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Why Ivanhoe Girls'? Why a Girls' School?

At Ivanhoe Girls' we believe that a single-sex education is the best way to ensure your daughter is able to thrive. 


Our belief in the benefits of single-sex education for girls is backed up by extensive research. 

In the fast and furious pace of today's world, proficiency in Science, Technology, Maths and Engineering is critical. It has never been more important for young women to develop confidence in high-level STEM subjects. We believe that for girls, a single-sex environment is the best way to ensure they are able to develop the confidence and creativity required to flourish in these subjects. 

Indeed, according to a study by Monash University, girls in single-sex schools in Victoria are more likely to study STEM subjects than girls in co-ed schools. And not only are they more likely to choose to study maths and science subjects, but they are also more likely to have positive attitudes towards these "traditionally masculine" subjects, leading to a higher participation rate and higher test scores than girls in co-ed schools.

What's more, girls at single-sex schools have much higher self-confidence and self-esteem than girls who attend co-educational schools. And confidence is key to increasing performance and participation across the board in both traditional and non-traditional subjects. 

This confidence shines though at Ivanhoe Girls' every day, from the halls of the Performing Arts Centre which ring with the sounds of choirs and musical ensembles, to the incredible works of art on display at the VCE Art Exhibition, to the medal tallies of the students participating in extra-curricular sport, debating, swimming, public speaking and drama. 

Our students are given the space to shine and to develop their own individual voice. And they use it. Across all year levels, our students work together, support each other and come together in a community of like-minded, generous-spirited, open-minded young women, who are engaged, socially active, brave and sure of themselves and the power of their own voice.  

We are proud of these young women. Our Girls Speak For Themselves. 

Footnotes

Ryan, C. (2016, August); ‘The attitudes of boys and girls towards science and mathematics as they progress through school’  Melbourne Institute Working Paper No. 24/16. Melbourne: Melbourne University. 

Lee, K., and Anderson, J. (2015). ‘Gender differences in mathematics attitudes in coeducational and single sex secondary education’, in M. Marshman, V. Geiger, & A. Bennison (Eds), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia [MERGA]), (pp. 357-364). Sunshine Coast, Queensland: MERGA. 

Booth, A., Cardona-Sosa, L., and Nolen, P. (2013); ‘Do single-sex classes affect exam scores? An experiment in a co-educational university’. Australian National University Centre for Economic Policy Research. Discussion Paper No. 679, 1-21.

Lu, L. and Rickard, K. (2014) ‘Value added models for NSW government schools’. NSW: Centre for Education Statistics and Evaluation, NSW Department of Education and Communities.

Sax, L. (2009). ‘Women graduates of single-sex and coeducational high schools: differences in their characteristics and their transition to college’. Los Angeles: UCLA Graduate School of Education and Information Studies.

Cribb, V., and Haase, A. (2016). ‘Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls’. Journal of Adolescence. Vol 46 pp 107-114