanna. "Gender Gap in School Science: Are Single-Sex Schools Important?" Sex Roles 70, no. 9-10 (May 2014): 400–415. http://dx.doi.org/10.1007/s11199-014-0372-x.

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Arifuddin, Arifuddin, Lalu Nurtaat, and Muhammad Amin. "Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education." SHS Web of Conferences 173 (2023): 01016. http://dx.doi.org/10.1051/shsconf/202317301016.

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What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.

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Chanda Chansa Thelma. "Academic performance of learners at co- and single sex schools: A case of selected Secondary Schools in Kasama District of Northern Province, Zambia." World Journal of Advanced Research and Reviews 19, no. 2 (August 30, 2023): 1474–83. http://dx.doi.org/10.30574/wjarr.2023.19.2.1761.

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Single-sex education, also known as single-gender education is the practice of conducting education with male and female students attending separate classes, perhaps in separate buildings or schools. The study on single sex and learner’s academic performance in secondary schools in Kasama sought to determine the extent to which coeducation schools affect male and female students’ academic performance and to establish students’ and teachers’ attitude on effects of sex on the academic performance of learners. To achieve this, the study employed documentary search and analysis on results from 2013 to 2018. The study was guided by the following research objectives; (a) To establish the effects of co- and single sex education on the academic performance of learners in selected secondary schools of Kasama district, (b) To compare learner’s academic performance at co- and single-sex schools in selected secondary schools of Kasama district and (c) To offer recommendations on how to improve the single sex education system in selected secondary schools of Kasama district. The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled head teachers, teachers and pupils. Data was obtained from the respondents by means of interviews and questionnaires. Frequency tables, graphs, figures and pie-charts were used to analyze the qualitative data. Quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). The findings reviewed that coeducation context does affect students’ academic performance compared to single-sex schools in the sense that learners in single-sex schools seem to perform better academically. Further, most of the learners and teachers prefer single-sex schools to coeducation schools and the reasons for the dislike of coeducation context include, high level of indiscipline, boys’ offensive behavior towards girls, encouragement of boy-girl relationships that interfere with learning, the fear of girls to participate freely within classroom as well as teachers’ differential treatment of boys and girls in favor of girls. The study therefore recommended that the ministry of education should establish more single-sex schools and convert underperforming co-education schools into single-sex schools.

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Dissertations / Theses on the topic "Single-sex schools"

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Meuller, Fiona J., and n/a. "Teachers' attitudes towards single-sex and co-educational schools." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061110.100834.

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Leung, Hung-piu, and 梁雄標. "Changing from single sex to mixed sex physical education in secondary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195957X.

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Leung, Hung-piu. "Changing from single sex to mixed sex physical education in secondary schools : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811425.

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Mueller, Fiona Jane. "Separate but equal? the enduring appeal of the single-sex public high schools of New South Wales /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080303.145544/index.html.

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Rodriguez, AnaGloria. "Comparing math self-efficacy in middle school girls." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3266.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).

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Scioli, Rose M. "Gender Roles and the Single-Sex Environment: The Effects of Single-Sex Schooling on Gender Role Attitudes and Life Plan." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/345767.

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Educational Leadership
Ed.D.
The purpose of this study was to ascertain whether or not the single-sex environment has an effect on the gender role perceptions and life paths of young women. Students were selected from two urban high schools, one all-girls and one coeducational. The schools themselves are located a short distance from each other to ensure consistency in regards to socioeconomic status. This study used a mixed methods analysis. Female students in their senior year of high school were surveyed using a gender role perception inventory (Prasad & Baron, 2009). Ten students from the original sample, five from each site, were then selected for in-depth, face-to-face interviews. Results indicate that there is little difference in gender role perception and life path between the two samples. The only exception is in the area of gender role reversal, which favors the single-sex school. As such, students from the single-sex school are more likely to indicate comfort with the inversion of conventional gender roles. In terms of life path, no significant difference between the two groups was found in terms of traditional, non-traditional, and gender-neutral career plans. Interviews with students from both sites reveal two major differences thematically. Students in the single-sex school reported that the decision to attend an all-girls school was mostly made by their parents, while students in the coeducational school reported making the decision themselves. The second difference between the two environments is that students in the single-sex school reported that they and their peers in the school feel quite comfortable acting “themselves” because of the lack of males in the environment. The students in the coeducational school corroborated that sentiment by expressing the tendency of their female peers to act differently in the presence of male peers. The results of this study do not conclusively prove that the single-sex environment is beneficial for the formation of non-traditional gender role perception and life path, with the exception of the reversal finding. The interviews, however, may indicate that the students in the single-sex environment have an advantage in terms of comfort because of the absence of their opposite sex peers. Indisputably, this study confirms that more research is needed in the area of single-sex education for females.
Temple University--Theses

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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/730.

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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15049.

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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.
A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

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Conte, Sandra. "Single-sex education vs coeducation : the ongoing debate in the new millen[n]ium." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118286.

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The present study was designed to inform readers about single-sex education and coeducation. This monograph is divided into four sections. In the first section, readers are informed about my own experiences concerning both single-sex and mixed-sex education. Furthermore, I give my own opinions about topics such as : classroom climate and the different attitudes I encoxmtered teaching within both settings. The second section gives a brief history of both single-sex education and coeducation in North America. The historical perspective goes as far back into the past as the eighteenth century and brings us forth until the 1980's and early 1990's decades. The third section focuses on present-day issues and research concerning both types of education. Many researchers are advocates of either single-sex education or coeducation and much of their research will be presented to the reader. The fourth section is the conclusion. I conclude this monograph with my own personal opinions on the topics discussed and also reflect on any further research which could be done within this area of study.
Cette étude cherche a informer le publique au sujet de renseignement dans un milieu scolaire unisexe et mixte. Ce mémoire est divisé en quatre sections. Dans la première, j'informe les lecteurs sur mes experiences personnelles au niveau de l'enseignement dans un milieu unisexe et mixte. De plus, j'exprime mes opinions sur des sujets tels que : le climat au sein de la classe et les diverses attitudes que j'ai rencontrées en ayant enseigné dans les deux environnements. La deuxième section donne un bref aperfu historique sur renseignement unisexe et mixte en Amerique du Nord. Cet apercu historique remonte au dix-huitième siècle jusqu'au debut des annees '90. La troisième section met l'emphase sur les sujets d'actualité dans ce domaine et les etudes portant sur les deux formes d'education. Plusieurs chercheurs favorisent soit I'enseignement mixte ou unisexe et leurs donnees seront presentees au lecteur. Finalement, lors de la demiere section, je vais conclure ce memoire avec mon opinion personnelle sur les sujets abordes et reflechir sur des etudes additionnelles qui pourraient etre menees dans ce domaine.

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Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.

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Books on the topic "Single-sex schools"

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Educational Research Service (Arlington, Va.), ed. Single-sex schools and classrooms. Alexandria, VA: Educational Research Service, 2007.

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Medin, Julia A. Single-sex public schools: Who needs them and why. Bloomington, Ind: Phi Delta Kappa International, 2005.

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Inner London Education Authority. Research and Statistics Branch., ed. Equal opportunities in the curriculum in single sex schools. London: the Board, 1985.

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Chadwell, David W. A gendered choice: Designing and implementing single-sex programs and schools. Thousand Oaks, Calif: Corwin, 2010.

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Chadwell, David W. A gendered choice: Designing and implementing single-sex programs and schools. Thousand Oaks, Calif: Corwin Press, 2010.

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Ruhlman, Michael. Boys themselves: A return to single-sex education. New York: Henry Holt and Co., 1997.

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K, Hollinger Debra, Adamson Rebecca, United States. Office of Educational Research and Improvement., and United States. Office of Educational Research and Improvement. Office of Research., eds. Single-sex schooling: A special report from the Office of Educational Research and Improvement, U.S. Department of Education. Washington DC (555 New Jersey Ave., NW, Washington 20208): Office of Research, U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Hollinger, Martinez D., Adamson Rebecca 1950-, United States. Office of Educational Research and Improvement., and United States. Office of Educational Research and Improvement. Office of Research., eds. Single-sex schooling: A special report from the Office of Educational Research and Improvement, U.S. Department of Education. Washington DC (555 New Jersey Ave., NW, Washington 20208): Office of Research, U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Hollinger, Martinez D., Adamson Rebecca, United States. Office of Educational Research and Improvement, and United States. Office of Educational Research and Improvement. Office of Research, eds. Single-sex schooling: A special report from the Office of Educational Research and Improvement, U.S. Department of Education. Washington DC (555 New Jersey Ave., NW, Washington 20208): Office of Research, U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Noé, Jean-Baptiste. La non-mixité à l'école: Au-delà du tabou, pour une éducation innovante. Paris]: Bernard Giovanangeli éditeur, 2019.

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Book chapters on the topic "Single-sex schools"

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Schiappa, Edward. "Single-sex schools." In The Transgender Exigency, 55–71. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003250494-7.

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Lingard, Bob, Wayne Martino, and Martin Mills. "Single-Sex Classes and Schools for Boys." In Boys and Schooling, 86–118. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.

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Younger, Mike. "Single-sex teaching in co-educational schools: A panacea for raising achievement?" In Jungen – Pädagogik, 77–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-94290-2_6.

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Goldfield, Raymond. "Single-Sex Education." In Encyclopedia of Cross-Cultural School Psychology, 891–93. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_388.

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"INTRODUCTION Why Single-Sex Schooling?" In Separate Schools, 1–19. Cornell University Press, 2010. http://dx.doi.org/10.1515/9781501757563-003.

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"The amalgamated schools." In Mixed or single-sex School?, 186–201. Routledge, 2017. http://dx.doi.org/10.4324/9781315173641-12.

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"Single-Sex versus Coeducational Schools." In Catholic Schools and the Common Good, 225–42. Harvard University Press, 2009. http://dx.doi.org/10.2307/j.ctvjz82r6.13.

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"9 Single-Sex versus Coeducational Schools." In Catholic Schools and the Common Good, 225–42. Harvard University Press, 1993. http://dx.doi.org/10.4159/9780674029033-011.

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"Solutions: Single-Sex Schools and Classrooms?" In Gender and Computers, 141–64. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608932-11.

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Marsh, Herbert W., Lee Owens, Margaret R. Marsh, and Ian D. Smith. "From single-sex to coed schools." In Educating Girls, 144–57. Routledge, 2017. http://dx.doi.org/10.4324/9781315168395-15.

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Conference papers on the topic "Single-sex schools"

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Pustejovsky, James. "Effects of Single-Sex Schooling on Academic Performance: An Evaluation of All-Girls Public Schools in Texas." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444162.

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Chen, Wenqing, Jiayi Liu, Xinjie Xu, and Siyi Zhang. "Review of Single-Sex School." In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.223.

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Nagarajan, Pavithra. "Leveling Up: Playing the Game of Masculinity in a Single-Sex School for Boys of Color." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443075.

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Reports on the topic "Single-sex schools"

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Jackson, C. Kirabo. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16817.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Jackson, C. Kirabo. The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22222.

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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.

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