2121stst Century Century American Catholic American Catholic Schools Schools

1920s to Present1920s to Present

The origins of The origins of American Catholic American Catholic schoolsschools

““The common schools had not been The common schools had not been designed with Roman Catholic designed with Roman Catholic

children in mind.” children in mind.” Historian Neil McCluskey, 1964Historian Neil McCluskey, 1964

““The Great School War” of 1840The Great School War” of 1840– Public schools only exist as they do because of Catholic Public schools only exist as they do because of Catholic

schools.schools.– US Catholic schools exist as they do only because of US US Catholic schools exist as they do only because of US

public schools.public schools.

1919thth Century Anti-Catholicism Century Anti-Catholicism

Look Look closely…closely…

Legacy of the Simian Legacy of the Simian Irish…Irish…

By early 20By early 20thth Century… Century…

National Parish SchoolsNational Parish Schools1.1. Inculcating religious doctrineInculcating religious doctrine2.2. Maintaining the language and culture of the Maintaining the language and culture of the

homelandhomeland3.3. Preparing students for life in the USA: Preparing students for life in the USA:

AmericanizationAmericanization

American Catholic SchoolsAmerican Catholic Schools• Subscribed to 1 & 3Subscribed to 1 & 3• Pushed for Americanization via assimilation Pushed for Americanization via assimilation

instead of #2instead of #2• Sought compromise with public systemSought compromise with public system

National Parish School AttitudeNational Parish School Attitude1891 editorial, 1891 editorial, Dziennik ChicagoskiDziennik Chicagoski ((Polish Daily Chicago News)Polish Daily Chicago News)

““Let us accept the principle that Let us accept the principle that the study of the study of religion, of the native tongue, and the religion, of the native tongue, and the language of the country are not secondary language of the country are not secondary subjectssubjects. We will then recognize the importance . We will then recognize the importance of the parochial schools, because if any of these of the parochial schools, because if any of these subjects is considered to be of secondary subjects is considered to be of secondary importance in the upbringing of our children, then importance in the upbringing of our children, then the latter will not grow up into citizens of whom the latter will not grow up into citizens of whom we should be proud.” we should be proud.”

Goal: Preserve & Transform Cultural IdentityGoal: Preserve & Transform Cultural IdentityAmericanization Americanization withoutwithout Assimilation Assimilation

Turn of the Century Turn of the Century ChicagoChicago

St. Stanislaus Kostka: largest parish in the St. Stanislaus Kostka: largest parish in the worldworld

1880-1902: Of 119 parishes in Chicago area; 1880-1902: Of 119 parishes in Chicago area; 63 were national (24 German, 18 Polish)63 were national (24 German, 18 Polish)

1900: 2/3 of all Polish children in Chicago in 1900: 2/3 of all Polish children in Chicago in Polish-language Catholic schoolsPolish-language Catholic schools

1930: 53% of Catholic students in Chicago in 1930: 53% of Catholic students in Chicago in ethnically-affiliated Catholic schoolsethnically-affiliated Catholic schools

Schools built for Czechs, Lithuanians, Schools built for Czechs, Lithuanians, Slovenes, Slovaks, Hungarians, Germans, Slovenes, Slovaks, Hungarians, Germans, French, Italians, Dutch, Croatians, and Blacks. French, Italians, Dutch, Croatians, and Blacks. All others: Irish.All others: Irish.

But remember…But remember…

At At NO POINTNO POINT in US history did a majority of in US history did a majority of Catholic children attend Catholic schools – Catholic children attend Catholic schools –

EvenEven after the bishops made it mandatory in 1884 after the bishops made it mandatory in 1884

Pilsen ParishesPilsen Parishes

Geographical Parish: St. PiusGeographical Parish: St. Pius– St. Adalbert – Polish St. Adalbert – Polish – St. Ann – PolishSt. Ann – Polish– St. Procopius – Bohemian (Czech)St. Procopius – Bohemian (Czech)– St. Vitus – BohemianSt. Vitus – Bohemian– Holy Trinity - CroatianHoly Trinity - Croatian– St. Paul - GermanSt. Paul - German– St. Stephens – BohemianSt. Stephens – Bohemian– Providence of God - LithuanianProvidence of God - Lithuanian

The 4 Great Migrations The 4 Great Migrations

that shape today’s Catholic schoolsthat shape today’s Catholic schools1.1. 1840s-1880s: Irish Catholics, N. Europe 1840s-1880s: Irish Catholics, N. Europe

(Famine)(Famine)

2.2. 1880s-1920s: South, Central, Eastern 1880s-1920s: South, Central, Eastern European Catholics and JewsEuropean Catholics and Jews

3.3. 1920s-1950s: Black Southerners to 1920s-1950s: Black Southerners to northern cities (WWI and WWII)northern cities (WWI and WWII)

4.4. 1970s-Present: Mostly Spanish-speaking 1970s-Present: Mostly Spanish-speaking Latino (46%), mostly Catholics (42%)Latino (46%), mostly Catholics (42%)

Shift to American Catholic Shift to American Catholic School paradigmSchool paradigm

““There is hardly any other institution in the country that There is hardly any other institution in the country that does so much to bring about a sure, safe and sane does so much to bring about a sure, safe and sane Americanization of the children of immigrant people as Americanization of the children of immigrant people as do our parochial schools.” Archbishop Mundelein, do our parochial schools.” Archbishop Mundelein, Chicago, 1916Chicago, 1916

““We propose to teach our youth that there shall no We propose to teach our youth that there shall no longer be Irish-American, German-American, or Polish-longer be Irish-American, German-American, or Polish-Americans in our city, but only real Americans. In other Americans in our city, but only real Americans. In other words, we intend to take the hyphen out of the parochial words, we intend to take the hyphen out of the parochial schools in Chicago” – Member of Mundelein’s school schools in Chicago” – Member of Mundelein’s school boardboard

Two opposing ideas about what Americanization looks Two opposing ideas about what Americanization looks likelike

Americanization Americanization Pressure increases…Pressure increases…

"There is no room in this country for "There is no room in this country for hyphenated Americanism…a hyphenated hyphenated Americanism…a hyphenated American is not an American at all.American is not an American at all.

““The one absolutely certain way of bringing The one absolutely certain way of bringing this nation to ruin, of preventing all possibility this nation to ruin, of preventing all possibility of its continuing to be a nation at all, would be of its continuing to be a nation at all, would be to permit it to become a tangle of squabbling to permit it to become a tangle of squabbling nationalities, an intricate knot of German-nationalities, an intricate knot of German-Americans, Irish-Americans, English- Americans, Irish-Americans, English- Americans, French-Americans, Scandinavian- Americans, French-Americans, Scandinavian- Americans, or Italian-Americans, each Americans, or Italian-Americans, each preserving its separate nationality, each at preserving its separate nationality, each at heart feeling more sympathy with Europeans heart feeling more sympathy with Europeans of that nationality than with the other citizens of that nationality than with the other citizens of the American Republic.”of the American Republic.”

Teddy Roosevelt, 1915 address Teddy Roosevelt, 1915 address to Knights of Columbusto Knights of Columbus

Decline of National Decline of National Parish SchoolsParish Schools

World War IWorld War I World War IIWorld War II Rise of Catholic Rise of Catholic

middle class, White middle class, White flightflight

Generational Generational assimilationassimilation

Decline of anti-Decline of anti-CatholicismCatholicism

Election of Catholic Election of Catholic presidentpresident

Decline of Catholic school as Decline of Catholic school as cultural agentcultural agent

““The Catholic school, whether as an expression The Catholic school, whether as an expression of a distinctive counter culture of a distinctive counter culture or as a symbol of protest and defiance or as a symbol of protest and defiance or simply as a security blanket, or simply as a security blanket, had lost its meaning…had lost its meaning…

Though many Catholics would continue to Though many Catholics would continue to frequent the Church’s schools…the Catholic frequent the Church’s schools…the Catholic school as a powerful cultural agent school as a powerful cultural agent had had ceased to existceased to exist.” .”

Sanders, 1977Sanders, 1977

The HeydayThe Heyday

St. Ann’s elementarySt. Ann’s elementary– 1905: 373 students1905: 373 students– By 1920: 1,300 studentsBy 1920: 1,300 students

Movement away from Movement away from National Parish SchoolsNational Parish Schools toward toward American Catholic SchoolsAmerican Catholic Schools

System peaks in 1965: 5.6 million students System peaks in 1965: 5.6 million students nationwide, representing 12% of all US K-12 nationwide, representing 12% of all US K-12 students and 87% of all private school studentsstudents and 87% of all private school students

Catholic Schools Catholic Schools TodayToday

2.3 million students in US Catholic 2.3 million students in US Catholic schoolsschools

7,498 schools7,498 schools Increasing diversity: 25.7% minorityIncreasing diversity: 25.7% minority Increasingly lay teaching force: 96% (up Increasingly lay teaching force: 96% (up

from 43% in 1968)from 43% in 1968) More non-Catholics More non-Catholics

– 1970: 2.7%1970: 2.7%– Today: 13.8%Today: 13.8%

ClosuresClosures

667 schools closed between 667 schools closed between 2000-20052000-2005

Last year: 36 opened, 212 closedLast year: 36 opened, 212 closed

Latino GrowthLatino Growth

1 in 5 students in US schools is 1 in 5 students in US schools is LatinoLatino

19% of all students speak a 19% of all students speak a language other than English at language other than English at homehome

2001: 25% of Catholic students 2001: 25% of Catholic students belonged to ethnic minority belonged to ethnic minority groupgroup– In the West, Latinos account for In the West, Latinos account for

48% of Catholic school students48% of Catholic school students 47% of recent immigrants are 47% of recent immigrants are

Spanish-speakingSpanish-speaking 42% are Catholic42% are Catholic

Pilsen TodayPilsen Today

Many schools have closed, others Many schools have closed, others are struggling to maintain minimal are struggling to maintain minimal enrollmentsenrollments

St. Ann: 195 students (despite St. Ann: 195 students (despite having the lowest tuition in Chicago)having the lowest tuition in Chicago)

Europeans are almost entirely gone; Europeans are almost entirely gone; neighborhood is largely Mexicanneighborhood is largely Mexican

Spanish is spoken in 86% of all Spanish is spoken in 86% of all Latino homes in ChicagoLatino homes in Chicago

Latinos account for 38% of all public Latinos account for 38% of all public school children in Chicagoschool children in Chicago

Only 53% of Latinos who enter high Only 53% of Latinos who enter high school graduate in 4 years school graduate in 4 years (compared to 84% of White (compared to 84% of White students)students)

What Happened?What Happened?

+ + Vatican II – opening Catholic schools to Vatican II – opening Catholic schools to allall

- - Decline of religious vocationsDecline of religious vocations Teaching staff goes from nearly 100% nuns to 4% by 2004 Teaching staff goes from nearly 100% nuns to 4% by 2004

(50% of whom are over 70): major financial implications(50% of whom are over 70): major financial implications

++ Migrations 3 & 4Migrations 3 & 4 Black migration from southern rural areas to urban areasBlack migration from southern rural areas to urban areas Latin American migration (mostly Mexican) throughout US, to Latin American migration (mostly Mexican) throughout US, to

both rural and urban areasboth rural and urban areas

- - Generational Assimilation: Class Generational Assimilation: Class consequencesconsequences

- 1972: 12.3% of Catholic students in lowest SES quartile; 1972: 12.3% of Catholic students in lowest SES quartile; 29.7% in highest SES quartile29.7% in highest SES quartile

- 1992: 5.5% & 45.8% respectively1992: 5.5% & 45.8% respectively

Historical Goals of Historical Goals of Catholic SchoolsCatholic Schools Transmission of the faithTransmission of the faith Nurturing robust cultural ties – esp. Nurturing robust cultural ties – esp.

ethnicethnic Preparing citizens for life in USAPreparing citizens for life in USA

Today’s Catholic Today’s Catholic SchoolsSchools

– American Catholic Schools – often mostly White. Religion class, transmission of values appeal to Catholic and Christian parents. Often suburban. Not far from what Ireland & Mundelein might have wanted.

– Descendents of National Parish Schools – typically serve students of a single nationality, often all-Mexican. Most do not actively seek to maintain cultural identity.

– Catholic Schools that serve Non-Catholics - typically all-Black schools in urban areas. Transmission of values, religiously-inflected culture, safety, and community atmosphere appeal to non-Catholics.

Today’s Catholic Today’s Catholic SchoolsSchools Urban: 32.5%Urban: 32.5% Inner City: 11.7%Inner City: 11.7%

– 20% drop in elementary schools 20% drop in elementary schools between 1995-2006 in largest urban between 1995-2006 in largest urban diocesesdioceses

Suburban: 34.6%Suburban: 34.6% Rural: 21.3%Rural: 21.3%

Reasons for HopeReasons for Hope : From : From ResearchResearch Coleman, 1960s: The Catholic school effect: Catholic schools are Coleman, 1960s: The Catholic school effect: Catholic schools are

particularly effective in the education of minority students. particularly effective in the education of minority students.

Greeley, 1980s: The “multiply disadvantaged” benefit most from Greeley, 1980s: The “multiply disadvantaged” benefit most from Catholic education – BUT – these are the schools that are closingCatholic education – BUT – these are the schools that are closing

Bryk et al., 1990s: Catholic schools are effective at reducing and Bryk et al., 1990s: Catholic schools are effective at reducing and even eliminating the negative effect of social class on academic even eliminating the negative effect of social class on academic achievement. achievement. – core curriculum, communal organization, decentralized governance, and core curriculum, communal organization, decentralized governance, and

inspiration ideology contribute to Catholic school effectiveness. inspiration ideology contribute to Catholic school effectiveness.

2006 NAEP: Catholic school students outperform public counterparts 2006 NAEP: Catholic school students outperform public counterparts in math, science, and writingin math, science, and writing

Shorkaii, 1997: Lower drop-out rates (19% vs. 9.3% for Latino Shorkaii, 1997: Lower drop-out rates (19% vs. 9.3% for Latino students; 17.2% vs. 4.6% for Black students)students; 17.2% vs. 4.6% for Black students)

McDonald, 2006: Do more with less ($8,287 per pupil expenditure in McDonald, 2006: Do more with less ($8,287 per pupil expenditure in public schools vs. $4,268/$7,200 ppe in Catholic schools)public schools vs. $4,268/$7,200 ppe in Catholic schools)

Sector effect studies, civic engagement research, and research on Sector effect studies, civic engagement research, and research on social capital and social cohesion in Catholic schoolssocial capital and social cohesion in Catholic schools

Civic engagementCivic engagement

ToleranceTolerance

Culturally Responsive Pedagogy & Culturally Responsive Pedagogy &

Catholic SchoolingCatholic Schooling

Catholic schools are doing the same thing they Catholic schools are doing the same thing they were created to do a hundred years ago – were created to do a hundred years ago – facilitating social mobility for disadvantaged facilitating social mobility for disadvantaged minority groups (Greeley, 1982).minority groups (Greeley, 1982).

Central Assumption of CRP: “When the cultures of Central Assumption of CRP: “When the cultures of students and teachers are not synchronized, someone students and teachers are not synchronized, someone loses out. Invariably, it is the students.” – loses out. Invariably, it is the students.” – Geneva Gay, Geneva Gay, 20002000

CRP encourages Catholic schools to look to CRP encourages Catholic schools to look to their history to do again what they’ve always their history to do again what they’ve always

done well – serve a rapidly growing done well – serve a rapidly growing immigrant communityimmigrant community

More Reasons for Hope: More Reasons for Hope: Alternative Approaches to Alternative Approaches to Catholic SchoolingCatholic Schooling School ModelsSchool Models

– Nativity SchoolsNativity Schools– Cristo Rey NetworkCristo Rey Network

Teacher & Leadership PreparationTeacher & Leadership Preparation– ACE & UCCEACE & UCCE– ACLPACLP

University-School PartnershipsUniversity-School Partnerships– St. Columbkille (Boston College) St. Columbkille (Boston College) – Magnificat InitiativeMagnificat Initiative

More Reasons for Hope: More Reasons for Hope: Alternative Approaches to Alternative Approaches to Catholic SchoolingCatholic Schooling New Funding ParadigmsNew Funding Paradigms

– Big Shoulders (Chicago)Big Shoulders (Chicago)– CARE (Indianapolis)CARE (Indianapolis)– Inner-City School Fund (Cincinnati)Inner-City School Fund (Cincinnati)

Catholic Education FoundationsCatholic Education Foundations– Gardner Institute (KC)Gardner Institute (KC)– Archdiocese of LA Archdiocese of LA – Fulcrum Foundation (Seattle)Fulcrum Foundation (Seattle)

University Attention & ResourcesUniversity Attention & Resources– ND Task ForceND Task Force– BC Center for Catholic EducationBC Center for Catholic Education

Dioceses served by Dioceses served by ACEACE

Dioceses served by Dioceses served by partnering institutionspartnering institutions

Dioceses served by Dioceses served by UCCEUCCE

ACLP Member ACLP Member InstitutionsInstitutions