Single-sex schools provide a better learning environment.

but: co-educated girls are more self-reliant and more willing to gain approval for their work rather than their ability to manipulate/ work others (Dewey (1911) )
but: they perpetuate and reproduce male domination of educational institutions (Kimmel (2000) )
- but: It varies from person to person. (debates.juggle.com)
but: teachers in all-girls schools have been found to talk down to students, encourage them in hard work rather than correct work, and create dependency (Lee (1994) )
- but: single-sex classrooms report less gender stereotyping and fewer explicit sexual harassment incidents
but: Boys and girls may fail to adapt themselves to their social life in the future.
- because: Single-sex schools can not provide a better social environment.
but: The segregation may lead to more prejudice compared to the coed school.
because: boys and girls would not be distracted by one another
- but: the presence of girls in the classroom would improve the peer environment for boys
  - because: male peer groups are one of the major factors that keep boys from succeeding in academic endeavors (Blakemore (2009) )
    - but: male peer group values hinder academic progress as a response to girls in the classroom
- because: the absence of girls in the classroom would improve the peer environment for boys by providing less distraction
because: they also have smaller class size, more engaged parents, and better trained teachers (Sadker (2004) )
- but: only because single-sex schools are often private, fee-paying schools
because: they have more students on academic tracks, more homework, and higher achievement test scores (Riordan (1994) )
because: they are usually private, have higher academic standards, and are more selective in their student body (Lee (1992) )
- but: private schools always provide a better learning environment, or no-one will pay for their child to go there
- but: any school, including mixed gender schools, can be better if they are more selective in their student body
  - but: selectivity is usually for academic success, which makes the school better, but this is not evidence that gender-selectivity does the same
because: they may benefit those most likely to lose out in the typical school environment: high-achieving girls and low-achieving boys
because: activities like choir, drama, or debating are more open to the sex that is likely to avoid them in mixed-sex settings (Salomone (2006) )
because: students in all-girls schools speak out in class and participate more
- because: the more men in a class, the less women enter into sustained discussion, and men become more active as their numbers increase (Canada (1995) )
- because: they have more influence over classroom dynamics
- because: in physics classes, students in all-girls classes understand the material better, work together more often, and are not afraid to ask questions (Blair (2001) )
but: they insult both women and men (Aulette (2009) )
- because: they imply that women can only do well with special treatment in a special school
  - but: they also imply that boys benefit from special treatment

Aulette, J.R., Wittner, J., & Blakely, K. (2009). Gendered worlds. New York: Oxford Univ. Press. p.117.

Blair, C. & Northway, H. (2001). Women: New roles in society. New York: Gale Group.

Blakemore, Berenbaum, Liben (2009). "The school as an agent of gender development." in Gender Development. New York: Psychology Press.

Canada, K. & Pringle, R. (1995). "The role of gender in college classroom interactions: A social context approach." Sociology of Education 68 (3): 161-86.

Dewey, J. (1911). "Is co-education injurious to girls?" Ladies Home Journal, June 11.

Lee, V. E.,Marks, H. M. (1992). "Who goes where? Choice of single-sex and coeducational independent secondary schools." Sociology of Education, 65, 226-253.

Lee, V., Marks, H., & Byrd, T. (1994). "Sexism in single sex and coeducational independent secondary school classrooms." Sociology of Education 67: 92-120.

Riordan, C. (1994). "Single-gender schools: Outcomes for African and Hispanic Americans." Research in Sociology of Education and Socialization, 10, 177-205.

Sadker, D. & Zittleman, K. (2004). "Single-sex schools: A good idea gone wrong?" Christian Science Monitor, April 8.

Salomone, R.C. (2006). Single-sex programs: Resolving the research conundrum. Teachers College Record, 108, 778-802.