Steeped in Learning:
The Student Experience
at All-Girls Schools
By Richard A. Holmgren, Ph.D., Vice President for Information Services and Assessment, Allegheny College
Steeped in Learning:
The Student Experience
at All-Girls Schools
A report prepared f or the N ational C oalition o f G irls ’ S chools
By Richard A. Holmgren, Ph.D., Vice President for Information Services and Assessment, Allegheny College
The robust learning environment encountered by students at all-girls
schools is highlighted by a recent survey of high school students.
In the spring of 2013, a total of 2,013 students attending member schools of the National Coalition of Girls’
Schools (NCGS) participated in the High School Survey of Student Engagement (HSSSE), which explores
facets of students’ attitudes, behaviors, and school experiences that are known to affect learning. Also
participating in the HSSSE study were 5,210 girls from coeducational independent schools and 5,741 girls at
coeducational public schools. The resulting report compares the
experience of girls at all-girls schools with that of girls enrolled
The girls’ responses provide
in coeducational institutions.
Overview of the Results
The survey reveals that girls attending all-girls
schools are more likely to have an experience that
supports their learning than are girls attending
coeducational schools. In particular, girls attending
all-girls schools report:
• having higher aspirations and greater motivation
than their female peers at coeducational
independent and public schools.
unequivocal support for
the value of an all-girls
educational environment.
• more frequently encountering a learning
environment that welcomes an open and safe
exchange of ideas than girls at coeducational
independent and public schools.
• being challenged to achieve more than girls at
coeducational independent and public schools.
• gaining more facility than their peers at
coeducational independent and public schools with
core academic skills such as writing, speaking,
critical thinking, and independent learning.
• being more likely to engage actively in the
learning process than their female peers at
coeducational independent and public schools.
• experiencing higher levels of support from their
classmates, teachers, and school personnel than
girls at coeducational public schools.
• being more likely than girls at coeducational
public schools to engage in activities that prepare them for the rigors of the real world.
In the pages that follow, these facets of girls’
experiences at all-girls schools are explored in more detail.
National Coalition of Girls’ Schools
1
Key Findings
Girls’ Expectations Matter
The attitudes and aspirations of a student’s peers have a powerful influence on the
student’s own outlook. Students at all-girls schools are steeped in an environment
in which learning and success are valued. They have higher aspirations and
greater motivation than their female peers at coeducational independent and
public schools.
The highest degree girls
The highest
expect todegree
earn girls expect to earn
100%
80%
60%
29.5%
69.2
%
40%
35.8%
0%
100%
46.1%
60.6%
36.9%
20%
Girls’
Schools
Coed Ind.
Schools
Four-year Degree
Girls take pride
Pride in quality of school work
Coed Pub.
Schools
Grad/Prof Degree
Virtually all students at all-girls schools expect to
earn a four-year degree and more than two-thirds
expect to earn a graduate or professional degree. This
compares favorably to the response of girls enrolled at
coeducational independent and public schools.
80%
42.3%
43.8%
47.4%
43.9%
60%
40%
20%
0%
Girls’
Schools
Coed Ind.
Schools
Agree
48.3%
28.2%
Coed Pub.
Schools
Strongly Agree
Students at all-girls schools set high standards for
themselves. Ninety percent agree with the statement,
I take pride in the quality of my school work, which
compares favorably to the response of girls at
coeducational independent and public schools.
Desire to learn and succeed
outside of school
When asked what motivates them, 94.9% of
students at all-girls schools (compared to 93.5%
of girls at coeducational independent schools and
86.7% of girls at coeducational public schools)
agree or strongly agree they are motivated by their
desire to succeed outside of school and 83.9% by
their desire to learn (compared to 81.0% of girls at
coeducational independent schools and 66.1% of girls
at coeducational public schools).
2
Steeped in Learning: The Student Experience at All-Girls Schools
Teachers’ Expectations Matter
For optimal learning, teachers’ expectations must align with student goals. We know that students at all-girls schools have ambitious goals, so their teachers
have the responsibility of creating an environment that challenges them to achieve
their dreams. Students at all-girls schools are challenged to achieve more
than their female peers at coeducational independent and public schools.
Do most
challenge
Mostclasses
of classes
challengegirls
full
to their full potential?
100%
80%
60%
78.9%
72.3%
40%
44.3%
20%
0%
Girls’
Schools
Coed Ind.
Schools
Coed Pub.
Schools
More than 75% of girls’ school students report most
of their classes challenge them to achieve their full
academic potential. A similar proportion report giving
their maximum effort in most of their courses. In
both cases, the challenge and effort are higher than
that reported by their female peers at coeducational
independent and public schools.
Do girls
give
effort
Girls
givemaximum
their max effort
in most of their classes?
100%
80%
60%
75.9%
70.5%
Girls’
Schools
Coed Ind.
Schools
40%
58.2%
20%
0%
Learning is more than rote memorization,
and virtually all students (97.9%) at girls’
schools report their schools emphasize
understanding information and ideas
in their classes. Girls at coeducational
schools (96.6% at independent and
84.5% at public) do not report as much
emphasis on understanding.
Coed Pub.
Schools
Students at all-girls schools are challenged to achieve more.
National Coalition of Girls’ Schools
3
Engaged Learning Matters
Learning is an active process, and deep learning requires that students engage
with the material to make it their own. Students attending all-girls schools are
more likely to engage actively in the learning process than their female peers at
coeducational independent and public schools.
Degree
to which
girlsgirls
agree,
“Teachers
Degree
to which
agree
engage me in classroom discussions”
100%
80%
54.0%
60.2%
60%
40%
20%
0%
41.5%
Girls’
Schools
67.5%
Frequency with which girls feel
they frequency
attend class
with
all with
attend
class
assignments
completed
assignment
complete
100%
80%
60%
33.3%
Coed Ind.
Schools
Agree
12.9%
Coed Pub.
Schools
Strongly Agree
Girls’ school students report more engagement with
course-related speaking and writing than their female
peers at coeducational independent and public schools.
In particular, over 95% report participating actively in
class discussions.
13.5%
82.9%
17.0%
78.5%
29.0%
56.6%
40%
20%
0%
Girls’
Schools
Coed Ind.
Schools
Sometimes
Coed Pub.
Schools
Oen
More than three-quarters of girls at all-girls schools
report often attending class with all assignments
completed, and fewer than 5% report rarely completing
assignments before class, a marked contrast to girls
at coeducational public schools.
Formal writing assignments
and preparation
Over 96% of girls’ school students report completing
formal writing assignments (compared to 94.0%
of girls at coeducational independent schools and
84.4% of girls at coeducational public schools),
and over 85% report preparing multiple drafts of
their written work (compared to 82.7% of girls at
coeducational independent schools and 73.9% of girls
at coeducational public schools).
Students attending all-girls schools are more likely
to engage actively in the learning process.
4
Steeped in Learning: The Student Experience at All-Girls Schools
Preparing for the World
Outside the Classroom Matters
In the world outside of school, the answers are not always found in the text. Solving
problems requires knowing how to find answers beyond the established sources and
being able to connect ideas from one area to those from another. Sometimes, there are
no clear answers, and it is important that students learn to deal with that ambiguity.
Students attending all-girls schools are more likely to engage in activities that prepare
them for the rigors of the real world than girls at coeducational public schools.
Frequency with which girls feel they
worked
on something
that required
Research
outside assigned
text
research outside assigned texts
100%
80%
100%
36.1%
39.8%
42.4%
60%
40%
52.3%
48.5%
36.5%
20%
0%
Frequency with which girls feel they
discussed
questions
in class
that
Frequency
discussed
no clear
have answer
no clear answers
Girls’
Schools
Coed Ind.
Schools
Sometimes
Coed Pub.
Schools
Oen
80%
60%
40%
34.2%
37.3%
52.8%
47.5%
20%
0%
41.9%
27.1%
Girls’
Schools
Coed Ind.
Schools
Sometimes
Coed Pub.
Schools
Oen
All-girls schools prepare students for the world beyond
school by requiring outside research and challenging
them to grapple with problems with no clear solution.
Such experiences are more common for girls at girls’
schools than for girls at coeducational public schools.
Girls’ schools encourage students to link concepts
across problem domains. Over 80% of students at
girls’ schools report having connected ideas from
one area to another (compared to 77.1% of girls at
coeducational independent schools and 61.2% of
girls at coeducational public schools).
National Coalition of Girls’ Schools
5
Safety Matters
Deep learning requires that students feel safe to express themselves and their ideas.
Girls’ school students are more likely than their female peers at coeducational
independent and public schools to experience an environment that welcomes an
open and safe exchange of ideas.
Feel Safe
Do girls feel safe at their school?
100%
80%
60%
27.6%
69.4
%
40%
40.6%
55.1%
20%
0%
64.7%
Coed Ind.
Schools
Agree
100%
80%
44.9%
60%
17.1%
Girls’
Schools
Do girls
comfortable
FEElfeel
comforable
being being
myself
themselves at their school?
Coed Pub.
Schools
Strongly Agree
Almost all students at girls’ schools report
feeling safe at their schools.
40%
20%
0%
43.7%
Girls’
Schools
49.0%
53.7%
35.4%
Coed Ind.
Schools
Agree
18.3%
Coed Pub.
Schools
Strongly Agree
Over 88% of girls’ school students report they are
comfortable being themselves at school, which means
they are free to focus their energies on their learning
rather than self protection, more so than their female
peers at coeducational independent and public schools.
Are girls’ opinions respected
at their school?
Over 86% of girls’ school students
report being less likely to be bullied
by classmates than their female peers
at coeducational independent schools
(83.0%) and public schools (73.3%).
6
Steeped in Learning: The Student Experience at All-Girls Schools
An atmosphere of respect provides girls’ school
students the opportunity to share their views openly
and learn from peers. Girls’ school students report
giving and receiving respect at higher rates than do their female peers at coeducational independent and
public schools.
Nearly 92% of students at girls’ schools report
their school contributed to treating people with
respect (compared to 89.4% of girls at coeducational
independent schools and 73.6% of girls at
coeducational public schools), and 86.7% feel their
opinions are respected at their school (compared to
82.9% of girls at coeducational independent schools
and 58.1% of girls at coeducational public schools).
Results Matter
Student self-assessments suggest girls’ school students’ high aspirations and the robust
learning environment provided by their schools are critical in students developing the skills
they need if they are to succeed in college, which virtually all students at girls’ schools
aspire to do. Students at all-girls schools report greater gains on core academic and
life skills than do their female peers at coeducational independent and public schools.
How much do girls feel their school
workwriting
contributed
to them...
effectively
100%
80%
60%
...writing effectively?
21.3%
74.6%
40%
27.6%
67.2%
36.9%
20%
0%
Girls’
Schools
Coed Ind.
Schools
speaking effectively
Some
100%
80%
60%
40%
Very much
34.9%
56.7%
39.4%
26.7%
Girls’
Schools
Coed Ind.
Schools
Some
23.4%
Teamwork and independent
learning abilities
Very much
60%
72.4
%
40%
30.4%
62.7%
46.8%
30.8%
20%
Girls’
Schools
Coed Ind.
Schools
Some
Very Much
Almost 95% of girls’ school students report
their school work has contributed to
successfully reading and understanding
challenging materials, which compares
favorably to girls at coeducational independent
schools (92.5%) and public schools (76.9%).
Coed Pub.
Schools
...thinking critically?
80%
0%
46.3%
48.9%
thinking critically
100%
Coed Pub.
Schools
...speaking effectively?
20%
0%
46.0%
Coed Pub.
Schools
Students at all-girls schools report their school work
both contributed to them working well with others to
complete a task and to learning independently. Nearly
91% report developing teamwork abilities (compared
to 88.4% of girls at coeducational independent schools
and 77.3% of girls at coeducational public schools), and
93.9% report learning to work independently (compared
to 91.4% of girls at coeducational independent schools
and 79.3% of girls at coeducational public schools).
Almost all students at all-girls schools report significant gains
in their writing, speaking, critical thinking, reading comprehension,
teamwork, and independent learning abilities.
National Coalition of Girls’ Schools
7
Support Matters
All-girls school students expect a lot of themselves, and their schools work hard to
create an environment that challenges girls to achieve their full potential. Faculty
and administrators at all-girls schools recognize students need support if they are
to thrive. Students attending all-girls schools experience higher levels of support
from their classmates, teachers, and administrators than do their female peers
at coeducational public schools.
Do girls
agree they
are supported by...
supported
by students
100%
80%
...other students?
50.7%
53.4%
39.2%
35.2%
60%
40%
20%
0%
Girls’
Schools
Coed Ind.
Schools
supported by Teachers
Agree
100%
80%
To be successful, students need more than
just a feeling of support. That support must
translate into actions geared toward student
success. Girls’ school students (95.8%)
49.0%
53.7%on
report receiving more frequent feedback
their assignments and other course
work
35.4%
than girls at coeducational independent
18.3%
schools (92.9%) and public schools (79.5%).
20%
0%
16.7%
Coed Pub.
Schools
Strongly Agree
...teachers?
50.9%
51.7%
43.7%
42.5%
Girls’
Schools
Coed Ind.
Schools
60%
40%
56.4%
64.4%
19.7%
Coed Pub.
Schools
supported by Administrators
Agree
100%
80%
60%
Strongly Agree
...school administrators?
53.8%
53.2%
51%
40%
20%
0%
29.0%
29.5%
Girls’
Schools
Coed Ind.
Schools
Agree
11.6%
Coed Pub.
Schools
Strongly Agree
Students attending all-girls schools experience higher levels of
support from their classmates, teachers, and administrators.
8
Steeped in Learning: The Student Experience at All-Girls Schools
Conclusions
The HSSSE study identifies several areas in which all-girls education appears to
better prepare female students for success, especially in terms of their aspirations,
engagement, readiness for the real world, and support of their endeavors.
Based on the data reported by girls attending all-girls
schools, we can conclude that these students compared
to their female peers at coeducational schools:
•
•
•
•
have higher aspirations and greater motivation.
are challenged to achieve more.
are more actively engaged in the learning process.
are engaged in activities preparing them for the world outside
of school.
• feel more comfortable being themselves and expressing their ideas.
• report greater gains on core academic and life skills.
• feel as or more supported in their endeavors.
About the Author
As Vice President for Information Services and
Assessment at Allegheny College, Rick Holmgren heads
Allegheny’s Learning, Information, and Technology
Services group, which includes the Library, Computing
Services, and Institutional Research. He came to
Allegheny in 1988 after earning his Ph.D. in mathematics
from Northwestern University. A tenured member of the
mathematics department, Dr. Holmgren accepted an
administrative position as Associate Dean of the College
with primary responsibility for faculty development
in 1999. Since then, he has served in a variety of
administrative roles including Director of First-Year/
Sophomore programs and advising, chair of Allegheny’s
accreditation review team, assisting with Allegheny’s
strategic planning efforts, and founding the Learning
Commons. In 2005, he attended the Frye Institute and
was appointed head of the Learning, Information, and
Technology Services group shortly thereafter. In addition
to working in the Dean’s office, Dr. Holmgren serves on
Allegheny’s Administrative Executive Committee.
About NCGS
The National Coalition of Girls’ Schools (NCGS) is a leading
advocate for girls’ education with a distinct commitment to
the transformative power of all-girls schools. The Coalition
acts at the forefront of educational thought, collaborating
and connecting globally with individuals, schools, and
organizations dedicated to empowering girls to be influential
contributors to the world.
About HSSSE
The High School Survey of Student Engagement (HSSSE) is
a comprehensive survey on student engagement and school
climate issues. The Center for Evaluation and Education Policy
(CEEP) at Indiana University works with schools, districts,
national organizations, and foundations to administer the
surveys. Since 2003, HSSSE has been used to measure the
engagement of high school students with more than 400,000
students in over 40 states completing the survey between
2006 and 2013. The ultimate goal of HSSSE is to strengthen student
engagement in educationally purposeful activities in
secondary schools nationally. HSSSE provides information that
can be used to generate discussions on teaching and learning
and to guide student improvement initiatives.
Front Cover: Hathaway Brown School ©KeithBerr.com
National
Coalition
Girls’ Schools
All other images provided courtesy of Castilleja School, Emma Willard School, The Ethel Walker School, Harpeth Hall, Kent Place School, Marlborough
School,
and St.of
Catherine’s
School.
9
To learn more about the unique advantages
of all-girls schools, visit www.ncgs.org.
[email protected]
@girlsschools
© 2014 National Coalition of Girls’ Schools Use with permission only.