Many classroom settings require a sort of passive learning from students where they are expected to sit still and mind by the rules of the classroom, something girls are better at doing than most males. A study conducted by researchers from the University of Georgia and Columbia University found that girls do better in the classroom not because of superior cognitive skills but because of their approach towards learning. Girls' classroom behavior and approach towards learning may lead teachers to give girls higher grades, or more higher level assignment opportunities, which can lead to early achievement gaps. This study looked at 5,800 students in grades K-5 and found standardized test scores, across all subjects, were lower for boys than girls, something that inevitably affects boys' attitude toward school and how well they will perform in middle and high school classrooms.
Two-thirds of the D's and F's given out in public schools go out to boys, and boys are also one-third more likely to drop out than girls. Beyond the obvious achievement gap, boys also have lower graduation rates and higher drop out rates compared to girls. In 2004, a study of Colorado schools was conducted by researchers from the National Center for School Engagement and The Center for Social Organizations of Schools, and found that nationally, 72 percent of girls graduate high school while 64 percent of boys graduate high school. The achievement gap starts early, usually in the 8th grade, when boys start to fall behind. By high school, many boys are too far behind to pick up the pieces.
Dr. Michael Thompson, a psychologist specializing in children and families, has identified five “types” of boy learners in attempts to understand the problem and find a solution. The first type is the struggling boy who is not an underachiever or slacker, he simply lacks the academic skills to succeed; tutoring and extra help can ease frustration. The second is the learning disabled boy who is not stupid or lazy but has a diagnosed learning disability that needs special education accommodations. The third is the cruising boy who is bored with school and needs incentives to work hard and succeed. The fourth is the otherwise engaged boy who may be an athlete or in a band where most of his attention is spent on anything but school. Incentives can work similarly for these boys. Finally, the fifth is the allergic to school boy who has physiological responses to the physical environment of school. From being controlled by the teacher, being humiliated by grades, or being frustrated by having to sit still all day, these boys need modifications by teachers to make it through the day.
Alternative routes for boys are few and far between but a few public school districts are trying single sex schooling as a way to close the achievement gap and empower boy learners. Boys and girls learn differently, but in a mixed gender classroom, teachers must adapt as best as they can, and even the gender of the teacher can be a factor when planning instructional methods. There are also other factors outside of the classroom that can discourage boys from high achievement as well, such as school violence and bullying, athletic preferences, and behavior issues. Single sex schooling can offer remedies to those other factors and focus on better tailoring learning to a boy's needs.