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The report details a structured review process, including defined phases of review, search strategy, and validation of evaluations for both quantitative and qualitative components. It synthesizes results on academic achievement, long-term academic outcomes, student adaptation and socioemotional development, gender inequity indicators, and school climate measures, concluding with implications for policy and program decisions.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/single-sex-versus-coeducational-schooling-a-systematic-review/274037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/single-sex-versus-coeducational-schooling-a-systematic-review/274037.png","ImageObject",300,407,{"name":92,"@type":93},"Aladdin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the document’s main purpose?","Question",{"text":113,"@type":114},"To synthesize evidence comparing single-sex and coeducational schooling through a systematic review, including both quantitative and qualitative findings.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is the review conducted?",{"text":118,"@type":114},"The report outlines a systematic process with search strategy, multiple review phases (I–III), and validation of evaluations for both quantitative and qualitative components.",{"name":120,"@type":111,"acceptedAnswer":121},"What outcomes does the review evaluate?",{"text":122,"@type":114},"Academic achievement (concurrent and long-term), student adaptation and socioemotional development (concurrent and long-term), gender inequity indicators, and perceptions of school climate and satisfaction.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},274037,1789474258,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},2336478503145,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","POLICY AND PROGRAM STUDIES SERVICE  \nSingle-Sex Versus Coeducational Schooling:  \nA Systematic Review  \n2005  \nU.S. DEPARTMENT OF EDUCATION  \nDOC \\# 2005-01  \nOFFICE OF PLANNING, EVALUATION AND POLICY DEVELOPMENT  \nSingle-Sex Versus Coeducational Schooling: A Systematic Review  \nFred Mael  \nAlex Alonso  \nDoug Gibson  \nKelly Rogers  \nMark Smith American Institutes for Research Washington, D.C.  \n(As subcontractors to RMC Research Corporation)  \nPrepared for:  \nU.S. Department of Education Office of Planning, Evaluation and Policy Development  \nPolicy and Program Studies Service  \n2005  \nThis report was produced under U.S. Department of Education Contract No. ED-01-CO-0055/0010 with RMC Research Corporation. Dena Gross served as the contracting officer’s technical representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.  \nU.S. Department of Education  \nMargaret Spellings Secretary  \nOffice of Planning, Evaluation and Policy Development  \nTom Luce  \nAssistant Secretary  \nPolicy and Program Studies Service  \nAlan L. Ginsburg Director  \nProgram and Analytic Studies Division  \nDavid Goodwin Director  \nSeptember 2005  \nThis report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Single-Sex Versus Secondary Schooling: A Systematic Review, Washington, D.C., 2005.  \nThis report is available on the Department’s Web site at:  \n[http://www.ed.gov/about/offices/list/opepd/reports.html](http://www.ed.gov/about/offices/list/opepd/reports.html).  \nOn request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 205-8113.  \nContents  \nList of Tables .................................................................................................................................. v  \nAcknowledgments......................................................................................................................... vii  \nExecutive Summary ....................................................................................................................... ix  \nThe Systematic Review Process ......................................................................................... x  \nThe Quantitative Review ................................................................................................... xi  \nImplications of Review ......................................................................................... xv  \nIntroduction..................................................................................................................................... 1  \nReview Methodology...................................................................................................................... 3  \nSearch Strategy ................................................................................................................... 3  \nPhases of Review ................................................................................................................ 4  \nPhase I ..................................................................................................................... 4  \nPhase II.................................................................................................................... 5  \nPhase III .................................................................................................................. 5  \nValidation of Evaluations .................................","cbCail36Len2NRaU","https://ap.wps.com/l/cbCail36Len2NRaU","pdf",664351,148,"English","# List of Tables\n# Acknowledgments\n# Executive Summary\n# The Systematic Review Process\n## The Quantitative Review\n# Implications of Review\n# Introduction\n# Review Methodology\n## Search Strategy\n## Phases of Review\n# Phase I\n# Phase II\n# Phase III\n# Validation of Evaluations\n# The Qualitative Review\n## Validation of Evaluations\n# Results\n## The Quantitative Review\n## Concurrent, Quantifiable Indicators of Academic Accomplishment\n## Long-Term, Quantifiable Academic Accomplishment\n## Concurrent, Quantifiable Indicators of Individual Student Adaptation and Socioemotional Development\n## Long-Term, Quantifiable Indicators of Individual Student Adaptation and Socioemotional Development\n## Indicators of Process and Outcome Measures of Gender Inequity\n## Perceptual Measures of the School Climate or Culture That May Impact Performance\n## Subjective Satisfaction with the School Experience by Students, Parents, and Teachers\n## Expected Outcomes Not Seen in the Review\n## Qualitative Review\n## Implications of Review","[{\"question\":\"What is the document’s main purpose?\",\"answer\":\"To synthesize evidence comparing single-sex and coeducational schooling through a systematic review, including both quantitative and qualitative findings.\"},{\"question\":\"How is the review conducted?\",\"answer\":\"The report outlines a systematic process with search strategy, multiple review phases (I–III), and validation of evaluations for both quantitative and qualitative components.\"},{\"question\":\"What outcomes does the review evaluate?\",\"answer\":\"Academic achievement (concurrent and long-term), student adaptation and socioemotional development (concurrent and long-term), gender inequity indicators, and perceptions of school climate and satisfaction.\"}]","Single-Sex Versus Coeducational Schooling - A Systematic Review | PDF",373]