Catholic Religiosity and Catholic School Effects

2001 ◽  
pp. 23-37
Author(s):  
William Sander
Keyword(s):  
Catholic School ◽  
School Effects

Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools

1996 ◽  
Vol 18 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Adam Gamoran
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Private Schools ◽  
Private School ◽  
Magnet Schools ◽  
Positive Impact ◽  
Catholic School ◽  
School Effects ◽  
Magnet School ◽  
National Educational Longitudinal Survey

Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective than regular schools at raising the proficiency of students in science, reading, and social studies; Catholic schools have a positive impact on math skills, while secular private schools do not offer any advantage, net of preexisting differences among students. Further analyses tested the sensitivity of the results to assumptions about independence and selectivity; these showed support for the magnet school advantages in reading and social studies, but raised doubts about the Catholic school effects in math and the magnet school effects in science.

Are There Catholic School Effects in Ontario, Canada?

2012 ◽  
Vol 29 (4) ◽  
pp. 871-883 ◽  
Author(s):  
S. Davies
Keyword(s):  
Catholic School ◽  
School Effects

Setting Boundaries: Lessons on When to Not Make Theatre

2019 ◽  
Author(s):  
Allie Fenwick
Keyword(s):  
Case Studies ◽  
School Board ◽  
Catholic School ◽  
Recent Case ◽  
Open Letter ◽  
Educational Impact ◽  
Proposed Model ◽  
Common Thread ◽  
Artistic Freedom ◽  
Adequate Representation

A common thread throughout much of Canada’s current theatrical output is that it asks audiences to think deeply about themselves and their connection to the material. Working with the idea that theatre has an important social and educational impact, my essay examines the need to set boundaries for theatre content. These boundaries are meant to function as a set of guidelines for managing controversial artistic choices, especially in a culture where artistic freedom and productive controversy are at stake. Some of the criteria I have developed for how to set boundaries include: how the work represents its subjects; what Canadians see as taboo; personal limitations individuals set for themselves; and, contentious timing. My research examines recent case studies, starting with Robert Lepage’s Kanata, which aimed to discuss Canada’s settler history, however, was cancelled in Canada after Indigenous artists and activists wrote an open letter concerning the lack of Indigenous presence in the cast and production team. I then move to an example that challenges my proposed model with Prom Queen: The Musical, a play about an Ontario student and his boyfriend battling the Catholic school board to go to prom together. I argue that although the play may not represent the values of the school board, adequate representation of the board’s ideals should be disregarded due to their anti-LGBTQ2+ beliefs. Through these examples and more, my research found that there are certain boundaries that should not be crossed in theatre. However, determining where these boundaries are situated remains in constant negotiation.

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