Here is the very latest study on this important topic from the Center for Economic and Policy Research (CEPR). They found that boys and girls both do better in single-sex schools, when compared to boys and girls in mixed-sex schools.
Excerpt:
We find robust evidence that pupils in single-sex schools outperform their counterparts in co-ed schools, by 5–10% of a standard deviation for boys and 4–7% for girls, with similar estimates across subjects (which include Korean, English, and maths). This is consistent with the findings reported in Park et al. (2013).
And this study was done in South Korea, where things are a lot more focused on academics than in North America!
In most schools, women comprise on average about 80% of the classroom instructors. This is not even to mention the administrators and the curriculum designers. It is not a friendly environment for boys. In fact, studies have shown that the typical curriculum is biased against boys. Teacher bias may also be a factor, since boys outperform their classroom grades on standardized tests (where there is no bias against them from the teachers).
Regarding the feminist curriculum, consider this report on a study from the UK Telegraph:
A lack of male role models at home and school is turning boys off reading at a young age as they increasingly reject books as “feminine”, it is claimed.
[…]Gavin Barwell, chairman of the All-Party Parliamentary Group on Literacy, said reading was not seen as a “masculine thing” by boys – leaving them lagging behind girls from the age of four onwards.
[…]According to Government figures, boys are less likely to read basic words or recite the alphabet by the age of five and the gap widens throughout compulsory education.
By the age of 16, fewer than 59 per cent of boys gained a good GCSE in English last year compared with 72.5 per cent of girls.
According to a brand new report from the American Enterprise Institute, this discrimination against boys is having a long-term negative effect on their participation in graduate school:
For the eighth year in a row, women earned a majority of doctoral degrees awarded at US universities in 2016. Of the 78,744 doctoral degrees awarded in 2016 (Table B.25), women earned 40,407 of those degrees and 52.1% of the total, compared to 37,145 degrees awarded to men who earned 47.9% of the total…
[…]Women represent 57.5% of all graduate students in the US, meaning that there are now 135 women enrolled in graduate school for every 100 men.
Here is one of the AEI charts:
You can read about a couple more studies here that also argue that the male-underformance problem is a lack of male teachers in the classroom. It’s important to understand this, because it shows why ignorant cries of “man up” are not going to get men to perform better in school and at work. And men only marry if they feel comfortable taking on the roles of husband and father – which costs money. Men have to be able to earn money in order to engage in marriage and family, and the schools we have right now are set up against them doing that. If you want your daughters to have husbands (instead of marrying government social programs), then you’d better pay attention to these studies and vote accordingly. If you can pull your boys put of mixed-sex schools, it’s a good idea to do that. Homeschooling or single-sex private schools work better for boys.
WINTERY KNIGHT 
There are, of course, quite a few systemic issues.
Some of it is the methodology and curriculum and teaching style(s) that bias it towards girls.
I occasionally read social forums like reddit, stackexchange, delphiforums, and quora — and there are plenty of stories where girls are given better grades. I saw posts like:
“A proof for this is that girls in Sweden in avarage [sic] have better grades then boys. In 1991 Sweden created two ways to qualify to university:
By grades set by teachers.
By result from Högskoleprovet. A test where the partisans are anonymous.
Boys scored better then girls on the anonymous test. My explanation is that girls are more likeable than boys and thus are receiving better grades.
Swedish feminist explained it by the test being constructed wrong. The test should be modified until girls score better than boys, because otherwise it is unfair.”
I do think there is gender bias (e.g., grading girls better or more generously in certain subjects, encouraging girls or boys in certain fields) even if subconscious, and thus single-sex schools tend to do better in dealing with gender bias than mixed sex schools.
Some of the problem is around understanding the cost analysis of education. Some (especially males) realize they can get decent jobs without a college degree (or even without finishing secondary education): very valuable and well-paying ones too! Auto mechanic, plumber, electrician, appliance repairman, landscaper, … men can therefore decide that higher education is dispensable. Some even drop out of high school to work. On the flip side, there are too many who don’t understand that going to college/university for degrees (I think the nickname is “Hobby majors” — like folklore or dance or art history) with poor return on investment is a waste of money, unless you are like the very, very, very best.
ROI is one factor among many that some men do not choose to be teachers. Let’s say one is a male, 24-year old STEM graduate with some solid mathematics skills and a Master’s degree in something STEM: likelihood is good that that person is going to get a decently paying job, usually much better paying than teaching at a primary or secondary level.
I might dare to be a little un-p.c. Instead of looking at merely funding, it might be worth it to look at a [K-12] school’s staff directory by department and structure (and credentials) to predict how well that school does as preparing students for college.
Quote from a former Soviet:
“In the United States, the people teaching the math classes are not the best. The smartest kids will almost always be smarter than their teachers, because smart kids do not go on to become teachers. Hence, most K-12 math teachers in the United States are not actually that good at math. They are good enough to teach the school curriculum, but only because the school curriculum is dumbed down to the point where math is taught cookbook style.”
In anecdotal stories, I used to talk with high school students wherever I traveled, and asked them about their favorite and least favorite subjects. They wouldn’t list math as their favorite subject and I would ask why (because math was probably my best subject). They usually pointed out that their math teacher often didn’t understand the math they were trying to teach — in some cases it was the physical education teacher who got ‘stuck’ with the job of teaching math.
Anyway — another rabbit trail for another day. But yes, lack of men teachers.
I even see this in some of the applicants I interview (I volunteer a little to my alma mater and usually interview 4-7 applicants a year). It makes a huge difference if you even have a male teacher who is really excited about STEM who encourages and challenges students and can also give good advice — even if this is a part-time teacher. (I’m thinking of one local private university that has about 18,000 undergrads, and some of their engineering graduates have gone on to teach engineering capstone classes at some of the local schools.)
Back to your thread: my wife and I are in the midst of figuring out what to do with schooling for our kids. On the one hand, there is public schooling, and the main thing is that it is fiscally “cheap.” Class sizes are about 30 (+/-) for our town, and well, there is a large 300 kid “kindergarten drop off center.” (The town’s school sizes have grown because of demand, but they haven’t been able to enlarge schools enough, so kindergarten was picked on to be limited to one class and then there’s a huge dropoff center. Also means hours of busing.) Not a good use of time. Since we’re in a very academically oriented state and region, there’s a ton of after-school enrichment programs.
So then there’s private school. Surprisingly there are Christian private schools. All of the private schools have impressive curricula and fairly small class sizes (~20 per class) — meaning more personal interaction.
Despite being very secular, there are a ton of (non-religious) homeschooling resources and groups: http://www.mhla.org/support/supportgroups.htm
There are even university professors who have organized home-schooling groups.
Of course this is very attractive because you don’t have to deal with hours of busing and administrative forms and so on.
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I consider it easy to see how some teachers won’t know much beyond there grade taught Ina subject. Because at least where I am in Canada you have to take education as your major to teach. That way even one that has realistically no more than a minor at most in math or science at the university level is a high school teacher.
But someone that has a bsc or higher in a degree like math or any science has to take all the years of education to qualify to teach. There is no quick course because realistically they know it better as material.
As a result no one that really knowa science would put in all those years to make far less money. And those with less education in the topic will teach.
But I guess they will like that because then those that are largely ignorant on a topic will just teach anything in the text as gospel truth because they won’t know any better. And often the education system is about teaching concepts and ways of thinking not truth
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