Should Schools Consider Gender-Divided Classrooms?

Neither Malcolm Gladwell or Carol Dweck go into great detail about this issue in their respective books Outliers and Mindset. However, each provides some important details that can be combined to create an argument for gender-divided classrooms. Gladwell brings up the issue of students being discouraged by math while Dweck brings up the fact that women have been underrepresented in science fields for a long time. Separately, these ideas do not mean a whole lot when considering the gender-divided classroom issue, but together they show that gender-divided classrooms may be a good idea.
Gladwell says that many students will not spend more than two minutes working on a math problem before giving up on it (Gladwell, 2008). How is this relevant? Teachers only have so much time to teach a given topic before they must move on to something else in the curriculum. What if some of the countless studies regarding differences in learning styles between males and females are actually true? The teacher cannot possibly have enough time to teach the required material from both perspectives in a normal school. Some special schools, like KIPP, are focused on helping all students so the teachers there would have time to thoroughly cover a topic (Gladwell, 2008). In the normal schools, you could almost say that each gender is getting half of the education they need. They are taught the very basic concepts but the applications cannot be taught in a way that is tailored to their particular learning style. If boys and girls were separated, especially in the elementary years, they could get a very solid foundation in all areas of their education.
Dweck brings up the point that women are not encouraged to study science and math and are, in some cases, even, discouraged (Dweck, 2006). This is extremely important. Why are a lot of girls not interested in science or math? I have trouble believing what Dweck says about stereotype pressure. I don't think that girls feel pressured to do better on a math test because they are girls (Dweck, 2006). However, I feel like the differences can be linked to a similar idea to that discussed in the last paragraph. What if math and science were not taught in a way that was appropriate for females' learning styles? Once again, this is based on speculation that there are actually differences in learning styles between genders. If they are not given education in a way that is beneficial, then girls are less likely to be interested in math or science unless their parents or a role model are in a math or science field. If the genders were divided, then the females could be taught by female teachers who would probably know better ways to make material interesting to other females than male teachers would. The same goes for males in the fields that they are not usually interested in, like art. 
Another very valuable aspect of the gender-divided classroom is the fact that the genders would not have each other to distract them. Boys and girls distract each other in class. It's no secret. If they are attracted to someone of the opposite sex in the class, they are not going to give the lesson their full attention. If the classes were divided, the classroom could be reserved for learning instead of flirting.
I believe that the gender-divided classroom idea is one that should be tried in schools. It allows for each gender to have lesson plans crafted for their learning styles and also keeps them from distracting each other. Then, the education system may see an overall increase in success rates and the gap between the two genders would be lessened even more. 

Dweck, C. S. (2006) Mindset:The new psychology of success. New York: Ballantine Books. Print.

Gladwell, M. (2008) Outliers:The story of success. Hew York: Little, Brown and Company. Print.