ERIC Number: ED472443
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
Private Schools: A Brief Portrait. Findings from "The Condition of Education, 2002."
Alt, Martha Naomi; Peter, Katharin
This special analysis is part of a larger indicator report that summarizes important developments and trends in education. The report is intended for a general audience interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education. This special analysis examines private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools. The analysis compares averages for the private and public schools, but draws no inferences about causality. Sections of the report are titled "Schools and Students"; "School Climate and Staff Perceptions"; and "Academic Coursetaking." The findings are presented through text and 23 tables and figures. On average, private schools have smaller enrollments, smaller average class size, and lower student/teacher ratios than public schools. Private-school teachers are more likely than public-school teachers to report a lot of influence on teaching practices and school policies. Private-school teachers are more likely than public-school teachers to report being satisfied with teaching at their school. Private-school students are more likely than public-school students to complete a bachelor's or advanced degree by their mid-20s. (Contains 40 references.) (WFA)
Descriptors: Catholic Schools, Educational Attainment, Educational Environment, Elementary Secondary Education, Enrollment Rate, Parochial Schools, Private Schools, Private Sector, Proprietary Schools, Student Characteristics
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.nces.ed.gov. For full text: http://nces.ed.gov/pubs2002/2002013.pdf.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.