Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools

Kim, Mikyong Minsun; Placier, Margaret

doi:10.14507/epaa.v12n5.2004

Cited by 9 publications

(5 citation statements)

References 38 publications

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“…Catholic school effects have been well supported in school sector research in general (Coleman and Hoffer 1987;Bryk et al 1993) and have been demonstrated in civic participation studies (Campbell 2002 andSikkink 2003). One speculative possibility could be the significant changes Catholic schooling is undergoing on a number of levels, especially demographically, that may have effects on other outcomes (Kim and Placier 2004;Smith 2005;Meyer 2007). It is also possible that the Catholic school effect on civic socialization does not persist into adulthood.…”

Section: Discussionmentioning

confidence: 99%

Preparing for Public Life: School Sector and the Educational Context of Lasting Citizen Formation

Dill

2009

Social Forces

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School sector and educational context seem to make a difference in civic socialization. There is limited knowledge, however, of the mechanisms through which socialization may occur in public and private schools, and the extent to which they have any lasting effect. Does the private school effect on civic socialization persist into young adulthood, and if it does, what explains the effect? Analyzing data from NELS:88 using HLM, the results of this study show that, net of background controls, there is a private school effect on civic participation in young adulthood, but it is mediated through contextual factors in the family and school -such as parent-school involvement, intergenerational closure, student-teacher relationships and prior participationthat seem to account for the effect on adult civic behavior.Education is socialization. That is how Durkheim, at least, understood the primary purpose of education for cultural and societal transmission to future generations. 1 In democratic societies, education is thought to play an important role in socializing for citizenship and civic participation

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Section: Discussionmentioning

confidence: 99%

Preparing for Public Life: School Sector and the Educational Context of Lasting Citizen Formation

Dill

2009

Social Forces

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“…In other words, the higher the ENTER, the smaller the difference. It is also interesting to note, however, that Kim and Placier (2004) did not find any differences between Australian Catholic and non-Catholic private schools.…”

Section: Theoretical Frameworkmentioning

confidence: 90%

Individual and school factors affecting students’ participation and success in higher education

2008

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The purpose of this study is to identify school factors that affect students' achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students' pathways and achievements, schools' demographic composition did not affect student outcomes. It was found, however, that schools' organisational factors do have an effect. At the university level, none of the schools' characteristics was related to students' achievements at the higher end of the achievement scale (GPA C 4). However, students from private or state-integrated schools were found to be more likely to achieve low GPA (\2) than students who came from state schools. In conclusion, it is suggested that interventions targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions; while school-based interventions should identify the schools by their structure and function rather than by their demographic characteristics.

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“…Yet, they also found that independent private schools did not enhance student achievement any more than did public schools. More recently, Kim and Placier (2004) found significant differences in a subsample of 144 private schools in the NELS data, with non-Catholic schools outperforming Catholic schools in reading but not in mathematics.…”

Section: Research On Public and Private Schoolsmentioning

confidence: 99%

School Sector and Academic Achievement: A Multilevel Analysis of NAEP Mathematics Data

Lubienski

2006

American Educational Research Journal

116

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types of private schools to examine whether disparities in achievement are due to differences in school performance or student demographics in various sectors. Hierarchical linear models were used to control for student-and schoollevel demographic characteristics. The analysis indicated that the relatively high raw scores of private schools were more than accounted for by student demographics. In fact, after demographic differences had been controlled, the private school advantage disappeared and even reversed in most cases. These findings raise questions about the basis of reform models that seek remedies in parental choice, autonomy, competition, and other attributes associated with the private school sector.

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Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools

Cited by 9 publications

References 38 publications

Preparing for Public Life: School Sector and the Educational Context of Lasting Citizen Formation

Preparing for Public Life: School Sector and the Educational Context of Lasting Citizen Formation

Individual and school factors affecting students’ participation and success in higher education

School Sector and Academic Achievement: A Multilevel Analysis of NAEP Mathematics Data

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