The Effect of Catholic Schooling on Math and Reading Development in Kindergarten through Fifth Grade

Autor/inn/en	Reardon, Sean F.; Cheadle, Jacob E.; Robinson, Joseph P.
Titel	The Effect of Catholic Schooling on Math and Reading Development in Kindergarten through Fifth Grade
Quelle	In: Journal of Research on Educational Effectiveness, 2 (2009) 1, S.45-87 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Public Schools; Catholic Schools; Mathematics Skills; Reading Skills; Reading Instruction; Mathematics Instruction; Mathematics Achievement; Reading Achievement; Elementary Schools; Educational Quality; Elementary School Students; Educational Vouchers; Racial Differences; Urban Areas; Socioeconomic Status; Least Squares Statistics; Regression (Statistics); Computation; Student Diversity; Minority Groups; Scores; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Katholische Schule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Leseunterricht; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathematical ability; Leseleistung; Elementary school; Grundschule; Volksschule; Quality of education; Bildungsqualität; Educational voucher; Bildungsgutschein; Rassenunterschied; Urban area; Stadtregion; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Ethnische Minderheit
Abstract	Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3-4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak. (Contains 7 tables, 2 figures and 17 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10