Transferring Social Justice Initiatives into Lasallian Schools

This article describes a research project that examined the impact of a Lasallian mission formation program on program participants and their institutions. The study found that the program had a powerful impact on the participants personally, and seventy-one percent (71%) became newly involved or recommitted to social justice initiatives upon returning from the program. Two factors, however, significantly predicted the participants’ level of transfer of learning into action: the availability of social support at their home institution and the applicability of their learning to their work. The article concludes with recommendations to help institutional leaders even more intentionally support participants to bring the lessons learned from mission-formation programs back to their institutions

Catalyst Schools: The Catholic Ethos and Public Charter Schools

During the past decade, Catholic leaders have been exploring options to revitalize the faltering Catholic school system especially in urban centers. One route being explored by dioceses and religious orders is opening what have been called “religious charter schools.” Though not technically religious schools, they integrate many of the same values and pedagogical approaches as found in faith-based schools. In this article, the authors examined three Chicago public charter schools that are modeled on the successful San Miguel Schools, which are run by the Christian Brothers and are located in impoverished urban areas. After interviewing 40 participants, observing 20 classrooms, and reviewing archival documents, the authors described the challenges faced, tensions experienced, and lessons learned while transferring a Lasallian (Christian Brother) educational model into the public sector. Résumé Au cours des dix dernières années, les responsables catholiques ont cherché par quels moyens revitaliser les écoles catholiques en difficulté, notamment dans les centres urbains. L’une des voies explorées par les diocèses et congrégations religieuses consiste à ouvrir ce que l’on appelle des « écoles religieuses sous contrat ». Bien qu’il ne s’agisse pas véritablement d’écoles religieuses, elles intègrent un grand nombre des valeurs et approches pédagogiques que l’on trouve dans les écoles confessionnelles. Dans cet article, les auteurs ont examiné trois écoles publiques sous contrat à Chicago, qui ont pris comme modèle le succès des écoles de San Miguel, dirigées par les Frères des écoles chrétiennes et situées dans des secteurs urbains déshérités. Après avoir interviewé 40 participants, observé 20 salles de classe et examiné des documents d’archives, les auteurs ont décrit les difficultés à surmonter, les tensions ressenties et les enseignements retirés lorsqu’un modèle éducatif lassalien (les Frères des écoles chrétiennes) est transféré dans un établissement public. Resumen Durante la última década, líderes católicos han explorado opciones para revitalizar el defectuoso sistema escolar católico, especialmente en centros urbanos. Las diócesis y órdenes religiosas han explorado una ruta: abrir lo que se llaman “escuelas chárter religiosas”. Aunque técnicamente no son escuelas religiosas, integran muchos de los mismos valores y enfoques pedagógicos tal y como se encuentran en las escuelas religiosas. En el presente artículo, los autores examinan tres escuelas chárter públicas de Chicago que se basan en el modelo exitoso de las escuelas San Miguel, gestionadas por los Christian Brothers (Hermanos Cristianos) y situada en zonas urbanas pobres. Tras entrevistar a 40 participantes, observar 20 aulas y revisar documentos de archivo, los autores describen los retos a los que se enfrentaron, las tensiones que experimentaron y las lecciones que aprendieron al transferir un modelo educativo lasaliano (Hermanos Cristianos) al sector público

De Marillac Academy: Perseverance, Purpose, and Promise

For many years, the Catholic school system within the United States was considered the preeminent educational institution, particularly for poor and marginalized students that live in low income, inner city areas. Now, given the large number of school closures, the Catholic school system’s long-standing goal of educating economically disadvantaged students in inner city schools is in peril. In this study, the researchers examined De Marillac Academy, a Catholic, tuition-free middle school, located in the Tenderloin District in San Francisco, CA, to identify both the non-cognitive skills students have learned and the organizational factors in place, which have contributed to these urban students’ success in high school and beyond. The authors discuss how the concept of what Angela Duckworth calls grit and Swadener and Lubeck’s notion of students-at-promise contribute, in part, to the students’ academic success. They also offer a perspective on how to best teach grit in our schools. De Marillac Academy: perseverancia, propósito y promesa Durante muchos años el sistema escolar católico en los Estados Unidos fue considerado la institución educativa preeminente, en particular para los estudiantes pobres y marginalizados que vivían en zonas urbanas de bajos ingresos. Hoy en día, dado el elevado número de escuelas que cierran, el objetivo tradicional del sistema escolar católico de educar a los estudiantes en desventaja económica de las escuelas urbanas está en peligro. En este estudio, los investigadores examinaron a De Marillac Academy, una escuela secundaria católica, gratuita, ubicada en Tenderloin District, en San Francisco, California, para identificar tanto las habilidades no cognitivas aprendidas por los estudiantes (como los factores organizativos en marcha) que han contribuido al éxito de estos estudiantes urbanos en la escuela secundaria superior y más allá. Los autores discuten cómo el concepto de lo que Angela Duckworth llama grit (determinación) y la noción de estudiante-prometedor de Swadener y Lubeck contribuyen, en parte, al éxito académico de los estudiantes. También ofrecen una perspectiva sobre cómo enseñar mejor la determinación en nuestras escuelas. Palabras clave: escuelas católicas urbanas, escuelas San Miguel, grit, determinación, estudiante-prometedor Académie de Marillac : Persévérance, détermination et promesse Pendant des années, on a considéré que le système des écoles catholiques aux États-Unis était l\u27institution éducative prépondérante, notamment pour les élèves pauvres et marginalisés, à bas revenus, vivant dans des cités. Maintenant qu\u27un grand nombre d\u27écoles ont fermé, l\u27objectif à long terme des écoles catholiques consistant à enseigner aux élèves économiquement défavorisés dans les cités est en péril. Dans cette étude, les chercheurs ont examiné l\u27académie de Marillac, un collège catholique sans frais de scolarité, situé dans le district Tenderloin, à San Francisco, en Californie, pour repérer ce que les élèves avaient appris et les facteurs organisationnels en place qui avaient contribué au succès de ces élèves issus d\u27un milieu urbain, au lycée et au-delà Les auteurs ont évoqué la manière dont ce qu\u27Angela Duckworth appelle avoir du cran et la notion d\u27élèves à promesse établie par Swadener et Lubeck, contribuent en partie à la réussite scolaire des élèves. Ils proposent également un point de vue sur la meilleure manière d\u27enseigner le cran à l\u27école. Mots-clés : écoles catholiques en milieu urbain, écoles de San Miguel, avoir du cran, élèves à promess

A Collaborative Approach: Assessing the Impact of Multi-Grade Classrooms

Catholic schools in the United States are faced with the looming challenge of declining enrollments. One possible strategy for dealing with this problem is to institute multi-grade classrooms where students from two or more grades are combined in one classroom with one instructor. In this article, the authors examined one urban Catholic school’s successful transition to multi-grade classrooms when student enrollment dropped dramatically. The transition to multi-grade classrooms did not have a significant impact on student outcomes as measured by absences, tardiness, or academic performance though other social-emotional and developmental benefits were perceived. For example, the students were more likely to nurture other students and be nurtured by them; assume shared responsibility and leadership in the classroom and at home; were involved in fewer disciplinary incidents; and were more respectful of their classmates. The researchers offer lessons learned about the transition for other Catholic school leaders who may be considering such a change

Transferring Social Justice Initiatives into Lasallian Schools

This article describes a research project that examined the impact of a Lasallian mission formation program on program participants and their institutions. The study found that the program had a powerful impact on the participants personally, and seventy-one percent (71%) became newly involved or recommitted to social justice initiatives upon returning from the program. Two factors, however, significantly predicted the participants’ level of transfer of learning into action: the availability of social support at their home institution and the applicability of their learning to their work. The article concludes with recommendations to help institutional leaders even more intentionally support participants to bring the lessons learned from mission-formation programs back to their institutions

A Collaborative Approach: Assessing the Impact of Multi-Grade Classrooms

Catholic schools in the United States are faced with the looming challenge of declining enrollments. One possible strategy for dealing with this problem is to institute multi-grade classrooms where students from two or more grades are combined in one classroom with one instructor. In this article, the authors examined one urban Catholic school’s successful transition to multi-grade classrooms when student enrollment dropped dramatically. The transition to multi-grade classrooms did not have a significant impact on student outcomes as measured by absences, tardiness, or academic performance though other social-emotional and developmental benefits were perceived. For example, the students were more likely to nurture other students and be nurtured by them; assume shared responsibility and leadership in the classroom and at home; were involved in fewer disciplinary incidents; and were more respectful of their classmates.  The researchers offer lessons learned about the transition for other Catholic school leaders who may be considering such a change