Results suggest that there are no pervasive Catholic-school effects. Public schools had a small advantage in science and civics; Catholic schools had an advantage in reading, vocabulary, mathematics, and writing. All of the effects were very small. On average, the Catholic-school advantage was only about five percent of a standard deviation.…

The authors recap the main issues in their critique of Coleman, Hoffer, and Kilgore (CHK) as well as CHK's rejoinder. These issues include reliability and validity of test scores, the use of particular statistical models and inferences from these, and the importance of school policies in assuring higher achievement among students. (IS)

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…

Analyzes research which provides strong evidence indicating higher achievement in vocabulary and mathematics for comparable students in Catholic and other private schools than in public schools. The results are less consistent in reading. The analysis also shows the elements of school policy that can account for these differences. (RM)

The findings of three major studies that assessed the impact of public vs. Catholic schooling on how much students learned in the last two years of high school are compared. The studies are Hoffer, Greeley, and Coleman (1985), Willms (1985), and Alexander and Pallas (1985). (RM)

Presented is a general statistical methodology for analyzing hierarchically structured data. The use of the methodology is illustrated by reexamining the "High School and Beyond" data and the controversy over the effectiveness of public and Catholic schools. (Author/RM)

Catholic-school students differed from public-school students only in behavior that could be directly influenced by school practice. Catholic students skipped school less often and spent more time on homework. Academic differences between public and Catholic school students are due to the greater discipline and more rigorous requirements in…

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…

Reports on a study of educational equity in Irish secondary schools. Finds that, although overall class differences in educational attainment declined, barriers based on socioeconomic status were not removed. Presents alternative reform efforts that might have been more effective without costing more money. (CFR)

Data from the National Longitudinal Survey of Youth Labor Market Behavior do not show significant differences between public and Catholic schools in academic achievement. However, instructional quality, discipline, safety, and peer relations are rated higher in private schools; learning freedom and job counseling are rated higher in public…

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…

Because research by Coleman, Hoffer, and Kilgore did not control for differences in achievement levels for students when they entered public and parochial schools, their conclusions are flawed. Reanaylsis of their data show that, when student selection is controlled, there are only slight differences in cognitive and achievement test results. (IS)

Parochial and other private secondary schools in the United States enroll disproportionately few Blacks. Coleman, Hoffer, and Kilgore discounted this segregation. However, their analysis of within-district segregation is inappropriate and misleading. If future analysis of an appropriate data set is undertaken, standard analysis-of-variance methods…

The existence of private schools does not necessarily lead to greater school segregation as Taeuber-James argue. Cain-Goldberger are not only incorrect in their discussion of methodology but they also misinterpret the data and misquote the authors. Morgan's efforts to use new data on Catholic schools are applauded. (IS)

Statistical methods employed by Alexander and Pallas do not negate the differences between public and private school students' achievement. Instead, their work supports the conclusion that Catholic schools help average students achieve by increasing the likelihood of their enrollment in the academic track and by enhancing their performance in the…