A writer is researching whether abstinence-only sex education courses are effective. What connection can she make between the following two quotations? Do they agree, disagree, or address different issues? "Sex education programs that teach abstinence along with instruction on how to use a condom, critics argue, send a confusing message to teenagers. 'In every other area of public policy-food, drugs, alcohol-we tell children what is the best choice,' Kristi Hamrick, a representative for the group American Values, told the Guardian in 2009. 'It seems very bizarre that the sex education establishment rejects the idea that we should talk to kids about what is best for them. We don't take vodka to drivers education because children will drink and drive"" ("Abstinence-Only"). "[W]hen girls and boys are separated, teachers can overcome traditional gender stereotyping that often keeps students from pursuing, and doing well in, particular subjects. For example, the NASSPE says that girls in single-sex environments are more likely to demonstrate an interest in math, science and computers, while boys are more likely to show an interest in foreign languages, music, art and drama. 'Both girls and boys have more freedom to pursue their own interests and abilities in single-gender classrooms,' the group states" ("Single-Sex"). Source Citations: "Abstinence-Only Education: Are Abstinence-Only Sex Education Courses Effective?" Issues \& Controversies, 14 Apr. 2014. Infobase, http://icof.infobaselearning.com.cscc.ohionet.org/recordurl.aspx?ID=14177. Accessed 25 Aug. 2018. "Single-Sex Education: Would Teaching Boys and Girls Separately Improve Academic Performance?" Issues \& Controversies, 6 June 2008. Infobase, http://icof.infobaselearning.com.cscc.ohionet.org/recordurl.aspx?ID=2001. Accessed 25 Aug. 2018. The quotations agree. The quotations address different issues.
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Both quotations touch on the broader theme of how education is delivered to adolescents, yet they do so through different lenses. The first quotation critiques the mixed messages that abstinence-only programs may send regarding healthy sexual behavior, suggesting a need for a more straightforward approach. In contrast, the second explores the benefits of single-sex education, highlighting how such an environment can liberate students from gender stereotypes and foster individual interests. Thus, while both address educational methodologies and their impacts, they focus on distinct aspects: one on sexual education and the other on gender dynamics in classrooms. By analyzing these two perspectives, the writer can conclude that while they address different educational issues, both emphasize the importance of tailored approaches in teaching that cater to the unique needs of students. This encourages a deeper dialogue on optimal educational strategies, inviting a broader discussion on whether a more holistic or specialized approach could be effective across various subjects, including sex education.
