And the Questioning continues

According to the Texas Journal of Women and the Law, The AAUW (The American Association of University Women) report, entitled "How Schools Shortchange Girls states, "the quality of interaction between faculty and female students reaches its nadir in science classes, where teachers ask boys eighty percent more academically-related questions." 

Yet another study is outlined in this article outlining that "eighth-grade boys received eighty-six percent of the criticism and discipline in science classes and that they monopolized the discussion by yelling out questions and answers". 

The article goes as far as to mention that research has found elementary school boys to be more encouraged to partake in "more exploratory and large-motor activities than girls". This goes into the idea that teachers through this action prepares boys and not girls to do higher math. 

Source: Ramsey, Carolyn B. "Subtracting Sexism From The Classroom: Law And Policy In The Debate 
     Over All-Female Math And Science Classes In Public Schools." Texas Journal Of Women & The 
     Law 8.1 (1998): 1. Academic Search Premier. Web. 16 Apr. 2015.

At many coed schools, it's not "cool" for kids to be excited about school. The game of who likes who, who's going out with who, who's cool and who's not, is what's really important at most coed schools. That's seldom the case at single-sex schools. Edison Trickett and Penelope Trickett, comparing students at private single-sex schools in the United States with students at private coed schools in the United States, found that students in the single-sex schools had a far more positive attitude toward academics than did students in coed schools. This finding held for both boys and girls. The students at the single-sex schools also developed better organizational skills, and were more involved in classroom activities.

Source: Edison Trickett, Penelope Trickett, et al. The independent school experience: aspects of the  
     normative environment of single-sex and coed secondary schools, Journal of Educational 
     Psychology, 74(3):374-381, 1982.

The point of these statistics are for us, as concerned individual to understand and fully know the argument and research done on behalf of all-girls schools. Hopefully you take a broad look into these accounts and articles to aid you in your school selection for your daughters. Please take the time to read these details, as we are all here for the good of your daughters, the youth, future leaders of society.