Lost Classroom, Lost Community: Catholic Schools' Importance in Urban America (2014) by Margaret F. Brinig and Nicole Stelle Garnett
Notice bibliographique
Résumé
Lost Classroom, Lost Community: Catholic Schools' Importance in Urban America continues a line of scholarly work that calls attention to the invaluable effects of Catholic schools in the United States, in light of Catholic school closures and the rise of charter schools.It is unique in that it underlines the role of Catholic schools as institutions that contribute to the stability and health of the broader community in which they are located.Catholic schools make this contribution, the authors argue, through the generation of social capital, or "networks that make urban neighborhoods function smoothly" (p.113).The authors build on research about the educational benefits of social capital within a school (Bryk, Lee, & Holland, 1992), and the benefit for schools of social capital in the surrounding neighbourhood (Coleman, 1988), to propose that the social capital generated by Catholic schools extends well beyond the walls of the classroom.The authors highlight a statistically significant relationship between Catholic school closures and crime rates, drawing from survey data collected by the Project on Human Development in Chicago, Illinois, and neighbourhood police beat data.Between 1999 and 2005, Chicago experienced a significant decrease in crime, but the decrease was more pronounced in those neighbourhoods with open Catholic schools.Brinig and Garnett were able to successfully replicate their study in Philadelphia, Pennsylvania.However, they could not establish a similar pattern in the Archdiocese of Los Angeles, California, where very few Catholic schools have been closed.An open Catholic school there does not appear to affect crime rates.Los Angeles is unique because its Catholic schools were systematically established between 1948 and 1970 in a centralized manner to provide space for the tens of thousands of children who were annually denied entrance.As a result, the authors suggest that the impact of Catholic schools on crime is more evident in dense urban neighbourhoods and in neighbourhoods where schools emerged amid unplanned urban development, like Chicago and Philadelphia.Brinig and Garnett understand and do not equivocate on the limitations of their statistical analysis.They acknowledge the lack of uniformity in results, possible discrepancies related to limited and/or skewed statistical data, and the strong correlation of demographic and economic variables (such as a rise in poverty, escalation of the minority population, or overall decline in population) with social stability in a cityscape.Despite these limitations, the authors strive to isolate the effects of more pertinent factors to ascertain the value created by open Catholic schools in a community.While this weakens the strength of their findings, making it impossible 318
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,012 | 0,007 |
| Communication savante | 0,005 | 0,005 |
| Science ouverte | 0,001 | 0,009 |
| Intégrité de la recherche | 0,004 | 0,017 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».