^[1] Historia contada por el Dr. Carl Boyd, presidente y CEO de Art and Positive Teaching, una fundación educacional en Kansas City (conferencia inaugural, National Coalition for Sex Equity Experts, julio de 1998). Para una interesante (aunque controvertida) discusión de los efectos de las expectativas de los maestros en los estudiantes, ver Robert Rosenthal y Lenore Jackson, Pygmalion in the Classsroom: Teacher Expectations and Pupils’ Intellectual Development (New York: Irvington, 1992) (publicada originalmente en 1968). <<

^[2] Steven Zemelman, Harvey Daniels y Arthur Hyde, Best Practice: New Standards for Teaching and Leaming in America's Schools (Portsmouth, N.H.: Heineman, 1998), p. 51. <<

^[3] Alfie Kohn, What to Look for in a Classroom (San Francisco: Jossey-Bass, 1998), p. 51. <<

^[4] E. D. Hirsch, Jr. The Schools We Need: And Why We Don’t Have Them (New York: Doubleday, 1996), p. 9. <<

^[5] U.S. Department of Education, Pursuing Excellence. A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context (Washington, D.C.: U.S. Government Printing Office, 1998). Ver, también, Harold Stevenson, A TIMSS Primer (Washington, D.C.: Thomas B. Fordham Foundation, 1998) (para un informe completo de datos, ver http://www.csteep.bc.edu/timss). <<

^[6] Liz Lightfoot, «Boys Left Behind by Modem Teaching», Daily Telegraph, 5 de enero de 1998. Estelle Morris, M.p. expresó sentimientos similares en un documento de consulta del Partido Laborista en 1996, «Boys Will Be Boys?: Closing the Gender Gap». Morris: «El bajo aprovechamiento de los chicos no solo representa una gran pérdida de talento y habilidad. También es personalmente desastroso y socialmente destructivo. Si no actuamos rápidamente tendremos una cosecha de jóvenes que son inempleables y nos enfrentaremos a décadas de división social». <<

^[7] Lester Thurow, «Players and Spectators», Washington Post Book World, 18 de abril de 1999, p. 5. <<

^[8] Larry Hedges y Amy Nowell, «Sex Differences in Mental Test Scores, Vanability and Numbers of High-Scoring Individuals», Science 269 (7 de julio de 1995), p. 45. <<

^[9] Robert Bray et al., Can Boys Do Better? (Bristol: Secondary Heads Association, 1997). <<

^[10] Ibíd., p. 17. <<

^[11] Barclay McBain, «The Gender Gap That Threatens to Become a Chasm», Herald (Glasgow), 17 de septiembre de 1996, p. 16. <<

^[12] «Top Marks to the Lads», Daily Telegraph, 17 de enero de 1998. <<

^[15] Bray et al., Can Boys Do Better?, p. 1. <<

^[16] Annette MacDonald, Lesley Saunders y Pauline Benefield, Boys’ Achievement, Progress, Motivation and Participation Slough, Berkshire, England: National Foundation for Educational Research, 1999, p. 18. <<

^[17] Ibíd., p. 13. <<

^[18] Liz Lightfoot, «Boys Need a Ripping Yarn to Keep Up Interest», Daily Telegraph, 24 de abril de 1999. <<

^[19] John O.Leary, «Boys Cióse Literary Gender Gap». Times (London), 7 de octubre de 1999. <<

^[20] David Hughes. «Boys Catching Up with Girls Thanks to Literary Hour», Daily Mail, 6 de octubre de 1999, p. 20. <<

^[22] John Clare, «Primary Schools Failing to Teach Reading Properly», Daily Telegraph, 6 de julio de 1999, p. 12. <<

^[23] U.S. Department of Education, The Condition of Education (Washington, D.C.: U.S. Department of Education, 1995), p. 13. <<

^[24] National Center for Education Statistics, NAEP (National Assessment of Educational Progress) 1998, Reading Report Card for the Nation and the States (Washington, D.C.: U.S. Department of Education, 1999), p. 42. <<

^[25] U.S. Department of Education, NAEP 1994 Reading Report Card for the Nation and the States (Washington, D.C.: U.S. Department of Education, 1996), p. 138. <<

^[26] Higher Education Research Institute, The American Freshman: National Norms for Fall 1998 (Los Angeles: Higher Education Research Institute, 1998), pp. 39, 57. <<

^[27] Friedrich Froebel, The Student's Froebel, ed. W. H. Herford Boston: Heath, 1904, pp. 5-6. La cita está en Hirsch, The School We Need. Ver especialmente Hirsch Capítulo 4, «Critique of Thought World» para un completo y astuto análisis de la influencia del romanticismo en la educación norteamericana, pp. 69-126. <<

^[28] Zemelman et al., Best Practice, p. 9. <<

^[29] Ibíd., Resumen del libro en la cubierta posterior. Ver Hirsch capítulo 5, «Reality's Revenge». The Schools We Need por su crítica de Best Practice (pp. 127-176). <<

^[30] Ibíd., p. 4. <<

^[31] Ibíd., p. 5. <<

^[32] H.O. Rugg y Ann Shumaker, The Child-Centered School (Yonkers-on-Hudson, N.Y.: World book, 1928). <<

^[33] Diane Ravich, The Troubled Crusade: American Education 1945-1980 (New York: Basic Books, 1983), p. 50. <<

^[34] Lynn Olson, «Lessons of a Century», Education week, 21 de abril de 1998. <<

^[35] Mary Field Belenki et al., Women's Ways of Knowing (New York: Basic Books, 1986). Las citas son de un resumen del libro en la American Association of University Women Report: How School Shortchange Girls (Washington, D.C.: American Association of University Women Educational Foundation, 1992), p. 72. <<

^[36] Zemelman et al., Best Practice, p. 6. <<

^[37] Lightfoot, «Boys Left Behind by Modem Teaching». <<

^[38] Bonnie MacMillan, Why Schoolchildren Can't Read (London: Institute of Economic Affairs, 1997), p. 124. <<

^[39] Ibíd., p. 125. <<

^[40] Janet Daley, «Progressive Education in Britain», Ex-Femina (Washington, D.C.: Independent Women's Forum, octubre de 1998), p. 13. <<

^[41] June Kronholz, «At Many U.S. Schools, the Valedictorian is Now a Tricky Issue», Wall Streeet Journal, 17 de mayo de 1999), p. 1. <<

^[42] Ann O'Hanlon, «Ruckus Over the Honor Roll», Washington Post, 8 de abril de 1997, p. D1. <<

^[44] Hirsch, The Schools We Need, p. 245. <<

^[45] Charles Hymas, «Boys Get Their Own Classes to Catch Up», Times (London), 19 de julio de 1994, p. 1. <<

^[47] John Danforth, «Single-Sex Education vs. Woman at VMI», Washington Times, 17 de enero de 1996, p. Al 5. <<

^[48] New York City N.O.W., http://www.now.org. <<

^[49] Deborah Brake, «Single-Sex Education After VMI» recogido en Internet: edequiy@tristam.edc.org. 20 de abril de 1998. <<

^[50] Judith Shapiro, «What Women Can Teach Men», Baltimore Sun, 28 de noviembre de 1994, p. 11A. <<

^[51] Megan Rosenfeld, «All-Male Classes Raise Grades and Hackles», Washington Post, 26 de marzo de 1998, p. A16. <<

^[52] Entrevista de la autora con Walter Sallee. <<

^[53] Damon Bradley, «On Not Letting Georgette Do It: The Case for Single-Sex Boys' Education», The Vincent/Curtis Educational Register (Boston: Vincent/Curtis, 1996), p. 5. Diane Hulse, directora del Collegiate Middle School, una academia solo para chicos en New York City, realizó un pequeño estudio comparando las actitudes de 186 chicos en Collegiate a 239 chicos en una escuela coed. semejante. Encontró que los chicos del Collegiate eran menos vulnerables a la presión, sentían que tenían más control sobre su comportamiento académico y tenían actitudes más igualitarias hacia las mujeres. Ver Diane Hulse, Brad and Cory: A Study of Middle School Boys (Hunting Valley, Ohio: University School Press, 1997). <<

^[54] United States vs Virginia, 116. S. Ct. 2264, 26 de junio de 1996. <<

^[55] New York Times, 9 de octubre de 1997, p. A22. <<

^[56] Hoja de hechos: «Single Gender Academics Pilot Program» (http://cde.ca.gov), 7 de Mayo de 1999. <<

^[57] Richard Lee Colvin, «Can Same-Sex Classes Aid Desperate Communities?», Los Angeles Times, 10 de enero de 1996, p. 1. <<

^[58] Ver, por ejemplo, Rosemary Salomone, «Single-Sex Schooling: Law, Policy and Research», en Brookings Papers on Education Policy, ed. Diane Ravitch (Washington, D.C.: Brookings Institution, 1999), p. 264; y «Schools for Girls», Wall Street Journal, 13 de marzo de 1998, p. Al6. <<

^[59] Nick Anderson, «One-Sex Schools Don't Escape Bias, Study Says», Los Angeles Times, 12 de marzo de 1998, metro A1. <<

^[60] John O'Leary, «A-Level Analysis Finds Boys Do Better in Single-Sex Schools», Times (London), 14 de julio de 1997. <<

^[61] Ver, por ejemplo, American Association of University Women, Separated by Sex: A Critical Look at Single-Sex Education for Girls (Washington, D.C.: American Association of University Women, 1998), p. 70. <<