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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1908 edition. Excerpt: ... index Academies for girls, New Orleans, 68 seq.; George-town, 202 seq.; Emmitts-burg, 213, 216, 379; Loretto, Ky., 227 seq., 381; Naza-reth, Ky., 239; Dominican Sisters, Ky., 244; Somerset, O., 24s, 33i; New York, 277; Boston, 281; Charles-ton, S. C, 293, 294; Mis-souri and Louisiana, 306, 307, 308, 309, 316; Cahokia, 311; Cincinnati, 329; New York, 376. Acadians in Philadelphia, pe-tition for school-teacher, 134-Alabama, Catholic schools, 296. Albany, N. Y., 222, 223, 278. Alexandria, Va., 222, 257. Allegheny City, Pa., 329. American Government, atti-tude toward Ursuline schools, New Orleans, 82. American Revolution, educa-tional influence, 166 seq. Apple Creek, Perry Co., Mo., 234, 308. Arbre-Croche, Mich. (Harbor Springs), 341, 342 seq. Arizona, see Franciscan Mis-sion Schools; work of Sisters of Loretto in, 231. Arkansas, Catholic schools, 231, 234, 319-Association for the Propaga-tion of the Faith, assistance to schools, 251; Bishop Dubourg and the, 298. Athenaeum, the, in Cincin-nati, 328. Atmosphere, religious, im-portance of, 26. Augustinians, the, schools in Philadelphia, 143, 259. Badin, Rev. Stephen T., ar-rival in Kentucky and educational plans, 175; scholarly tastes, 176 (note); aids in founding Sisters of Loretto, 224 seq.; educa-tional work and influence, 325, 337, 341, 355-Baltimore, first Catholic school, 113; Mother Seton's first school, 211; schools of Sisters of Charity, 221, 222, 223; schools in archdiocese 1808-1838, 251 seq.; first common school, 251. Baraga, Rt. Rev. Frederic, 335, 343 seq. Barber, Rev. Virgil H., S.J., 284. Bardstown, Ky., 175, 235, 237, 239, 242, 260, 301; schools in diocese 1808-1838, 321 seq.; educational statistics in 1825, 326. Barrens, The, Perry Co., Mo., school of Sisters of Loretto, 230, ..
The authors examine a broad range of Catholic high schools to determine whether or not students are better educated in these schools than they are in public schools. They find that the Catholic schools do have an independent effect on achievement, especially in reducing disparities between disadvantaged and privileged students. The Catholic school of today, they show, is informed by a vision, similar to that of John Dewey, of the school as a community committed to democratic education and the common good of all students.
Exploring a subject that is as important as it is divisive, this two-volume work offers the first current, definitive work on the intricacies and issues relative to America's faith-based schools. The Praeger Handbook of Faith-Based Schools in the United States, K–12 is an indispensable study at a time when American education is increasingly considered through the lenses of race, ethnicity, gender, and social class. With contributions from an impressive array of experts, the two-volume work provides a historical overview of faith-based schooling in the United States, as well as a comprehensive treatment of each current faith-based school tradition in the nation. The first volume examines three types of faith-based schools—Protestant schools, Jewish schools, and Evangelical Protestant homeschooling. The second volume focuses on Catholic, Muslim, and Orthodox schools, and addresses critical issues common to faith-based schools, among them state and federal regulation and school choice, as well as ethnic, cultural, confessional, and practical factors. Perhaps most importantly for those concerned with the questions and controversies that abound in U.S. education, the handbook grapples with outcomes of faith-based schooling and with the choices parents face as they consider educational options for their children.