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| List of Tables | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Introduction: Defining Single-Gender Education | |
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| Considering Single-Gender Education | |
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| Gender Makes a Difference in the Classroom | |
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| Starting Point: Examining Gender Influences | |
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| Student Performance | |
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| Social Differences | |
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| Hormonal Differences | |
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| Brain Differences | |
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| Gender Is an Issue | |
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| Chapter 1 Planning Tool: Reflecting on Gender | |
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| What We Know About Single-Gender Programs | |
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| Demographic Data | |
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| Achievement and Other Data | |
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| Chapter 2 Planning Tool: Using Data | |
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| Political Opposition to Single-Gender Education | |
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| The Legal Context of Single-Gender Education | |
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| Positions Against Single-Sex Education | |
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| Parting Words | |
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| Chapter 3 Planning Tool: Debating Single-Gender Education | |
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| Frequently Asked Questions: Concerns and Options | |
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| Questions About Socialization | |
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| Questions About Planning | |
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| Questions About Instruction | |
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| Chapter 4 Planning Tool: Clearing Roadblocks | |
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| Designing A Single Gender Program | |
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| Rationale and Structure | |
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| Involve Key Stakeholders: Create an Exploratory Group | |
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| Learn Together About Single-Gender Education | |
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| Align the Program With the School's Mission Statement | |
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| Develop a Rationale: Look at School Data | |
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| Decide on a Structure | |
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| Chapter 5 Planning Tool: Developing Rationale and Structure | |
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| Legal Issues and Logistics | |
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| Meeting the Federal Regulations for Single-Gender Programs | |
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| Single-Sex Schools | |
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| Creating a Master Schedule | |
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| Chapter 6 Planning Tool: Examining Legal Boundaries and Schedule Restraints | |
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| Communication | |
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| Communication With Principals and School Administrators | |
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| Communication With Teachers | |
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| Communication With Parents | |
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| Communication With Students | |
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| Communication With School Board Members | |
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| Order of Concerns in Communicating With Each Group | |
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| Avoiding Stereotypes | |
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| Chapter 7 Planning Tool: Preparing for Communication | |
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| Building Community | |
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| Integration of Single-Gender Programs Into School Culture | |
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| Identity of the Single-Gender Program | |
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| Location of Single-Gender Classes | |
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| Program Creed | |
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| Public Relations Plan | |
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| Coordinator for the Single-Gender Program | |
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| Team Building for Students | |
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| Chapter 8 Planning Tool: Creating Community | |
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| Program Price | |
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| Low-Cost Options | |
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| Moderate-Cost Options | |
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| High-Cost Options | |
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| Chapter 9 Planning Tool: Budgeting and the Impact of Gender | |
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| Implementing a Single-Gender Program | |
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| Professional Development | |
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| Professional Development Opportunities Prior to Implementation | |
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| Possible Timelines to Prepare Teachers Prior to Implementation | |
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| Continued Professional Development After Implementation | |
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| Timeline to Support Teachers After Implementation | |
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| Chapter 10 Planning Tool: Developing a Professional Development Plan | |
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| Program Evaluation | |
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| Ensuring Nondiscrimination | |
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| Reviewing the Rationale: Format | |
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| Reviewing the Data: Indicators | |
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| An Ongoing Review Process | |
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| Chapter 11 Planning Tool: Preparing for Evaluation | |
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| Sustaining a Single-Gender Program | |
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| Strong Principal Leadership | |
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| Institutionalize the Single-Gender Program | |
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| Keep the Program Manageable | |
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| Agree on Strategies to Use With Boys and Girls | |
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| Mentor New Teachers | |
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| Continue Professional Development | |
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| Instituting Change | |
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| Chapter 12 Planning Tool: Sustaining Change | |
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| Reproducible Resources | |
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| Sample Creeds From Single-Sex Schools | |
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| Sample Proposal Form for Creating a Single-Gender Program | |
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| Sample Team-Building Activities for Students | |
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| Organizations for the Learning of Boys and Girls | |
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| Sample Annual Single-Gender Program Review Form | |
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| Sample Letter to Parents to Survey Their Interest | |
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| Sample Letter to Parents Informing Them of Single-Gender Program and Surveying Their Interest | |
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| Sample Letter to Parents (School Selecting Students With Coed Option Explained) | |
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| Sample Letter to Parents (All Students in Single-Gender With Coed Option Explained) | |
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| References | |
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| Index | |