The Impact of Religious Schools on the Academic Achievement of Low-SES Students

Abstract

Schools have a function to qualify pupils for the job market. Schools are often criticized because they reproduce the socio-economic inequality within society. Pupils of lower social strata have learning deficiencies at the start of their school career which put them in an unfavorable position. From their social background, pupils have a different idea of function of education and their parents are less supportive to their children with regard to excellence in learning. If schools have a mission with regard to the amelioration of society (Dewey), what can they do to improve the situation of pupils who are most in need? Do religiously affiliated schools have a special mission for the poor and needy? And if they do, how is their record with regard to this mission? What are the strengths and weaknesses of religiously affiliated schools in this mission for the poor and needy?

Religious Participation and Educational Attainment: An Empirical Investigation

“…Several studies have shown that the religious students are braver and perform better academically (Mooney 2010, Jeynes, 2005, Jeynes, 2007. The studies generally find a positive impact of the religion on student success.…”

Religiozitate individuală sau efect al școlilor confesionale? Analiza impactului religiozității și al școlilor confesionale asupra rezultatelor elevilor din clasa a 8-a din județul Bihor, România

“…Sintetizând rezultatele obținute (Horwitz et al, 2020), se observă că majoritatea cercetărilor percep religiozitatea ca fi ind efectul apartenenței la grupuri religioase și implicarea în activități religioase, înglobate în conceptul de participare religioasă (Jeynes, 2005, Glanville et al, 2008Kim, 2018). Potrivit lui Hodge și colaboratorii (2001), participarea religioasă exprimă mai degrabă religiozitatea părinților decât a adolescenților, având în vedere că în multe situații adolescenții sunt încurajați de părinți să participe la ceremoniile religioase.…”

So Who Has the Values? Challenges for Faith-Based Schools in an Era of Values Pedagogy

“…As a result, much early evidence about the positive effects of values pedagogy was to be found in faithbased school settings. Investigation into the relative academic performance of students attending faith-based schools in the US of over a decade or more by Jeynes (2002aJeynes ( , 2002bJeynes ( , 2003Jeynes ( , 2005Jeynes ( , 2012 has consistently identified an academic advantage for students attending faith-based schools. For instance, investigation into the performance of grade 12 students pointed to five contributing traits as being characteristic of such schools, even after controlling for the effects of socio-economic status (SES): "These traits included a better school atmosphere, a higher level of racial harmony, more homework, less school violence, and more school discipline" (Jeynes 2002b, p. 29).…”