Abstract
Catholic elementary education in the US is undergoing a radical transformation in terms of its mechanisms of financial support and governance structures. This article explores the dynamics, dating back to the 1950s, that have precipitated these changes, provides a description of the new funding and governance models, and provides a limited assessment of these models gleaned from anecdotal accounts and the limited research that exists on them. Each novel model represents an adaptive response to the challenge of operating a Catholic elementary school within a system that precludes significant governmental assistance to Catholic schools.
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