The Catholic school advantage and common school effect examined: a comparison between Muslim immigrant and native pupils in Flanders

Ağırdağ, Orhan; Driessen, G.; Merry, Michael S.

doi:10.1080/09243453.2016.1251469

Cited by 19 publications

(19 citation statements)

References 44 publications

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“…others too blame the closures on the economic downturn in recent years (America Association of School Administrators, 2009;Hamilton, 2008;Meyer, 2007). The provision of Catholic education in terms of costs has come to be burdensome and challenging for many parishes and dioceses over the years (Jacobs, 1998;Miserandino, 2019;Goldschmidt & Walsh, 2011;Agirdag, Driessen & Merry, 2017). This is threatening the future of Catholic education (Miserandino, 2019).…”

Section: Literaturementioning

confidence: 99%

Principals’ Perceptions of Independence Mission Schools in the Catholic Archdiocese of Philadelphia

2021

JEP

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This study is a contribution to a new model of Catholic education that has emerged in the Catholic Archdiocese of Philadelphia, USA in the past eight years. The primary purpose of the research was to understand the experiences and perceptions of principals of the establishment and 'mission' of Independence Mission Schools (IMS) in the Archdiocese of Philadelphia. The study was approached qualitatively and designed as a case study. Using a sample of nine IMS principals, data was collected through interviews and analyzed thematically. The study found that there is great value for Catholic education. The study also unearthed that the principals of these institutions have deep understanding of the mission and vision of the IMS including the following: That the IMS system provides a model of Catholic education, a viable alternative to other private and public education providers; provides holistic education for the poor, ensures continuity in Catholic education, provides safe, caring, and supportive environment for students. The study further discovered that the Principals adopt different strategies to accomplish the mission and vision of IMS. Additionally, IMS impacts positively on students' lives. However, limited finance, teacher turnovers, operation of schools as businesses have been challenging to the Principals' effective management of the IMS schools. The principals nonetheless have positive perceptions of IMS's future. At the same time, the principals expressed concerns about the sustainability of the IMS network. To ensure the sustainability of the IMS vision and mission, the Principals, during the study, recommended that more financial resources should be obtained, remunerations of teachers should be increased, Catholic identity should be kept in schools, improve competitive advantage, encourage good relationships, and constantly revisit the network's mandate. The study has important implications for stakeholders. Stakeholders can use the findings of the study to meet the critical needs of the IMS network. Since the study was limited to only nine principals, it is recommended that a further research may be carried out to take into account the perceptions of other key actors in the IMS network such as teachers, students, parents and board members. That way a deeper understanding of the establishment mission of the IMS might be gained.

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Section: Literaturementioning

confidence: 99%

Principals’ Perceptions of Independence Mission Schools in the Catholic Archdiocese of Philadelphia

2021

JEP

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“…Coleman's initial findings and the debates he drew were particularly important as they not only emphasized the educational value of religious variables but also focused the educational discussion on several major topics: researching the school effects, studying the school choices, and investigating the impact of the social capital and of the social inequalities on school outcomes (Agirdag, Driessen, & Merry, 2017).…”

Section: Theory the Effect Of The "Catholic Schools"mentioning

confidence: 99%

A Test of the Effect of Denominational Schools in Romania

Hatos

Curta

2020

CEJER

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Studies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.

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“…An experimental evaluation of a school voucher program in India found a positive impact on the academic achievement of minority Muslim students (Muralidharan and Sundararaman 2015). In contrast, no positive impact on academic achievement was observed for Muslim immigrant students in Catholic schools in Flanders, Belgium (Agirdag et al 2017). It is not clear how household-level and school-level inputs become reoptimized over time for immigrant or minority Muslim students studying in majority non-Muslim or Islamic schools.…”

Section: Directions For Future Researchmentioning

confidence: 99%

Islamic Schooling in the Cultural West: A Systematic Review of the Issues Concerning School Choice

Shakeel

2018

Religions

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Increased Muslim immigration and conversion to Islam have influenced the rise of Islamic schools in western nation-states. Islamic schools are both formal and informal. This paper summarizes literature on Islamic schooling in the cultural west with respect to three policy-relevant issues: (1) the purpose and nature of Islamic schooling; (2) parental wishes; and (3) the quality of Islamic schooling. The initial search process resulted in 12,535 articles, 81 of which inform the current review. The review reveals a variation in education policy issues in which some countries fund private Islamic schools and others provide Islamic religious instruction in public schools. The review discusses potential solutions to address parental wishes and improve the quality of Islamic schooling. Based on the reviewed literature, the review suggests guidelines for future research.

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The Catholic school advantage and common school effect examined: a comparison between Muslim immigrant and native pupils in Flanders

Cited by 19 publications

References 44 publications

Principals’ Perceptions of Independence Mission Schools in the Catholic Archdiocese of Philadelphia

Principals’ Perceptions of Independence Mission Schools in the Catholic Archdiocese of Philadelphia

A Test of the Effect of Denominational Schools in Romania

Islamic Schooling in the Cultural West: A Systematic Review of the Issues Concerning School Choice

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