De Marillac Academy: Perseverance, Purpose, and Promise

Proehl, Rebecca A.; Ayon, Lisa; Braganza, Desiree; Sosa, Gloria Aquino

doi:10.15365/joce.2101062017

Cited by 2 publications

(4 citation statements)

References 11 publications

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“…For instance, Cajic‐Seigneur and Hodgson (2016) showed how a mixture of academic and vocational hands‐on subjects led to students’ re‐engagement with education because students could see the relevance of these courses to their future career options, improving both psychological and cognitive outcomes. Similarly, Proehl et al's (2017) research revealed the importance of variety in broadening opportunities through education. Proehl et al (2017) investigated the factors that made one US Catholic school successful in developing students’ non‐cognitive skills, which partially contributed to the high rates of graduation and college enrolment.…”

Section: Resultsmentioning

confidence: 93%

“…Similarly, Proehl et al's (2017) research revealed the importance of variety in broadening opportunities through education. Proehl et al (2017) investigated the factors that made one US Catholic school successful in developing students’ non‐cognitive skills, which partially contributed to the high rates of graduation and college enrolment. In addition to a shared mission, family culture, high learning expectations and goal setting, the school also incorporated socio‐emotional learning through a counselling programme, class retreats, extracurricular activities, and classroom and family meetings.…”

Section: Resultsmentioning

confidence: 93%

“…In addition to a shared mission, family culture, high learning expectations and goal setting, the school also incorporated socio‐emotional learning through a counselling programme, class retreats, extracurricular activities, and classroom and family meetings. Through these experiences, students developed communication skills, the ability to deal with conflict and leadership skills (other outcomes), all of which contribute to success in school and beyond (Proehl et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

The role of schools in providing educational opportunity: An integrative review

Katz

Acquah

2021

Review of Education

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The concept of educational opportunity is ubiquitous yet ambiguous; it is frequently discussed within the education world, yet there is no commonly shared understanding of what it means or how to measure it. To address this void, we conducted an integrative review of the literature on school inputs and student outcomes from 2010 to 2019. A total of 39 articles were included in this review, and analysed using a mixed methods approach. A descriptive analysis showed the studies used a range of research designs, including case study (n = 7), comparative (n = 6), correlational and longitudinal (n = 5), exploratory (n = 4), cross‐sectional (n = 3), and phenomenological (n = 2). Furthermore, studies were conducted within a variety of primary through secondary school contexts (e.g., public, charter and vocational). A deductive analysis revealed that more than half of the studies looked at cognitive outcomes (n = 25), followed by psychological (n = 22), behavioural (n = 17), and then other (n = 6). Finally, grounded theory was used to analyse specific school factors (inputs) that influence the aforementioned outcomes positively. We identified four input categories through which educational opportunity generally manifests: Inclusive Culture and Environment, Responsive Teaching and Appropriate Training, Resources and Opportunity to Learn, and Curriculum and Instruction. Based on the results, we developed a conceptual framework of educational opportunity that connects school inputs to positive student outcomes. The framework can be used by researchers and educators to inform discussions and assessments of educational opportunity. Rationale for this study Schools worldwide aim to provide equitable opportunities that result in positive student outcomes. However, there is widespread disagreement between both educators and educational researchers as to what educational opportunity means and looks like in practice. Why the new findings matter This study seeks to bring clarity to the topic through an integrative review that synthesises the research on school inputs that lead to positive student outcomes. Implications for educators, educational researchers and policy makers This review resulted in the development of a conceptual framework of educational opportunity. The framework is not prescriptive, but can be adapted based on the needs, goals and values of the school and students. This framework has implications for teachers, school leaders, policy makers and educational researchers who can use it as a tool to assess educational opportunity and inform educational practices. Most importantly, the framework can be used to help improve equity in educational opportunities.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

The role of schools in providing educational opportunity: An integrative review

Katz

Acquah

2021

Review of Education

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“…One notable trend among the studies we reviewed in this cluster was the number of specific investigations of two innovative urban Catholic school networks: the Cristo Rey high school model (Kabadi, 2015;Thielman, 2012) and the Nativity Miguel middle school model (Anguiano et al, 2020;Fenzel, 2009;Fenzel & Domingues, 2009;Fenzel & Monteith, 2008;Fenzel & Richardson, 2018Jabbari & Duncan, 2021;Proehl et al, 2017). Both networks, established to exclusively serve low-income students of color, were created in response to the sector's historical legacy of serving the socially marginalized and designed distinct curricular and instructional programs intended to more effectively meet these students' academic and social needs.…”

Section: Categories Of Reform Efforts Designed To Sustain the Legacy Of Urban Catholic Schoolingmentioning

confidence: 99%

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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De Marillac Academy: Perseverance, Purpose, and Promise

Cited by 2 publications

References 11 publications

The role of schools in providing educational opportunity: An integrative review

The role of schools in providing educational opportunity: An integrative review

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

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