A Comparison of Academic Achievement and Adherence to the Common School Ideal in Public and Catholic Schools

Autor/inn/en	Hallinan, Maureen; Kubitschek, Warren N.
Titel	A Comparison of Academic Achievement and Adherence to the Common School Ideal in Public and Catholic Schools
Quelle	In: Sociology of Education, 85 (2012) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040711431586
Schlagwörter	Public Schools; Catholic Schools; Middle School Students; Catholics; Equal Education; Reading Achievement; Achievement Gains; Mathematics Achievement; Academic Achievement; Comparative Analysis; Educational Opportunities; Longitudinal Studies; Surveys; Race; Socioeconomic Status; Illinois + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Katholische Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Katholik; Leseleistung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Bildungsangebot; Bildungschance; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status
Abstract	This article examines two critical questions related to equality of educational opportunity. First, does the academic advantage that was observed in Catholic high schools more than two decades ago continue to hold for contemporary students in Catholic middle schools? Second, how closely do different school sectors adhere to the common school ideal? Answers to these questions are central to efforts to reduce educational inequalities. The study reported here relies on data from sixth- and eighth-grade students in the Chicago School Study, a longitudinal survey of Chicago public schools, and the Chicago Catholic School Study, a survey of all the Catholic schools in the Archdiocese of Chicago. These school systems are the third largest public and largest Catholic school systems in the United States. The results show no consistent sector differences in achievement gains in sixth and eighth grades in reading and mathematics. Moreover, background characteristics vary by school sector, and neither sector eliminates all background effects on achievement. Compared to the Chicago public schools, Chicago Catholic schools reduce the effects of students' race and socioeconomic status on reading achievement but exacerbate the effects of race on mathematics achievement. (Contains 2 tables, 2 figures and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10