The past decade has witnessed a remarkable resurgence of interest in all-girls’ education. Following the enactment of Title IX in 1972, the number of single-sex schools declined. By the mid 1990s, only two public girls’ schools remained. What, then, explains the remarkable renaissance that has occurred in just over a decade’s time? What has led to the renewal of interest in girls’ schools? How does an all-girls education differ from a co-educational education? The answers to these questions can be found in a series of interrelated developments in educational theory, gender research, and the link between brain function and the learning process.
Whitney Ransome and Meg Milne Moulton,
WHY GIRLS’ SCHOOLS? THE DIFFERENCE IN GIRL-CENTERED EDUCATION,
29 Fordham Urb. L.J. 589
Available at: https://ir.lawnet.fordham.edu/ulj/vol29/iss2/5