Do public and religious schools really differ? Assessing the European evidence

Educating citizens: International perspectives on civic values and school choice

Volumn , Issue , 2004, Pages 287-312

  Dronkers, Jaap ^a  

^a EUROPEAN UNIVERSITY INSTITUTE   (Italy)

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EID: 84901078421     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (30)

1. Organization for Economic Cooperation and Development (OECD), School: A Matter of Choice (Paris: OECD/CERI, 1994).
2. J. E. Chubb and T. M. Moe, Politics, Markets, and America's Schools (Brookings, 1990).
3. OECD, Education at a Glance: Indicators 1998 (Paris, 1998), p. 139.
4. Eurydice, "Private Education in the European Union: Organisation, Administration, and the Public Authorities' Role" (Brussels: Education Information Network of the European Community, 2000), graph 2.
5. In this section I use information from J. Dronkers and P. Robert, "Are the Newly Established Religious 'Gymnasiums' in Hungary More Effective?" EUI Working Paper SPS 2003/6 (San Domenico di Fiesole: European University Institute, 2003)
6. European Societies, Vol. 6 (2004) pp. 205-36.
7. V. Karády, "Juifs et luthériens dans le systéme scolaire hongrois," Actes de la recherche en sciences sociales, Vol. 69 (1987), pp. 67-85.
8. Religious education is more widespread at the secondary level. Church-run schools represent only 5 percent of primary schools in Hungary; G. Halász and J. Lannert, eds., Jelentés a magyar közoktatásról 2000 (Budapest: OKI, 2000).
9. In this section on the Scottish educational system, I use C. Teelken, "Market Mechanisms in Education. A Comparative Study of School Choice in the Netherlands, England, and Scotland," Ph.D. dissertation, University of Amsterdam, 1998
10. A. McPherson and J. D. Willms, "Certification, Class Conflict, Religion, and Community: A Socio-Historical Explanation of the Effectiveness of Contemporary Schools," in A. C. Kerckhoff ed., Research in Sociology of Education and Socialization. A Research Annual. International Perspectives on Education (Greenwich, Conn. and London: JAI Press, 1986).
11. For the description of the Belgian system, I draw on C. L. Glenn, Choice of Schools in Six Nations (U.S. Department of Education, 1989)
12. M. Elchardus and D. Kavadias, The Socializing Effects of Educational Networks: The Relevance of the Distinction between Public and Private Schools with Relation to Noncognitive Outcomes of Last Year Pupils in Flanders (Belgium) (Vrije Universiteit Brussel, Department of Sociology, 2000).
13. J. Billiet, Secularisering en verzuiling in het onderwijs; een sociologisch onderzoek naar de vrije schoolkeuze als legitimatieschema en als sociaal proces (Universitaire Pers Leuven, 1977). I am not aware of comparable studies in French - or German-speaking Belgium and doubt their existence.
14. H. Brutsaert, "State and Catholic Elementary Schools in Belgium: Differences in Affective Outcomes," Research in Education, Vol. 54 (1995), pp. 32-41.
15. H. Brutsaert, "Home and School Influences on Academic Performance: State and Catholic Elementary Schools in Belgium Compared," Educational Review, Vol. 50 (1998), pp. 37-43.
16. M. Elchardus, D. Kavadias, and J. Siongers, "De invloed van scholen en andere socialisatievelden op de houdingen van leerlingen," Mens en Maatschappij, Vol. 74 (1999), pp. 250-68
17. T. W. Adorno and others, The Authoritarian Personality (Harper, 1950).
18. G. Langouët and A. Léger, École publique ou école privée? Trajectoires et rëussites scolaires (Paris: Editions Fabert, 1994).
19. H. Fend, Qualität im Bildungswesen. Schulforschung zu Systembedingungen, Schulprofilen und Lehrerleistung (Weinheim/München: Juventa, 1998).
20. J. Dronkers and W. Hemsing, "Effektivität öffentlichen, kirchlichen, und privaten Gymnasialunterrichts. Bildungs-, Berufs- und Sozialisationeffekte in nordrhein-westfälischen Gymnasien (Differences in educational attainment and religious socialization of ex-pupils from grammar schools with public, Catholic, Protestant and private background in the German state of Nordrhein-Westfalen during the 1970s and 1980s)," Zeitschrift für Erziehungswissenschaft, Vol. 2 (1999), pp. 247-61 (available in English at www.iue.it/Personal/Dronkers).
21. J. Dronkers, J. Baumert, and K. Schwippert, "Are German Non-Public Secondary Schools More Effective at Teaching Mathematics and Natural Sciences?" (European University Institute, 2002), available at www.iue.it/Personal/ Dronkers.
22. For further information on the German TIMSS data and measurement of mental ability, see J. Baumert and others, TIMSS Mathematisch- naturwissenschaftlicher Unterricht im internationalen Vergleich. Deskriptive Befunde (Opladen: Leske and Buderich, 1997).
23. J. Dronkers, J. Baumert, and K. Schwippert, "Erzielen deutsche, weiterführende Privatschulen bessere kognitive und nicht-kognitive Resultate?" in L. Deben and J. van de Van, eds., Berlin und Amsterdam. Globalisierung und Segregation (Amsterdam: Spinhuis, 2001).
24. For further information, see K. Schnabel, Prüfungsangst und Lernen (Berlin: Waxmann, 1998)
25. O. Köller, Zielorientierungen und schulisches Lernen (Berlin: Waxmann, 1998).
26. M. S. Archer, Social Origins of Educational Systems (London/Beverly Hills: Sage, 1984).
27. A. B. Morris, "The Catholic School Ethos: Its Effect on Post-16 Student Academic Achievement," Educational Studies, Vol. 21 (1995), pp. 67-84
28. A. B. Morris, "So Far, So Good: Levels of Academic Achievement in Catholic Schools," Educational Studies, Vol. 24 (1998), pp. 83-95.
29. These preliminary conclusions also underline the necessity of a systematic and sophisticated Europe-wide study of differences in the effectiveness of public and religious schools, such as that recently carried out in J. Dronkers and P. Robert, "The Effectiveness of Public and Private Schools from a Comparative Perspective," EUI Working Paper SPS 2003/13 (European University Institute, 2003).
30. J. Scheerens and R. J. Bosker, The Foundations of Educational Effectiveness (Oxford: Pergamon, 1997), pp. 76-78.