School Sector and Cognitive Performance: When is a Little a Little?

Alexander, Karl L.; Pallas, Aaron M.

doi:10.2307/2112251

Cited by 109 publications

(57 citation statements)

References 14 publications

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“…However, as Murnane (1985), Tyler (1994), and Neal (1997) note and as Evans and Schwab acknowledge, being Catholic could well be correlated with characteristics of the neighborhood and family that influence the effectiveness of schools. Goldberger and Cain (1982), Alexander and Pallas (1985), and Coleman and Hoffer (1987). Recent studies include Schwab (1993,1995), Tyler (1994), Neal (1997), Figlio and Stone (1998), Grogger and Neal (2000), Sander (2001), and Jepsen (forthcoming).…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schooling

Altonji¹,

Elder²,

Taber³

2005

J. Human Resources

354

256

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and University of Wisconsin for helpful comments. We are responsible for the remaining shortcomings of the paper. AbstractSeveral previous studies have relied on religious affiliation and the proximity to Catholic schools as exogenous sources of variation for identifying the effect of Catholic schooling on a wide variety of outcomes. Using three separate approaches, we examine the validity of these instrumental variables. We find that none of the candidate instruments is a useful source of identification of the Catholic school effect, at least in currently available data sets. We also investigate the role of exclusion restrictions versus nonlinearity as the source of identification in bivariate probit models. The analysis in the paper may be useful as a template for the assessment of instrumental variables strategies in other applications.

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Section: Introductionmentioning

confidence: 99%

An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schooling

Altonji¹,

Elder²,

Taber³

2005

J. Human Resources

354

256

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“…The models for estimating the Catholic school effects on achievement included essentially the same set of background variables as the base year analyses, plus controls for the sophomore achievement scores. Analyses by Hoffer, Greeley, and Coleman (1985), Willms (1985), and Alexander and Pallas (1985) converged on the finding that Catholic schools contribute from 0.03 to 0.04 additional standard deviation units during the junior and senior years of high school (Jencks, 1985). This statistic is an average across all six achievement tests in the HS&B battery: Reading, Vocabulary, Mathematics, Writing, Science, and Civics.…”

Section: Sector Effects From the Hsandb 1982 First Follow-upmentioning

confidence: 80%

Effects of Catholic School Attendance on Student Achievement: A Review and Extension of Research

Hoffer

1997

JOCE

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“…Early work (Coleman et al, 1982) was heavily criticized (Alexander & Pallas, 1985;Willms, 1985) for ignoring selection effects and problems with endogeneity. However, it is now largely accepted that there is a 'Catholic school effect' that, though more nuanced than originally argued, is especially worthy of note because it seems to apply the most to the urban African American and Hispanic students who have traditionally been served by the poorest-performing public schools (Figlio & Stone, 1997;Neal, 1997).…”

Section: The Local Picturementioning

confidence: 99%

Catholic Schools in New Orleans in the Aftermath of Hurricane Katrina

MacGregor

Fitzpatrick

2014

Policy Futures in Education

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Changes in the education system following Hurricane Katrina have received considerable attention from scholars in recent years. However, the role of Catholic schools is often overlooked in such discussions of school reform, which most often concentrate on the dramatic changes in the public school sector. This oversight is significant given that some segments of Catholic schools are devoted to serving populations similar to those targeted by emerging charter schools. At the national level, Catholic schools have struggled with declining enrollments and waves of school closures since the mid-1960s. This article aims to consider how well these national trends map onto the case of New Orleans. The authors discuss both how Catholic schools in New Orleans responded to Katrina and how they have changed in the midst of ongoing educational reforms in the city. They suggest that in spite of the catastrophic effects of Hurricane Katrina on the city as a whole, the storm and ensuing changes in the provision of public education have had, with a few notable exceptions, little independent influence on the organization of Catholic schools in the city. Rather, Catholic schools in the city are faced with many of the same challenges being faced by Catholic schools across the United States.

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School Sector and Cognitive Performance: When is a Little a Little?

Cited by 109 publications

References 14 publications

An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schooling

An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schooling

Effects of Catholic School Attendance on Student Achievement: A Review and Extension of Research

Catholic Schools in New Orleans in the Aftermath of Hurricane Katrina

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