Single-sex classes in a coeducational high school: Highlighting parents' perspectives

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.