High School Options and Post-Secondary Student Success: The Catholic School Advantage

Autor/inn/en	Fleming, David J.; Lavertu, Stéphane; Crawford, William
Titel	High School Options and Post-Secondary Student Success: The Catholic School Advantage
Quelle	In: Journal of Catholic Education, 21 (2018) 2, Artikel 1 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Catholic Schools; High School Graduates; Public Schools; Grade Point Average; College Outcomes Assessment; Academic Persistence; Graduation Rate; School Effectiveness; School Choice; Longitudinal Studies; Minority Group Students; Low Income Students; Urban Education; Cohort Analysis; College Freshmen; Institutional Characteristics; Advantaged + Suchen Sie Ihr Suchwort? Katholische Schule; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Public school; Öffentliche Schule; Schuleffizienz; Choice of school; Schulwahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Stadtteilbezogenes Lernen; Kohortenanalyse; Studienanfänger
Abstract	Recognizing that post-secondary student attainment and achievement is of increasing import for economic success, this study compares the post-secondary performance of students who attended public and private high schools. The results generally indicate that students who attended Catholic high schools had higher college grade-point averages (GPAs), were more likely to graduate, and were more likely to graduate with a STEM degree. This Catholic school advantage was wide-ranging, benefiting many subgroups of students, including non-white, low income, urban, and low-achieving students. We controlled for a rich set of factors and conducted sensitivity analyses to establish the strength of these results. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01