Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect and Behaviors.

Autor/in	Marsh, Herbert W.
Titel	Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect and Behaviors.
Quelle	(1990), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Affective Behavior; Behavior Patterns; Catholic Schools; Coeducation; Comparative Analysis; Context Effect; Course Selection (Students); Foreign Countries; Grade 10; Grade 11; Grade 12; High School Students; High Schools; Locus of Control; National Surveys; Public Schools; School Policy; Self Concept; Single Sex Schools; Student Development + Suchen Sie Ihr Suchwort? Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Katholische Schule; Koedukation; Course selection; Student; Students; Kurswahl; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Schulpolitik; Selbstkonzept; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule
Abstract	Growth during the last 2 years of high school was examined in public and Catholic high schools using data from the High School and Beyond database--a large, nationally representative study. Earlier research was extended by considering: (1) affective variables (e.g., self-concept, locus of control), academic choices (e.g., course selection), and postsecondary activities as well as academic achievement outcomes; (2) Catholic single-sex and Catholic coeducational schools separately; and (3) academic self-concept, school policies related to discipline, and academic orientation as mediating variables. Data for 4,378 students from public schools, Catholic coeducational schools, Catholic boys schools, and Catholic girls schools were analyzed. A sample size of 4,000 was used to test statistical significance in all analyses. Results indicate that growth in the last 2 years of high school on a variety of outcomes was modestly larger for Catholic school students than for public school students. Effects favoring Catholic schools were relatively larger for the selection of academic courses, relatively smaller for achievement and university attendance, and almost zero for affective variables. Subsequent analyses suggest that Catholic schools encourage students to take more academically challenging coursework and that this difference explained other public/Catholic differences. Three tables contain study data. A 49-item list of references is included, and an appendix defines the variables considered. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC