The following are the major research questions addressed by this systematic quantitative review:

1. Are single-sex schools more or less effective than coeducational schools in terms of concurrent, quantifiable academic accomplishments?
2. Are single-sex schools more or less effective than coeducational schools in terms of long-term, quantifiable academic accomplishment?
3. Are single-sex schools more or less effective than coeducational schools in terms of concurrent, quantifiable indicators of individual student adaptation and socioemotional development?
4. Are single-sex schools more or less effective than coeducational schools in terms of long-term, quantifiable indicators of individual student adaptation and socioemotional development?
5. Are single-sex schools more or less effective than coeducational schools in terms of addressing issues of procedural (e.g., classroom treatment) and outcome measures of gender inequity?
6. Are single-sex schools more or less effective than coeducational schools in terms of perceptual measures of the school climate or culture that may have an impact on performance?

As in previous reviews, the results are equivocal. There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm. There is limited support for the view that single-sex schooling may be harmful or that coeducational schooling is more beneficial for students.