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In the context of the current debate re­ garding the best school setting (single­sex schooling v. coeducation) several advocates of coeducation have published emblematic papers that implicitly suggest that the de­ bate should be considered as finished and that further research regarding this topic is not needed. This essay aims to refute the combined arguments of those articles using methodological and empirical facts, and show that the debate about this question and re­ search into it should not be seen as complete, but instead should be promoted. At the same time, the essay identifies certain features in the aforementioned articles that present a risk of distorting science by moving towards arguments of an ideological nature, and it underlines the problem this represents for the debate itself and for science in general. The article does not seek to defend single­sex education, only the need for further research into it.

Single-sex schooling and coeducation: the continuation of the debate and the defence of science