Marcellin Windows Final

Br Marcellin Flynn’sBr Marcellin Flynn’s

Catholic Schools Catholic Schools

1972-20001972-2000A Longitudinal PerspectiveA Longitudinal Perspective

A resource prepared by the Catholic Education Commission, NSWA resource prepared by the Catholic Education Commission, NSW

Catholic Schools 1972-2000 A Catholic Schools 1972-2000 A Longitudinal PerspectiveLongitudinal Perspective

Students’ practice of the Faith in terms of Mass and Students’ practice of the Faith in terms of Mass and the Sacramentsthe Sacraments

Impact of the schools on studentsImpact of the schools on students Factors determining the effects of Catholic schools Factors determining the effects of Catholic schools

on studentson students The quality of school life in Catholic schoolsThe quality of school life in Catholic schools

Key concernsKey concerns

Catholic Schools 1972-2000 A Catholic Schools 1972-2000 A Longitudinal PerspectiveLongitudinal Perspective

The studies reflect the perspectives of the time and the The studies reflect the perspectives of the time and the particular concerns of the Church and Catholic educatorsparticular concerns of the Church and Catholic educators

1972: Do we need the schools now?1972: Do we need the schools now? 1978: A rationale for the schools.1978: A rationale for the schools. 1985: How good are the schools?1985: How good are the schools? 1993: Culture explains why the schools are so effective.1993: Culture explains why the schools are so effective. 2000: The continuing importance of the schools2000: The continuing importance of the schools

OverviewOverview

Catholic Schools 1972-2000Catholic Schools 1972-2000

• 1972: Catholic schools struggled for credibility which the 1972: Catholic schools struggled for credibility which the

Church enjoyed Church enjoyed

• 1972-present: Support for the schools financially and 1972-present: Support for the schools financially and

politically allowed them to expand beyond congregational politically allowed them to expand beyond congregational

modelsmodels

• Catholic schools are broadly accepted for contribution to Catholic schools are broadly accepted for contribution to

AustraliaAustralia

• Now, the Church struggles for credibility which Catholic Now, the Church struggles for credibility which Catholic

schools enjoyschools enjoy

Historical perspectiveHistorical perspective

Catholic Schools 1972-2000Catholic Schools 1972-2000

A story of the struggle of the people A story of the struggle of the people of God to educate their children to of God to educate their children to

live their lives according to the live their lives according to the GospelGospel

Historical summaryHistorical summary

1972: 1972: Some Catholic Schools in Some Catholic Schools in ActionAction

A sociologically defensible reason for A sociologically defensible reason for the schoolsthe schools

Catholic schools effective witnesses Catholic schools effective witnesses to the Wordto the Word

Social structure of the Catholic Social structure of the Catholic school supports Faith dimensionschool supports Faith dimension

Effective Faith transmission needs a Effective Faith transmission needs a supportive Christian communitysupportive Christian community

Aim and findingsAim and findings

1978: 1978: Catholic schools and the Catholic schools and the Communication of FaithCommunication of Faith

Articulated a relationship Articulated a relationship between faith in God and between faith in God and work of Catholic schools.work of Catholic schools.

Provided rationale and Provided rationale and theory for Catholic schoolstheory for Catholic schools

PurposePurpose

1985: 1985: The Effectiveness of The Effectiveness of Catholic SchoolsCatholic Schools

A status for Catholic schools in A status for Catholic schools in AustraliaAustralia

Effective Catholic schools have Effective Catholic schools have outstanding social climatesoutstanding social climates

Catholic identity of the schools crucialCatholic identity of the schools crucial Teachers central to good schoolsTeachers central to good schools Both R.E. and climate advance Both R.E. and climate advance

religious purposes of Catholic religious purposes of Catholic schools schools

FindingsFindings

1993: 1993: The Culture of Catholic The Culture of Catholic SchoolsSchools

Culture is pervasive Culture is pervasive Religious and academic influenceReligious and academic influence Partnership with parentsPartnership with parents Committed Catholic teachers vital Committed Catholic teachers vital

to effectivenessto effectiveness Students positive about their Students positive about their

schools and teachersschools and teachers Students ambivalent about Church Students ambivalent about Church

structures and some teachingsstructures and some teachings

FindingsFindings

1998: 1998: Catholic Schools 2000Catholic Schools 2000

Follow-up and development of research Follow-up and development of research conducted 1972- 1990.conducted 1972- 1990.

8,310 Year 12 students. 8,310 Year 12 students. Study provides insight into the lives of Study provides insight into the lives of

Year 12 students and teachers across Year 12 students and teachers across NSW and ACT in 1998.NSW and ACT in 1998.

Monitors changes in schools over a 26-Monitors changes in schools over a 26-year period.year period.

Br MarcellinBr Marcellin and and Dr Magdalena Mok Dr Magdalena Mok co-workers and authorsco-workers and authors

Design of the StudyDesign of the Study


1. The characteristics, home background, life-goals and values of 1. The characteristics, home background, life-goals and values of

Year 12 students and teachers? Year 12 students and teachers?

2. Students’ and teachers’ expectations of Catholic schools? 2. Students’ and teachers’ expectations of Catholic schools?

3. Quality of school life in Catholic schools? 3. Quality of school life in Catholic schools?

4. Level of religious development of Year 12 students? 4. Level of religious development of Year 12 students?

5. Students’ and teachers’ experiences of the quality of school life 5. Students’ and teachers’ experiences of the quality of school life

in Catholic schools?in Catholic schools?

Research QuestionsResearch Questions


6. Students’ attitudes towards the educational dimension of Catholic 6. Students’ attitudes towards the educational dimension of Catholic

schools? schools?

7. Students’ and teachers’ experiences of daily life in the classrooms 7. Students’ and teachers’ experiences of daily life in the classrooms

of Catholic schools? of Catholic schools?

8. Religious Education in Catholic schools? 8. Religious Education in Catholic schools?

9. Conclusions and implications can be drawn from this research? 9. Conclusions and implications can be drawn from this research?

10. Recommendations for Catholic schools in the Third Millennium?10. Recommendations for Catholic schools in the Third Millennium?

Research Questions Research Questions (continued)(continued)


Sample of Year 12 students from 70 Catholic High Schools in NSW Sample of Year 12 students from 70 Catholic High Schools in NSW and ACT :and ACT :

Criterion 1: Comparisons across the years 1972-1982-1990-1998 Criterion 1: Comparisons across the years 1972-1982-1990-1998 should be possibleshould be possible

Criterion 2: Each Diocese of NSW and each Region of the Criterion 2: Each Diocese of NSW and each Region of the Archdiocese of Sydney represented by roughly equal numbersArchdiocese of Sydney represented by roughly equal numbers

Criterion 3: Representative of boys, co-ed and girls students and Criterion 3: Representative of boys, co-ed and girls students and schoolsschools

SampleSample

1998: 1998: Catholic Schools 2000Catholic Schools 2000SampleSample

1998: 1998: Catholic Schools 2000Catholic Schools 2000MethodologyMethodology::

AnalysisAnalysis• Multilevel analysis of data with a nested structure. This Multilevel analysis of data with a nested structure. This involves methods that explain each student’s response to an involves methods that explain each student’s response to an item in terms of item in terms of two sources of two sources of variationvariation: school culture : school culture and and thethe student student..

Instruments Instruments • Students' Questionnaire (Part 1)Students' Questionnaire (Part 1)• Students' Questionnaire (Part 2)Students' Questionnaire (Part 2)• Staff QuestionnaireStaff Questionnaire

1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Year 12 Students’ attitudesFindings: Year 12 Students’ attitudes

• Percentage of Catholics in Year 12 classes is 78% and “no Percentage of Catholics in Year 12 classes is 78% and “no

religion” is 6%religion” is 6%

• Increase in students who considered religion to be “very Increase in students who considered religion to be “very

important”important”

• Decline in celebration of the EucharistDecline in celebration of the Eucharist

• Decline in student moraleDecline in student morale

• Discipline not a major issueDiscipline not a major issue

• Student/teacher relationships appear soundStudent/teacher relationships appear sound


Findings: Students’ highest expectationsFindings: Students’ highest expectations

• Prepare students for the HSC as well as possible (92%)Prepare students for the HSC as well as possible (92%)

• Prepare students for future careers (91%)Prepare students for future careers (91%)

• Offer a wide range of learning experiences (89%)Offer a wide range of learning experiences (89%)

• Teach students things important for them in their future careers (88%)Teach students things important for them in their future careers (88%)

• Prepare students for future employment (88%)Prepare students for future employment (88%)

• Develop students’ knowledge and skills (87%)Develop students’ knowledge and skills (87%)

• Assist students to perform well in their schoolwork (87%)Assist students to perform well in their schoolwork (87%)

• Develop students’ skills that will enable them to get a good job (86%)Develop students’ skills that will enable them to get a good job (86%)

1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Students’ highest expectations 1998Findings: Students’ highest expectations 1998

1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Teachers’ ExpectationsFindings: Teachers’ Expectations

• Atmosphere of Christian community where people Atmosphere of Christian community where people are concerned for one anotherare concerned for one another

• Develop Christian values in students’ livesDevelop Christian values in students’ lives

• Academic developmentAcademic development

• Balance of all dimensions of human and religious Balance of all dimensions of human and religious development as the best preparation for students’ development as the best preparation for students’ later lives.later lives.

1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Quality of school life, students and Findings: Quality of school life, students and

staffstaff• Quality of school life impressive Quality of school life impressive

• Staff appreciate sense of communityStaff appreciate sense of community

• Student alienation not a cause of concern Student alienation not a cause of concern

• Sources of stress are teachers’ workloads, student Sources of stress are teachers’ workloads, student

discipline issues and secularisationdiscipline issues and secularisation

• Students’ quality of school life is partly determined by Students’ quality of school life is partly determined by

home backgroundhome background

1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Students’ faith and practiceFindings: Students’ faith and practice

• Mass attendance is less regular and consistent Mass attendance is less regular and consistent

• Reconciliation is little usedReconciliation is little used

• Personal prayer is less regularPersonal prayer is less regular

• Belief in God is highBelief in God is high

• Christ’s reality in student’s lives has increasedChrist’s reality in student’s lives has increased

• Christological doctrinal positions are less acceptedChristological doctrinal positions are less accepted

• Students very negative about compulsory R.E. in Year 12.Students very negative about compulsory R.E. in Year 12.

• Retreats are becoming less popularRetreats are becoming less popular

Catholic Schools 1972-2000: A Catholic Schools 1972-2000: A longitudinal perspectivelongitudinal perspective

• Students consistently value Catholic schoolsStudents consistently value Catholic schools

• Students’ satisfaction with school is sound and Students’ satisfaction with school is sound and

little changedlittle changed

• Student attitudes towards discipline more positiveStudent attitudes towards discipline more positive

• Student mass attendance has declinedStudent mass attendance has declined

• Student personal prayer has declinedStudent personal prayer has declined

• Students’ religious development increasingly Students’ religious development increasingly

influenced by parents and peersinfluenced by parents and peers

Catholic Schools 1972-2000: Some Catholic Schools 1972-2000: Some points for discussion from the studiespoints for discussion from the studies

• Why are the schools respected by parents and Why are the schools respected by parents and

students? students?

• What is the nature of student religious practice What is the nature of student religious practice

and belief?and belief?

• What is the nature and causes of student What is the nature and causes of student

disenchantment with the institutional Church?disenchantment with the institutional Church?

• What is the benefit to students of making R.E. What is the benefit to students of making R.E.

compulsory in Year 12?compulsory in Year 12?

Catholic Schools 1972-2000: Some Catholic Schools 1972-2000: Some issues for reflection from the studiesissues for reflection from the studies

• Decline or transformation?Decline or transformation?

• Less institutional Faith, more personal FaithLess institutional Faith, more personal Faith

• Cultural changes of our timeCultural changes of our time

• Less authority, more personal integrityLess authority, more personal integrity

• Schools as preservers of the “chain of memory” Schools as preservers of the “chain of memory”

for the people of Godfor the people of God

• Others…?Others…?

Catholic Schools: towards the futureCatholic Schools: towards the future

……. with hope and the Good News!. with hope and the Good News!