The Benefits of Attending Catholic Schools: A Look at the Academic-Achievement of African-American Boys in Elementary School

Roseanne L Flores

doi:10.4236/jss.2020.85033

Abstract

African-American boys continue to struggle academically. Catholic schools have been found to have a positive effect on the academic achievement of minority students. Few studies have examined the relationship between attending Catholic elementary school and academic achievement for African-American boys. Using data from the 2012 Parent and Family Involvement in Education (PFI) survey, a survey of the National Household Education Program series, the purpose of the current study was to examine the relationship between school climate and academic achievement for African-American boys attending elementary school. Spearman correlations and logistic regressions were used to explore the relationship between overall school climate and academic achievement. Strong correlations were found between contacting parents about school behavior problems as well as successful school work and overall behavior, suggesting parental engagement has a positive effect on the academic outcomes of African-American boys.

Highlights

In 2011 the National Education Council Association released a brief entitled “Race Against Time: Educating Black Boys,” which highlighted some of the ways the educational system was failing African-American boys
Descriptive statistics revealed that 41.4% and 58.6% of parents and guardians of high-achieving African-American boys who attended Catholic elementary school respectively reported that they strongly agreed and agreed that their boys enjoyed school
As the United States continues to grapple with the persistent achievement gap that remains between African-American children and their White, Asian, and Latino peers, for boys, it becomes incumbent upon the nation to build upon models of education that have consistently demonstrated their ability to provide African-American youth with a solid academic foundation so they can succeed

Summary

Introduction

In 2011 the National Education Council Association released a brief entitled “Race Against Time: Educating Black Boys,” which highlighted some of the ways the educational system was failing African-American boys. These educational disparities when taken together often led to further alienation and isolation from peers. The combination of these events has come to function very much like quicksand; that is, the more African-American males panic and struggle to stay afloat, the quicker they sink, eventually giving up hope and drowning. For many boys, their continued struggle often leads to a failure to complete high school on time. For those fortunate enough to finish high school and go unto college, many frequently become discouraged and fail to persist and complete a bachelor’s degree (NEA, 2011)

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