ERIC Number: ED307584
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
National Assessment of Educational Progress Proficiency in Reading: 1985-86. Catholic and Public Schools Compared. Final Report 1989.
Marks, Helen M.; Lee, Valerie E.
A study compared the scores of Catholic and public school students at three different grade levels on educationally pertinent characteristics such as race, ability, level of parental education, amount of homework, and high school curricular track. Subjects, approximately 2,000 Catholic school students and 30,000 public school students in grades 3, 7, and 11, had their reading skills assessed. Results indicated that (1) the reading disadvantage of minorities compared to whites is less pronounced in Catholic than in public schools at all grade levels; (2) Catholic school students whose parents expressed no interest in their children's schoolwork scored as well as students whose parents talk to them about their schoolwork on a daily basis; and (3) the disadvantage accruing from a lack of early educational experiences appeared to make almost no difference in the reading proficiency of Catholic school students, while the lack of such experiences seemed to have an adverse relationship for students in public schools. Findings suggest that Catholic schools are particularly effective for those students who are at some social or educational disadvantage. (Thirteen tables of data and four figures are included; seven technical notes and 14 references are attached.) (RS)
Descriptors: Catholic Schools, Comparative Analysis, Elementary Secondary Education, Grade 11, Grade 3, Grade 7, Homework, Parent Influence, Parent Student Relationship, Public Schools, Racial Differences, Reading Achievement, Reading Research
National Catholic Educational Association, Suite 100, 1077 30th St., N.W., Washington, DC 20007-3582 ($5.00 member, $6.60 nonmember).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Catholic Educational Association, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress