Describes Catholic education as a process of developing capacities for two roles--one as a member of the Catholic church and the other as a citizen of the nation and the world. Points to sectarian and secular temptations to be avoided in Catholic education. (DMM)

Article reported on a study conducted by an NCEA research group on attitudes toward all lay schools. (RK)

Article describes a family-centered program of religious education and how it was developed. (Author/RK)

Reports on an experimental program in the Mary Immaculate parish, Dallas, Texas, which coordinated religious instruction in the school and the Confraternity of Christian Doctrine (CCD) classes. (DS)

Baltimore, Maryland's parochial school system includes 27 schools serving 48 parishes in a network of eight school clusters organized around the primary-middle school concept. (DS)

Describes how Marymount Academy (Santa Barbara, California) has successfully faced the challenge of religious instruction for its large non-Catholic enrollment by developing a two-track Religious Studies Program. Initial fears that separating children by religion might promote divisiveness were not realized. (Author/SJL)

Criticizes how Catholic schools have been forced to survive by adopting a purchase mentality. The solution is to embrace the stewardship way of life. Points out that stewardship takes a while to take effect, but once it does it will create a counter cultural attitude toward one's income and assets. (MZ)

Discusses that something should be done about Catholic schools that are closing, but that there are no shortcuts to a comprehensive development program. Explains that effective institutional advancement can move Catholic schools in a positive direction. Institutional advancement can be achieved in the following ways: (1) investment; (2)…

Discusses how Moreau Catholic High School has had a 290% growth in a 3-4 year period. Author attributes this to (1) insightful board of trustees; (2) fundraising achieved through friendship; (3) providing individual opportunities for advancing the school; and (4) focusing on principles of Christian stewardship, philanthropy, collaboration, and…

Recognizes the unused potential of inner city kids and describes how The Institute for Leadership, Excellence and Academic Development (I-Lead) program has helped prepare these students for admittance to universities and colleges. I-Lead offers four core courses: (1) test prep class; (2) constitutional law class; (3) writing class; and (4)…

Discusses the various important eras of educational leadership: the move to national organizations (1900-1930), consolidating control (1915-1950), blessings and burdens (1950-1960), educational revolution (1960-1990), and toward a new century (1990-2000). Concludes that the future of Catholic education depends on the quality of leaders. Contains…

Offers a model for the integration of technology into the school curriculum. The school described here used an integrated program that empowers students, faculty, administration, and parents to utilize technology for the promotion and enhancement of academic excellence, Christian ethics, and global responsibility. School won a U.S. Department of…

Discusses the significance, challenges and process of infusing assessment practices into religious education programs. Reports key findings from an assessment survey distributed to parish catechetical staffs and then outlines how assessment contributes to the creation of a strategic plan for faith formation. (Contains seven references.) (RC)

Explains why Catholics are free to believe in evolution and Catholic educators are free to teach evolution. Catholics do not take a fundamentalist approach to the interpretation of scripture. Argues that science and religion are compatible, and that religion has much to offer science in terms of moral issues. (NB)