Gendered Choice

David Chadwell is the coordinator for Single-Gender Initiatives within the South Carolina Department of Education. He works with schools across the state at all stages of implementing single-gender programs. He is also a consultant to principals across the country as they work to create single-gender programs and train their teachers. His comments on single-gender education have appeared in multiple media sources, including MSNBC, ABCNews Online, New York Times Magazine, Education Week, Education Next, USA Today, National Association of Elementary School Principals, and multiple state and local newspapers. In 2004 he helped start the first all-day middle school single-gender program in South Carolina. His career in education has taken him from a private Quaker school in Philadelphia, PA, to an international school in Tianjin, China, to public schools in Columbia, SC. He received his master’s degree in teaching from the University of South Carolina and his master’s degree in philosophy and social policy from The American University.

"Single-gender education has reemerged as a sound approach to dealing with the academic issues of both girls and boys. This book provides comprehensive procedures for developing single-gender programs of all types. Chadwell covers every step of the process and points out where the pitfalls lie and how to avoid them. The planning tools at the end of each chapter involve the reader in the process and can serve as activities for workshops as schools and school systems begin the process of designing single-gender programs. This is a comprehensive handbook based on personal experience with developing single-gender educational programs. Chadwell knows what he is talking about not only from personal experience, but also as the statewide coordinator of single-sex initiatives for South Carolina. This is the book to read if you are considering implementing single-gender programs in your school."

• List of TablesForewordPrefaceAcknowledgmentsAbout the AuthorIntroduction: Defining Single-Gender EducationPart I. Considering Single-Gender Education1. Gender Makes a Difference in the ClassroomStarting Point: Examining Gender InfluencesStudent PerformanceSocial DifferencesHormonal DifferencesBrain DifferencesGender Is an IssueChapter One Planning Tool: Reflecting on Gender2. What We Know About Single-Gender ProgramsDemographic DataAchievement and Other DataChapter Two Planning Tool: Using Data3. Political Opposition to Single-Gender EducationThe Legal Context of Single-Gender EducationPositions Against Single-Sex EducationParting WordsChapter Three Planning Tool: Debating Single-Gender Education4. Frequently Asked Questions: Concerns and OptionsQuestions About SocializationQuestions About PlanningQuestions About InstructionChapter 4 Planning Tool: Clearing RoadblocksPART II. Designing A Single Gender Program5. Rationale and StructureInvolve Key Stakeholders: Create an Exploratory GroupLearn Together About Single-Gender EducationAlign the Program With the School’s Mission StatementDevelop a Rationale: Look at School DataDecide on a StructureChapter 5 Planning Tool: Developing Rationale and Structure6. Legal Issues and LogisticsMeeting the Federal Regulations for Single-Gender ProgramsSingle-Sex SchoolsCreating a Master ScheduleChapter 6 Planning Tool: Examining Legal Boundaries and Schedule Restraints7. CommunicationCommunication With Principals and School AdministratorsCommunication With TeachersCommunication With ParentsCommunication With StudentsCommunication With School Board MembersOrder of Concerns in Communicating With Each GroupAvoiding StereotypesChapter 7 Planning Tool: Preparing for Communication8. Building CommunityIntegration of Single-Gender Programs Into School CultureIdentity of the Single-Gender ProgramLocation of Single-Gender ClassesProgram CreedPublic Relations PlanCoordinator for the Single-Gender ProgramTeam Building for StudentsChapter 8 Planning Tool: Creating Community9. Program PriceLow-Cost OptionsModerate-Cost OptionsHigh-Cost OptionsChapter 9 Planning Tool: Budgeting and the Impact of GenderPART III. IMPLEMENTING A SINGLE-GENDER PROGRAM10. Professional DevelopmentProfessional Development Opportunities Prior to ImplementationPossible Timelines to Prepare Teachers Prior to ImplementationContinued Professional Development After ImplementationTimeline to Support Teachers After ImplementationChapter 10 Planning Tool: Developing a Professional Development Plan11. Program EvaluationEnsuring NondiscriminationReviewing the Rationale: FormatReviewing the Data: IndicatorsAn Ongoing Review ProcessChapter 11 Planning Tool: Preparing for Evaluation12. Sustaining a Single-Gender ProgramStrong Principal LeadershipInstitutionalize the Single-Gender ProgramKeep the Program ManageableAgree on Strategies to Use With Boys and GirlsMentor New TeachersContinue Professional DevelopmentInstituting ChangeChapter 12 Planning Tool: Sustaining ChangeREPRODUCIBLE RESOURCESResource A: Sample Creeds From Single-Sex SchoolsResource B: Sample Proposal Form for Creating a Single-Gender ProgramResource C: Sample Team-Building Activities for StudentsResource D: Organizations for the Learning of Boys and GirlsResource E: Sample Annual Single-Gender Program Review FormResource F: Sample Letter to Parents to Survey Their InterestResource G: Sample Letter to Parents Informing Them of Single-Gender Program and Surveying Their InterestResource H: Sample Letter to Parents (School Selecting Students With Coed Option Explained)Resource I: Sample Letter to Parents (All Students in Single-Gender With Coed Option Explained)ReferencesIndex