The Effects of Catholic Secondary Schooling on Educational Achievement

Neal, Derek

doi:10.1086/209848

Cited by 420 publications

(310 citation statements)

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“…These results are in line with the idea that more qualified and motivated teachers may be more productive for disadvantaged students (Kim, 2011;Koedel, 2008). The results also help explain the positive results found by Neal (1997) 20 when looking at the effect of Catholic schools on urban minorities. Exploring the effects of the Second Vatican Council on the quality of teachers in Catholic schools goes well beyond the main purpose of this paper and would require additional micro-level data on teachers and school characteristics (see Kim (2011)).…”

Section: Did the Shock Affect The Quality Of Catholic Schools?supporting

confidence: 84%

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Nuns and the effects of catholic schools. Evidence from Vatican II

Gihleb

Giuntella

2017

Journal of Economic Behavior & Organization

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper examines the causal effects of Catholic schooling on educational attainment. Using a novel instrumental-variable approach that exploits an exogenous shock to the Catholic school system, we show that the positive correlation between Catholic schooling and student outcomes is explained by selection bias. Spearheaded by the universal call to holiness and the opening to lay leadership, the reforms that occurred at the Second Vatican Council (Vatican II) in the early 1960s produced a dramatic exogenous change in the cost/benefit ratio of religious life in the Catholic Church. The decline in vocations that followed contributed to a significant increase in costs and, in many cases, to the closure of Catholic schools. We document that this decline was heterogeneous across US dioceses, and that it was more marked in those dioceses governed by a liberal bishop. Merging diocesan data drawn from the Official Catholic Directory and the US Census, we show that that the variation in the supply of female religious teachers across US dioceses is strongly related to Catholic schooling. Using the abrupt decline in female vocations as an instrument for Catholic schooling, we find no evidence of positive effects on student outcomes. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SJEL Classification: I20, J24, N3

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Section: Did the Shock Affect The Quality Of Catholic Schools?supporting

confidence: 84%

“…effects of Catholic schooling (Neal, 1997). In addition to higher motivation, Kim (2011) shows that religious personnel were, on average, more educated and more experienced.…”

Section: Did the Shock Affect The Quality Of Catholic Schools?mentioning

confidence: 94%

Nuns and the effects of catholic schools. Evidence from Vatican II

Gihleb

Giuntella

2017

Journal of Economic Behavior & Organization

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“…Since then, a number of studies have attempted to contrast this result in a wide range of educational contexts, through the use of parametric and nonparametric techniques. Such literature has offered mixed conclusions: while a number of studies tend to confirm the results obtained by Coleman et al (1982) (Opdenakker & Van Damme, 2006;Bettinger, 2005;Mizzala, Romaguera & Farren, 2002;Bedi & Garg, 2000;Stevans & Sessions, 2000;Neal, 1997;Jiménez, Lockheed & Paqueo, 1991;Chubb & Moe, 1990;Hanushek, 1986), in others the presumed superiority of private schools vanishes when the analysis includes a wide range of controls (Perelman & Santin, 2008;Mancebón & Muñiz, 2008;Calero & Escardíbul, 2007;Abburrà, 2005;Fertig, 2003;Kirjavainen & Loikkanen, 1998;Goldhaber, 1996;Sander, 1996) or is reduced to specific measurements of the output analyzed (Greene & Kang, 2004), or to specific groups of students defined by race, ethnic group, or academic or socioeconomic profile (Figlio & Stone, 1997). In some cases, there exists a different effect for independent private schools and for PSPS (Dronkers & Robert, 2008;Corten & Dronkers, 2006).…”

Section: The Efficiency Of Public and Private Schools: Previous Studiesmentioning

confidence: 90%

The efficiency of public and publicly subsidized high schools in Spain: Evidence from PISA-2006

Mancebón

Calero

Choi

et al. 2012

Journal of the Operational Research Society

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“…Other studies by Neal (1997Neal ( , 2002, Hoxby (2003), andHowell et al (2002) provide empirical evidence regarding the positive correlation of school choice and the achievements of the students. Similar effects of competition on the student output are shown in the work by Bradley/Taylor (2002) and Levacic (2004) in England.…”

Section: Results Of Empirical Studiesmentioning

confidence: 88%

International Empirical Findings about the Success of Education and School Policy

Nguyen¹,

Pfleiderer²

2013

IES

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The PISA studies in recent years have disclosed fundamental problems in the educational and training systems of many countries. According to the studies, it seems that simply increasing the education expenditures per pupil regularly does not sufficiently achieve better pupil performances. This "input-oriented" policy does not have any direct effect on the output in the form of better results by the pupils. Therefore, it is the objective of this essay to analyze the framework conditions in which an education system can develop optimally so that the pupils achieve better grades and/or performance at schools. We focus our analysis on the institutional factors such as "competition in the school system," "school autonomy," "responsibility," as well as a suitable combination of these factors. The research results of international empirical studies discussed in this paper provide a range of approaches and proposals that governments could use as a guide or as a "cornerstone" for the design of their schools and education systems.Keywords: PISA, education, human capital, school performance Necessary Rethinking of Education and Training PolicyOver the last few years, politicians in many European countries have been made aware of the problems in their schools and education systems by the PISA studies. According to the investigations, increasing the educational spending per student regularly does not satisfactorily achieve better student performance. Investments do not reach the pupils in the end because they disappear in bureaucratic processes. This is partly due to the opportunistic behavior of school managers and teachers. This "input-oriented" policy does not have any direct effects on the output in the form of better results by the pupils. Therefore, governments and politicians generally need to change their thinking to improve the qualitative approaches of education. This was done in part by the European Qualifications Framework (EQF) in April 2008 for instance. The EQF has an "output-based" view and refers to what pupils actually learned and what kind of knowledge and skills they acquired after completing their training programs. It is the responsibility of the state to create the corresponding framework in which the school and training system can develop optimally so that pupils, and in turn, their schools, perform well. Therefore, it is absolutely necessary that the state provides many incentives for those responsible for education to take appropriate measures in order to improve the quality of education and thereby increase the pupil output. Within this context, institutional factors play a central role, which will be further discussed later in this paper.In this essay, different aspects are presented and analyzed in order to make suggestions regarding how to improve education and training policy. Basically, the objective is to maximize the student performances, which are evaluated by international tests such as PISA and TIMSS. For this purpose, we use suitable empirical studies. Our analysis focuses on ins...

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The Effects of Catholic Secondary Schooling on Educational Achievement

Cited by 420 publications

References 0 publications

Nuns and the effects of catholic schools. Evidence from Vatican II

Nuns and the effects of catholic schools. Evidence from Vatican II

The efficiency of public and publicly subsidized high schools in Spain: Evidence from PISA-2006

International Empirical Findings about the Success of Education and School Policy

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