Flinders University School of Education
In 1999 an independent school
in South Australia took the courageous step of
introducing coeducation into their single sex boys'
school. Mixed sex education was phased in over two
years, with girls admitted to Years 7 to 12 in 1999
and Years 3 to 6 in 2000. Progress and perceptions
of school climate were measured in all primary and
secondary level boys in the school in the inaugural
year of coeducation and then annually over the next
two years. Hierarchical Linear Modelling analyses
revealed an interesting pattern of
interrelationships between boys' progress and
cohort and grade level group perceptions of
satisfaction, cohesiveness and competition within
the school. Perceptions of the difficulty of
schoolwork were also significantly related to boys'
progress during the restructuring period.
education, coeducation, progress,