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Journal ArticleDOI

Catholic Schools and the Common Good

TL;DR: In this article, the authors present the tradition of Catholic schools research past and present and present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The impact of Communal Organisation IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools
Abstract: Preface Prologue CONTEXT The Tradition of Catholic Schools Research Past and Present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The Impact of Communal Organization IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools Notes References Index
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TL;DR: In this article, the authors developed estimation methods that use the amount of selection on the observables in a model as a guide to the amount that should be selected on the unobservables in order to identify the effect of the endogenous variable.
Abstract: We develop estimation methods that use the amount of selection on the observables in a model as a guide to the amount of selection on the unobservables. We show that if the observed variables are a random subset of a large number of factors that influence the endogenous variable and the outcome of interest, then the relationship between the index of observables that determines the endogenous variable and the index that determines the outcome will be the same as the relationship between the indices of unobservables that determine the two variables. In some circumstances this fact may be used to identify the effect of the endogenous variable. We also propose an informal way to assess selectivity bias based on measuring the ratio of selection on unobservables to selection on observables that would be required if one is to attribute the entire effect of the endogenous variable to selection bias. We use our methods to estimate the effect of attending a Catholic high school on a variety of outcomes. Our main conclusion is that Catholic high schools substantially increase the probability of graduating from high school and, more tentatively, college attendance. We do not find much evidence for an effect on test scores.

2,489 citations

Journal ArticleDOI
TL;DR: In this paper, a review of 10 American studies and one English study on the impact of professional learning communities on teaching practices and student learning is presented, and the collective results of these studies suggest that well-developed PLCs have positive impact on both teaching practice and student achievement.

1,940 citations

Reference EntryDOI
30 Oct 2009
TL;DR: An Ecological View of Schools and Their Impact on Development During Adolescence as mentioned in this paper is an ecological view of schools and their impact on development during adolescence, focusing on the impact of schools on the environment.
Abstract: An Ecological View of Schools and Their Impact on Development During Adolescence Level 1: Classrooms Level 1: Summary Level 2: School Buildings Summary of School-Level Effects Level 3: School Districts and Secondary School Transitions Level 4: Schools as Embedded Organizations in the Larger Community Secondary School Reform Efforts Summary and Conclusions Keywords: schools; teachers; achievement; motivation; social contexts

1,019 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on selected new research findings from the past decade regarding how teachers, curricular tasks, and classroom environments, aspects of the school as an organization, and district policies and practices can play an instrumental role in adolescents' intellectual and social emotional development.
Abstract: Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can play an instrumental role in adolescents' intellectual and social–emotional development.

934 citations