Educating Urban African American Children Placed at Risk: A Comparison of Two Types of Catholic Middle Schools

Autor/inn/en	Fenzel, L. Mickey; Domingues, Janine
Titel	Educating Urban African American Children Placed at Risk: A Comparison of Two Types of Catholic Middle Schools
Quelle	In: Catholic Education: A Journal of Inquiry and Practice, 13 (2009) 1, S.30-52 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1097-9638
Schlagwörter	African American Children; Small Schools; Nontraditional Education; Class Size; Catholic Schools; Middle Schools; Standardized Tests; Scores; Classroom Environment; At Risk Students; Comparative Analysis; Urban Schools; Middle School Students; Poverty; Program Effectiveness; Institutional Characteristics; Educational Environment; Small Classes; Teacher Student Ratio; School Schedules; Surveys; Self Esteem; Student Motivation; Student Adjustment; Administrator Role; Social Influences; Parent Participation; Grade Point Average; Observation; Interviews; District of Columbia; Maryland; Massachusetts; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; School; Schools; Schule; Non-traditional education; Alternative Erziehung; Klassengröße; Katholische Schule; Middle school; Mittelschule; Mittelstufenschule; Standadised tests; Standardisierter Test; Klassenklima; Unterrichtsklima; Urban area; Urban areas; Stadtregion; Stadt; Middle schools; Student; Students; Schüler; Schülerin; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrer-Schüler-Relation; Schulzeiteinteilung; Survey; Umfrage; Befragung; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Adjustment; Studentin; Adaptation; Sozialer Einfluss; Elternmitwirkung; Beobachtung; Interviewing; Interviewtechnik; Master-Studiengang
Abstract	Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Results show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed. (Contains 4 tables and 1 footnote.) (As Provided).
Anmerkungen	Boston College. Roche Center for Catholic Education, 25 Lawrence Avenue, Chestnut Hill, MA 02467. Tel: 617-552-0701; Fax: 617-552-0579; e-mail: journal@bc.edu; Web site: http://www.bc.edu/catholicedjournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10