Using High School and Beyond first follow up data, this study investigated the social distribution of mathematics achievement of the sophomore cohort for 83 Catholic and a random subsample of 94 public high schools. Results showed that track placement and course of study are the major mediating factors that link students' background with academic…

Identifies characteristics of secondary schools that promote academic outcomes among a broad social and racial distribution of students. Compares Catholic and public schools by examining organizational differences between the two sectors. Statistically models the relationship between those features and the social distribution of academic…

A study compared the scores of Catholic and public school students at three different grade levels on educationally pertinent characteristics such as race, ability, level of parental education, amount of homework, and high school curricular track. Subjects, approximately 2,000 Catholic school students and 30,000 public school students in grades 3,…

Gender differences related to salaries were studied using 4,802 male and 4,092 female secondary school teachers in 377 high schools involved in the Administrator and Teacher Survey of the High School and Beyond study. Data analyses covered Catholic schools, other private schools, qualification differences, market conditions, merit pay, and faculty…

Investigates the influence of attending public, Catholic, or independent secondary schools on students' choices to take mathematics courses. Finds that private school students took more advanced mathematics courses; however, finds that Catholic schools influence students' choices strongly and that they have the most equitable social distribution…

Intended to enable Catholic educators to evaluate and compare the writing progress of their students to that of the nation as a whole, this report presents writing achievement data of Catholic school students in grades 4, 8, and 11, assessed in 1983-84 by the National Assessment of Educational Progress (NAEP). A summary of the findings of the NAEP…

Hierarchical linear modeling allowed the indentification of specific school characteristics and policies which help explain the relationship between social class and minority status with mathematics achievement, the relationship between social class and minority status with mathematics course enrollment, and school means for achievement and for…

This study examined elements of the climate of middle-grades schools that are associated with schools' effectiveness in terms of the engagement and achievement of their students, with special emphasis on gender equity. Drawn from the National Educational Longitudinal Study of 1988, data on 9,020 eighth graders from 377 middle-grades schools were…