The
Philosophy and Ministry of Catholic Education
In
planning for the future of Catholic Education,
a number of studies have proven helpful in determining
the effectiveness of Catholic schools: Greeley-Rossi
(1966), Greeley, McCready and McCourt (1976), Morrison
and Hodgkins (1978), Coleman, Hoffer and Kilgore (1981),
Fergurson (1983), Bryk and Holland (1984), Gallup
(1985), Coleman (1987). This is not an exhaustive
list, but serves as an indicator that the study of
Catholic school effectiveness has been going on for
a lengthy and consistent period of time.
In comparison between the Catholic population and
the general American population, these studies indicate
that Catholic schools are generally more successful
in producing students with:
-Higher
academic achievement
-Better self-discipline
-Greater job success and occupational achievement
in later life
-A more positive attitude toward other groups in society
-More disciplined work habits
-A greater likelihood of entering the colleges of
their choice
-A more sustained life-long academic interest
-A more positive and hopeful view of the world
-A stronger commitment to socially acceptable social
behavior
-A greater interest in the common good
-A more positive self-image
When
graduates of Catholic schools have been compared with
Catholic students graduating from public schools,
these studies indicate that Catholic school graduates:
-Have
a better knowledge of their faith
-Are consistently more committed to their ecclesial
denomination
-Exhibit greater commitment to active parish life
-Achieve an affective and emotional bond with the
church that survives the secular and often anti-religious
influences within modern American society
-Attend church services more regularly and in greater
numbers
-Pray more frequently
-Discuss issues of personal faith more openly
-Are less likely to sever church affiliation
-But when they do, are more likely to return to the
church at a later time in life
-Are more responsive to church teaching with regard
to issues of social justice
