Editorial: Bridging the learning gap

Tuesday, Oct. 11, 2005 | 9:23 a.m.

Cheyenne High School officials hope separating the boys from the girls is not only a matter of biology, but one that also applies in math, English, health and history. In an attempt to improve overall test scores and the quality of education students are receiving, Cheyenne officials have expanded a program that divides freshman and sophomore classes by gender.

The concept of single-gender classes, common in private schools, is gaining momentum among Clark County public schools that historically have low test scores and achievement levels. Cheyenne started its program as a pilot during the 2003-04 school year, separating remedial ninth and 10th grade math and English students by gender. School officials told the Las Vegas Sun that students experienced fewer distractions and were more attentive almost from the beginning. Results at the end of the year were more measurable. Algebra skills, on average, improved by half a grade.

Cheyenne administrators considered the experiment a success and instituted the single-gender separation in all freshman and sophomore math and English classes last year. They expanded it even further this year, incorporating the program into all biology, health and history classes for ninth and 10th graders.

Rancho High School also has been experimenting with boys- and girls-only classes in its remedial math and English and honors science classes. Rancho students last year showed dramatic improvements on standardized tests, reducing the number of those failing English proficiency by 20 percent and reducing the number of students failing math by 17.5 percent.

Proponents of the gender-specific system say such results show the concept is a success. Critics say results often are minimal or anecdotal and worry that separating boys and girls may violate the spirit of Title IX, a 1972 law designed to end gender discrimination in public education. Still, girls may be more likely to speak up in math, and boys may be more confident about reading aloud if they are not worried about how they look to the opposite sex during a period when the dynamics of boy-girl relationships are new and changing.

Last year 56 percent of Nevada's public schools failed to make adequate progress as required under the federal No Child Left Behind Act. That was up 38 percent from the previous academic year and included 205 schools -- about two-thirds of all schools in Clark County. Our children need whatever creative approaches we can muster to improve their learning environment. And this experiment that separates boys and girls for certain classes is worth further exploration.