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Peer reviewedWood, Bonnie S.; Brown, Lorrie A. – Journal of Women and Minorities in Science and Engineering, 1997
Details a study in which grade 9 females were assigned to either an all-female or mixed-sex algebra class. Findings indicate that the all-female intervention group demonstrated a greater gain in math scores between grades 8-11 than the nonintervention group. Contains 41 references. (DDR)
Descriptors: Academic Achievement, Algebra, Course Selection (Students), High Schools
