NCGS Studies

All three of these reports prepared for NCGS are available for purchase.

New Research!

High School (recent graduates): Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University

Principal Investigator: Dr. Tiffani A. Riggers-Piehl, Assistant Professor of Higher Education at University of Missouri, Kansas City

Published in December 2018
Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University focuses a lens on how graduates of all-girls schools today compare to female graduates of coed schools in terms of their academic characteristics and readiness for university. Drawing data from the well-known Freshman Survey conducted by the Higher Education Research Institute (HERI) at the University of California, Los Angeles, the researchers used multilevel analyses to separate the effect of an all-girls education from other influences including socioeconomic differences, race/ethnicity, parent education, and the characteristics of the high schools attended. The data reveals a consistent portrait of girls’ school graduates who are more engaged academically and socially than their coeducated peers.

In summary, the researchers concluded that when compared to their female peers at coed schools, girls’ school graduates:

  • Have stronger academic skills
  • Are more academically engaged
  • Demonstrate higher science self-confidence
  • Display higher levels of cultural competency
  • Express stronger community involvement
  • Exhibit increased political engagement

For deeper insight into the findings, listen to our PEP Talks: Podcast on Educational Possibilities interview with the principal investigator Dr. Tiffani Riggers-Piehl:

A toolkit of supporting materials for this report are available exclusively to NCGS member schools upon request. This report is also available for purchase.

Coming Soon!

NCGS member schools are currently engaged in two national studies:

Elementary School (PK-5th grade): Development of Social Cognition Leadership Study

Principal Investigator: Dr. Katherine D. Kinzler, Associate Professor of Psychology at Cornell University

Anticipated for publication in 2020-2021
This study is exploring how ideas of leadership are developed, what kinds of traits children value in leaders, and what causes children to be more confident in themselves as leaders. The researchers are focusing on how all-girls and all-boys schools affect children’s ideas of leadership and confidence in their own leadership ability.

Middle School (8th grade): Study of the Influence of Peers on Students’ Academic Interest and Aspirations in STEM

Principal Investigator: Dr. Nilanjana “Buju” Dasgupta, Professor of Psychology at University of Massachusetts, Amherst

Anticipated for publication in 2020-2021
This five-year National Science Foundation funded study (currently in year five of data collection) is investigating at the 8th grade level the following questions: What types of peer dynamics in the classroom increase students’ interests in STEM? How do peer dynamics in middle school influence students’ attitudes and future aspirations in STEM? Do the same or different factors motivate girls compared to boys to pursue STEM?