American Catholic Schools in the Twentieth Century - Ryan, Ann Marie
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This book examines how Catholic educators grappled with public educational policies and reforms like standardization and accreditation, educational measurement and testing, and federal funding for schools during the early to mid-twentieth century. These issues elicited an array of reactions including resistance, cooperation, and co-optation. American Catholics had established one of the largest private educational organizations in the United States by the twentieth century. It rivaled only that of the public school system. At mid-century Catholic schools enrolled some 12 percent of the…mehr

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Produktbeschreibung
This book examines how Catholic educators grappled with public educational policies and reforms like standardization and accreditation, educational measurement and testing, and federal funding for schools during the early to mid-twentieth century. These issues elicited an array of reactions including resistance, cooperation, and co-optation. American Catholics had established one of the largest private educational organizations in the United States by the twentieth century. It rivaled only that of the public school system. At mid-century Catholic schools enrolled some 12 percent of the American school-age population and their enrollments grew in number through the 1960s. The Catholic Church’s lobbying arm, the National Catholic Welfare Conference (NCWC), used its well-earned stature to push for federal funds for students attending their schools. The NCWC succeeded in securing funds with the Elementary and Secondary Education Act of 1965 for students needing special education services and students living in poverty attending Catholic schools. This signified a major shift in American education policy. Despite this radical change, Catholic schools lost significant enrollment over the next several decades to public, private, and newly minted public charter schools. Catholic schools faced an increasingly competitive landscape in an ever-expanding school-choice environment that they helped create.
Autorenporträt
Ann Marie Ryan, PhD, is¿Professor and chair for the Department of Interdisciplinary Learning and Teaching (ILT) at UTSA, which is where our teacher preparation program is housed, and it is also the department where the grant resides. She was formerly faculty at Loyola University Chicago, where she obtained several awards and grants funded by Chicago Public Schools strongly focusing on school, communities, and student success.¿She's editor for the journal¿Review of Research in Education and worked on the release of the recent volume on¿Changing Teaching Practices in P-20 Educational Settings.¿Ann Marie also brings some connections to Stanford faculty that will continue enhancing our UTSA-Stanford collaborations. Her teaching and research concentrate on the connections between teaching and learning in P-12 schools, communities, and teacher preparation. She also researches the history of education in the United States from the early to mid-twentieth century with a focus on the intersections between Catholic schools and public education reforms.