Attributions for Success and Failure in Mathematics:
A Comparative Study of Catholic and Public School Students
Janine Bempechat, Eleanor Drago-Severson, & Beth A. Boulay
Harvard University
(pp. 357- 372) Vol. 5 No. 3; March 2002
The documented higher performance of minority students in Catholic versus public schools raises questions about motivational factors that may underlie the impact of parochial education. This study examines attributions for success and failure and their relationship to mathematics achievement in a sample of African American, Latino, and Caucasian fifth- and sixth-grade public and Catholic school students. Results showed that relative to their public school peers minority students in Catholic schools endorsed attributions that were more adaptive for learning. Specifically: 1) Latino and African American Catholic school students were less likely to attribute success in mathematics to external factors, 2) Latino Catholic school students were more likely to attribute success to ability, and 3) African American Catholic school students were less likely to attribute failure to external factors. Further, for Latino students, Catholic but not public school membership was positively associated with mathematics achievement. Results are discussed in the context of school culture.
Public and Private Education: Conceptualizing the Distinction
Charles Bidwell & Robert Dreeben
The University of Chicago
(pp. 8-33) Vol. 7 No. 1; Sept 2003
Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools.
Sector Differences in Student Learning:
Differences in Achievement Gains Across School Years and During the Summer
William Carbonaro
University of Notre Dame
(pp. 219-245) Vol. 7 No. 2; Dec 2003
Public and private schools have been the focus of considerable research, comparing student achievement, attendance, dropout rates, graduation rates, disciplinary incidents, and a variety of educational and prosocial outcomes across sectors. Comparative studies of student achievement have tended to concentrate on the high school years and without any effort to measure gains or losses during specific years. This study concludes that sector differences in learning vary across grade levels and that summer learning rates vary by school sector. More study of sector differences in learning is recommended, especially longitudinal studies that examine seasonal gains across school sector over the entire span of a student’s
academic career.
Independent Christian Day Schools: The Maturing of a Movement
James C. Carper & Jack Layman
University of South Carolina & Columbia International University
(pp. 502-514) Vol. 5 No. 4; June 2002
Independent Christian day schools have always played a prominent role in American education. This article provides a brief historical overview of the origin of independent Christian schools; examines some of the research on their composition, success, and enrollment trends; and draws some preliminary conclusions about the ethos of such schools following a field-based observation. Catholic educators will recognize the primary challenges these schools face: financial stability and spiritual vitality.
Traditional and Progressive Schools: Identifying Two Models of Educational Practice
Louis A. Chandler
University of Pittsburgh
(pp. 293-305) Vol. 3 No. 3; March 2000
Two broad approaches to contemporary education have evolved in recent decades: the traditional and the progressive. The purpose of this study was to survey public, Catholic, and independent elementary schools across the state of Ohio with the aim of finding out: (1) the extent to which various educational practices associated with those two approaches have reportedly been adopted in schools; and, (2) if the types of schools differ along a continuum of traditional to progressive educational practices. It was found that most schools report a balanced mix of practices, with Ohio’s elementary schools ranging along the traditional to progressive continuum in the following order: independent nonchartered, independent chartered, public, and Catholic. All schools tend to be more traditional in the approach they adopt to reading and to assessment. Assessment is influenced by state mandates regarding proficiency testing in selected grades. A better understanding of the practices reported to be in place in today’s schools will help inform the current debate on school reform and focus the discussion of choice by providing a framework with clear alternatives.
School Choice Among Competing ‘Catholic’ Philosophies
John E. Coons & Patrick M. Brennan
University of California, Berkeley & Arizona State University
(pp. 286-296) Vol. 5 No. 3; March 2002
Is there an identifiably Catholic position on school choice? As pilot programs proliferate in the United States, serious consideration of some philosophical issues seems in order. This article explores two competing moral philosophies and their relationship to parental sovereignty in the public sector. The authors conclude by articulating a Catholic position on the question.
The New Jewish Community, New Jewish Schools: Trends and Promises”
Bruce S. Cooper & Marc N. Kramer
Fordham University & The Jewish Community Day School Network
(pp. 488-501) Vol. 5 No. 4; June 2002
While representing a small percentage of all private, religious schools, Jewish schools are nonetheless a significant presence on the religious landscape. This article analyzes the rapid growth of Jewish schools over the past three decades and examines possible future directions for Jewish schools.
Innovation in Educational Markets: An Organizational Analysis of Private Schools in Toronto
Scott Davies & Linda Quirke
McMaster University
(pp. 274-304) Vol. 8 No. 3; March 2005
This study examines whether new private schools are innovative, drawing on theories of markets and institutions. Choice advocates claim that markets spark innovation, while institutional theory suggests that isomorphic forces will limit novel school forms. Using qualitative data form third sector private schools in Toronto, three hypotheses about the impact of markets on educational organization are examined: (a) they reverse tendencies toward isomorphism as schools develop client niches; (b) they allow schools to weaken their formal structures; and (c) they force schools to more closely monitor their effectiveness. Substantial evidence exists for the first hypothesis, partial evidence for the second hypothesis, but little evidence for the third. Overall, new private schools are characterized by: small classes, unique pedagogical themes, personalized treatment of clients, and some pragmatic responses to limited resources. Their operators sometimes feel restricted by parental demand, but are able to retain a loosely coupled structure by embracing consumerist understanding of accountability. This essay concludes with a discussion if implications for market theory.
Children’s Cultural Capital and Teachers’ assessments of Effort and Ability:
The Influence of School Sector
Susan A. Dumais
Louisiana State University
(pp. 418-439) Vol. 8 No. 4; June 2005
Bourdieu (1973) theorized that differences in social background correspond to differences in possession of cultural resources (cultural capital), as well as the orientation to those resources (habitus). Additionally, Bourdieu argued that struggles for power occur in different settings (fields). His essay reviews Bourdieu’s main ideas and describes how they may apply to the American educational system. In particular, two setting are considered; public elementary schools and Catholic elementary schools. Based in analyses using data form the Early Childhood, Longitudinal Study (ECLS), Catholic school kindergartners are more likely to participate in arts activities, and their parents are more likely to be involved in and comfortable with the school environment. Regression analysis show that arts lessons and attendance at arts events do not affect teachers’ perceptions of the effort or ability of students in either public or Catholic schools. Parents’ orientation toward school has more of an effect in public than in Catholic schools. In public schools, attending open houses and conferences, volunteering, and feeling unwelcome at school all affect teachers’ evaluations of students’ effort and ability, while only attendance at school events and conferences affect teachers’ perceptions in Catholic schools. These findings suggest that the traditional definition of cultural capital may not be appropriate for young American children, that parents’ orientation toward schooling should be included in future studies of educational stratification, and that more research is needed in the examination of public-Catholic school differences in
cultural resources.
Ability Grouping in Catholic and Public Schools”
Brandy J. Ellison & Maureen T. Hallinan
University of Notre Dame
(pp. 107-129) Vol. 8 No. 1; Sept 2004
Researchers have found that students who attend Catholic high schools tend to outperform public high school students on standardized tests of achievement. Although many aspects of this finding have been examined in subsequent research, little attention has been paid to the issue of how ability grouping affects achievement across school sectors. A nearly universal practice in middle and secondary schools, ability grouping works to channel learning opportunities to students. The authors trace the history of ability grouping and review the findings regarding ability group effects, the assignment process, and mobility across groups in each school sector. Their analyses suggest that the way ability grouping is implemented in Catholic schools contributes to the Catholic school advantage in achievement.
Growing up Catholic in a Scottish City: The Relationship Between Denominational Identity, Denominational Schools, and Attitude Toward Christianity Among 11- to 15- Year-Olds
Leslie J. Francis & Harry M. Gibson
University of Wales, Bangor
(pp. 39-54) Vol. 5 No. 1; Sept 2001
From a large survey conducted in a Scottish city, this article identifies 1,285 students attending Catholic schools (16.6% of whom were not Catholics) and 1,240 Catholic students (14.8% of whom were educated in non-Catholic schools). The data demonstrate that Catholic students educated in Catholic schools hold a more positive attitude toward Christianity than comparable Catholic students educated in non-Catholic schools and that non-Catholic students educated in Catholic schools hold a less positive attitude toward Christianity than comparable Catholic students. Both findings have implications for the evaluation of the Catholic school system.
The Adventist Schools: Development and Challenges
Lyndon G. Furst
Andrews University
(pp. 515-526) Vol. 5 No. 4; June 2002
The Seventh-day Adventist denomination operates schools and colleges around the globe. Beginning in 1853 with a small home school, the church’s systems includes over 4,500 elementary and 1,100 secondary schools, as well as 95 colleges and universities. This article briefly presents the development of this system and the philosophy that undergirds the education offered by the schools. Maintaining the unique identity of the Adventist schools is a special challenge for the future. Other challenges faced by the schools are briefly discussed.
Religious Participation as Cultural Development:
Sector Differences in Chicago’s Jewish Schools
Adam Gamoran & Matthew Boxer
University of Wisconsin- Madison
(pp. 440-462) Vol. 8 No. 4; June 2005
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The author focus on three sectors of Jewish Schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes.
The History and Future of Private Education in the United States
Charles L. Glenn
Boston University
(pp. 427-444) Vol. 1 No. 4; June 1998
In the early Republic, no simple distinction between public and private schools existed. With the advent of the common school, a system of government-sponsored schools emerged. Hostility to nonpublic schools, especially Catholic ones, developed because of the fear that they would undermine the foundation of civil and political order. This hostility has historically been expressed through regulation and denial of funding. Currently, private schools are experiencing a more favorable public attitude because of a widespread disillusionment with public schools. The future of private schools depends on how faithfully they express a distinctive and worthy character to their institutions.
Private Schools and the Public Good: The Effect of Private Education on Political Participation and Tolerance in the Texas Poll
Jay P. Greene, Nicole Mellow, & Joseph Giammo
University of Texas at Austin
(pp. 429-443) Vol. 2 No. 4; June 1999
Private Schools make an undeniable contribution to the public good. Nevertheless, many critics argue that public schools do a better job of instilling civic values in students. This article examines the effect of public and private education on political participation and tolerance and demonstrates that private schools excel in promoting civic values.
Conflict in Independent Catholic Schools
Dan Guernsey & James Barott
Ave Maria College & Eastern Michigan University
(pp. 485-502) Vol. 11 No. 4; June 2008
Independent Catholic schools are a growing phenomenon in the Catholic Church in America. This article provides a contextualized account of the phenomenon by examining via a field observation the experience of two independent Catholic schools in two different dioceses. These schools were founded in conflict and beset by continued conflict to the point of splitting; first from the diocese, then again with themselves. An environment of religious conflict motivated laity to open their own schools to socialize their children into a traditional notion of the Catholic faith. In both independent schools examined, conflict about governance, between founding parents and new stakeholders who joined the schools, led to each of the schools splitting; thus, the two became four. Each of the new breakaway schools was structured and governed much like the original schools, albeit with some increased openness to parental input. Second generation breakaway splits further complicated the relationship between these schools and their dioceses. While the limited sample prohibits highly generalizable data, the account suggests some preliminary conclusions about trends witnessed in the experience of these schools and suggests lines for further inquiry in this relatively unexamined phenomenon.
Catholic Education as a Societal Institution
Maureen T. Hallinan
University of Notre Dame
(pp. 5-26) Vol. 6 No. 1; Sept 2002
This paper conceptualizes Catholic education as a societal institution interdependent with other major social institutions in the country. A brief history of the American Catholic system demonstrates how its origin and growth were influenced by and affected the cultural, political, religious, and economic milieu in which it was embedded. In particular, the development of Catholic education interacted with the growth of the public schools system. Comparisons of contemporary Catholic and public schools illustrate this interdependency while underscoring the uniqueness and contributions of Catholic education. A sociological understanding of Catholic education as a societal entity should inform decisions about the future of Catholic education and suggest ways that the institutional interdependence of Catholic and public schools can benefit both systems.
Effects of Catholic School Attendance on Student Achievement:
A Review and Extension of Research
Thomas B. Hoffer
National Opinion Research Center at the University of Chicago
(pp. 212-235) Vol. 1 No. 2; Dec 1997
This paper begins with a review of basic descriptive data on achievement differences between public and Catholic school students and the main theories intended to explain Catholic sector effects on student achievement. The main theories are cast in terms of competitive markets, the communities in which the schools are embedded, and the historically institutionalized purposes of the schools. The analytical research is then reviewed and extended with some original analyses from recently collected national survey data on high school students. The main points from the review and extension of empirical research are as follows: (a) Catholic high schools have positive effects on verbal and mathematics achievement, but no discernable effects on science; (b) Catholic school effects are greater for students from disadvantaged backgrounds, especially with respect to family structure and functioning; and (c) the main schooling mechanism accounting for the Catholic school effects is the greater concentration of academic coursetaking among Catholic school students. The most glaring gap in the research record is the lack of data to assess effects of Catholic elementary school attendance. Finally, further work is needed to sort out the larger theoretical issues and practical implications of markets, charters, and communities.
Evangelical Higher Education: History, Mission, Identity, and Future
Gary K. House
Huntington College
(pp. 480-490) Vol. 6 No. 4; June 2003
Evangelical Christian colleges have has a unique role in the development of higher education in America and in producing Christian leadership for the world. These institutions have sought to educate and train leaders not only by transmitting knowledge and skills but also by attempting to instill moral character, integrity, and responsibility in their students. They have endeavored to educate according to Christian purposes, recognizing the value of integrating faith and learning. The evangelical Christian liberal arts college is especially adapted to create a context for educating the whole person. These institutions have a unique heritage, a clear purpose, a distinct identity, and a bright future.
The Generation to Come: Lutheran Education in the United States
John Isch
Martin Luther College
(pp. 527-540) Vol. 5 No. 4; June 2002
After a brief look at the historical origin of Lutheran education, this article provides an overview of contemporary Lutheran schools, educational philosophy, and future trends. The history, structure, and struggles of Lutheran education share many elements with Catholic education.
The Financial, Legal, and Political Context of Private Education
Bruno V. Manno
The Annie E. Casey Foundation
(pp. 33-51) Vol. 3 No. 1; Sept 1999
Five principles underlie the changing policy architecture of American K-12 education. The author discusses these principles; how they are blurring the traditional demarcation of public and private schools; and the implications of this discussion for a private education
research agenda.
Seventh-Day Adventism in the U.S.: Committed to Higher Education
John Matthews
Andrews University
(pp. 457-479) Vol. 6 No. 4; June 2003
In this article, attention is given to the historical context in which the relationship between the “religious” and “educational” arms of the Seventh-Day Adventist church was forged; the commitment of Adventism to higher learning in the U.S. is explored; strategies for maintaining a distinctive purpose in Adventist educational institutions are assessed; and a select number of challenges currently facing Adventist institutions in North America are addressed.
Vouchers and Religious Schools: Why Some Religious Schools May Refuse to Participate
Ralph D. Mawdsley & Charles J. Russo
Cleveland State University & University of Dayton
(pp. 362-371) Vol. 6 No. 3; March 2003
With the recent U.S. Supreme Court decision (Zelman v. Simmons-Harris, 2002), upholding the vouchers portion of an Ohio-based scholarship program, interest in vouchers is at an all-time high. Will the availability of voucher programs create an exodus of students from public schools? Will private schools open their doors and classrooms to respond to the increasing need? Several problems remain before voucher programs can become widespread, and even then some private and religious schools may opt not to participate. This article discusses the autonomy of religious schools, summarizes relevant court cases, and explores three possible reasons why some private and religious schools may not be willing to accept vouchers.
Collaboration for the Common Good: An Overture to Cooperation in K-12 Education
Joseph McTighe
Council for American Private Education
(pp. 81-86) Vol. 3 No. 1; Sept 1999
In many communities, competition between public and private schools is the norm. Educators typically compete for students, government services, tax dollars, qualified teachers, athletes, corporate support, community visibilities, good press—all of which are arguably limited resources. This essay calls for more cooperation between K-12 public and private education and offers some practical ideas about how such a goal can be accomplished. More than an educational “can’t we all get along?” this article points out some difficult political work that all educators can support.
Sector Differences in Opportunities for Parental Involvement in the School Context
Gail M. Mulligan
University of Notre Dame
(pp. 246-265) Vol. 7 No. 2; Dec 2003
Research has consistently related school effectiveness to parental involvement. Catholic schools in particular have tended to have high levels of parental involvement, more so than public schools. This study measured the opportunities for parental involvement present in private and public schools. While Catholic school parents tend to demonstrate higher levels of parental involvement than public school parents, public schools offer significantly more opportunities for parental involvement than Catholic schools.
Good by Choice: A Tale of Two Schools
Richard Ognibene & Mel Shay
Seton Hall University
(pp. 474-490) Vol. 3 No. 4; June 2000
What are the positive and negative effects of voucher programs and school choice initiatives? Do Catholic schools benefit by receiving voucher students? Are public schools challenged to change by the availability of tuition vouchers? This essay provides an in-depth look at one voucher experiment in Albany, New York, and reports on changes in both the Catholic school receiving voucher students and the public school from which the students came.
Values and Identity in Jewish Education
Rabbi Michael A. Paley
United Jewish Appeal- Federation of Jewish Charities of Greater New York
(pp. 306-321) Vol. 1 No. 3; March 1998
This article identifies a set of values to guide the development of an ideal Jewish school; it then specifies a series of recommended organizational, curricular and instructional practices to address these values. The preface establishes the rationale for rethinking the substance and form of Jewish education in the United States.
Educating for Eternity: Higher Education and the Church of Jesus Christ of Latter-Day Saints
E. Vance Randall
Brigham Young University
(pp. 438-456) Vol. 6 No. 4; June 2003
The role and place of religion in institutions of higher education in America have largely disappeared except for institutions sponsored by religious organizations. Even here, questions are raised as to whether these religiously oriented colleges and universities can retain their religious identity in an increasingly secular society that is often hostile towards religion. The marginalization and even dismissal of religious worldviews in the public square make the survival of religious institutions of higher education even more critical in our efforts to educate the whole person. The Church of Jesus Christ of Latter-day Saints embraces the belief of a dualistic human nature. A holistic approach to education includes the spiritual with the secular, teaching and learning by faith and by reason. The Church sponsors four institutions of higher education: Brigham Young University, Brigham Young University—Hawaii, Brigham Young University—Idaho, and LDS Business College. The challenge for these four institutions of higher education with religious mission is how to integrate faith and knowledge, the sacred with the secular.
The Modern Homeschooling Movement
Brian D. Ray
National Home Education Research Institute
(pp. 405-421) Vol. 4 No. 3; March 2001
Homeschooling is a popular and fast-growing trend in the United States and Canada. This article presents a comprehensive overview of current research on homeschooling and provides historical, academic, psychological, and political information to build a proper context for appreciating the contribution of homeschooling to civic welfare.
“More than Measurable Human Products”: Catholic Educators’ Responses to the Educational Measurement Movement in the First Half of the 20th Century
Ann Marie Ryan
(pp. 76-96)
During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.
Religion, Religiosity, and Private Schools
William Sander
DePaul University
(pp. 7-21) Vol. 9 No. 1; Sept 2005
The effects of religion and religiosity as measured by attendance at weekly religious services on the demand for private schooling is assessed. It is shown that Catholics, fundamentalist/evangelical Protestants, and respondents who attend religious services more often have a higher demand for private schooling. Data from the National Opinion Research Center’s “General Social Survey” are used.
The Character, Mission, and Future of Lutheran Higher Education
Mark R. Schwehn
Christ College
Valparaiso University
(pp. 423-437) Vol. 6 No. 4; June 2003
This article looks at the history of Lutheran higher education in the United States, discusses what Lutheran institutions of higher education must do to remain vital centers of learning, and examines questions that face American higher education in general.
Internal Issues in Private Education
Lourdes Sheehan , RSM
National Catholic Educational Association
(pp. 444-453) Vol. 2 No.4; June 1999
One of the keynote addresses at the Private Research Conference held at the University of Dayton in November of 1997 focused on “Internal Issues in private Education.” This paper addresses several salient points and then poses research questions related to this topic and to issues which embrace school participants school organizations and management, school climate and culture, and academic programs and support services in private schools.
The Hidden Civic Lessons of Public and Private Schools
David Sikkink
University of Notre Dame
(pp. 339-365) Vol. 7 No. 3; March 2004
Curriculum theory has long acknowledged the presence of a hidden curriculum in schools. Whereas the formal curriculum is explicit and documented, the hidden curriculum involves those attitudes, experiences, and learnings that are largely implicit and unintended. This article compares the hidden civic lessons found in public and private schools. Catholic and other private schools have measurable organizational strengths that socialize students into participation in public institutions more effectively than public schools.
The School Choice Movement In the United States: How it Will Affect Catholic Schools”
Theodore J. Wallace
Parents Advancing Choice in Education (PACE)
(pp. 464-478) Vol. 2 No.4; June 1999
In this article, some of the most prominent school choice initiatives will be described. Opinion research trends regarding school choice and initial results from comprehensive research efforts to document student achievement in privately funded school choice scholarship programs will be summarized. The article concludes with implications which this exciting but increasingly complex arena of school choice may create for Catholic educators.
Alternative Teacher Education and Professional Preparedness:
A Study of Parochial and Public School Contexts
John L. Watzke
University of Notre Dame
(pp. 463-492) Vol. 8 No. 4; June 2005
As staffing in Catholic K-12 schools has transitioned to a predominantly lay teaching corps over the past 50 years, a parallel process of secularization has taken place in teacher education programs at Catholic colleges and universities. The tradition of teaching as a vocation in the formation of vowed religious has been replaced by standard programs of educational foundations, course work, and field experiences with a primary emphasis on the issues and needs of public schools. Many factors contribute to this focus in Catholic higher education: financial concerns; teacher candidate preference; state laws; lack of proximity, affiliation, or experience with Catholic schools. Many programs function under a mission to prepare teachers for any school setting, public, private, or parochial, and view an intentional focus on Catholic Education as limiting or debilitating to the professional development of teacher candidates. This article asks the question: can an alternative teacher program based in service to Catholic education prepare teachers to be effective in both parochial and secular settings? The study investigated the professional preparedness of M.Ed. in program teacher candidates (n= 163) working in Catholic Schools and program graduates (n= 137) and these graduates’ principals (n= 112) working in either Catholic or public schools. Results of the administration of a professional preparedness inventory indicated teacher self-reported and principal reported rates at comparable levels to replicated national surveys. Comparison of graduate and principal responses by school context indicated no statistically significant difference for overall measures of preparedness. Specific areas of significant difference were identified in the Catholic school context (higher preparedness rates in curriculum and instruction and questioning and discussion skills) and public school context (higher rates of preparedness in encouraging critical thinking, reflective practice, and use of technology). Discussion focuses on the Catholic school context as a viable alternative for the preparation of teachers for multiple school contexts.