Seton Education Partners has commissioned reports to provide credible information to church leaders, educators, and lay partners about "break the mold" efforts to infuse creativity, innovation, entrepreneurship, and talented leadership in the service of urban Catholic education.
IN 2009, SEVEN PASTORS AND THE ARCHDIOCESE OF MIAMI undertook a process to close their Catholic schools and allow public charter schools to operate in their newly empty school buildings. Sparked by the unique vision of one parish priest, the dedication of the Archdiocesan facilities manager, and the strength of a charter school support services organization, these priests turned the tragic closure of Catholic schools serving low-income neighborhoods—and the potential closure of the parishes themselves—into an opportunity for renewal.
This case study chronicles Miami’s experience—the hopes, concerns, missteps and early results—and it distills lessons for others struggling to sustain their urban Catholic schools. This is the second in a series of reports commissioned by Seton Education Partners to provide credible information to Catholic leaders, educators, and lay supporters about the use of charter school laws and other public financing options to serve the poor in the Catholic tradition.
By Dana Brinson
TWICE IN THE SPAN OF 10 YEARS, the Archdiocese of Washington summoned help from an array of leaders in the nation’s capital to preserve its struggling inner-city Catholic schools. The similarities between these two efforts were striking. Both were instigated by serious financial challenges and both were led by archbishops committed to serving disadvantaged children. One significant difference, however, distinguished the two efforts: the first maintained the schools’ affiliation with the Catholic Church; the second resulted in seven schools converting into secular public charter schools.
This study chronicles and analyzes the second experience, the best known and recent example of a Catholic diocese using the chartering mechanism to save a set of its schools from closure. On a number of fronts, those involved were blazing a new trail, facing novel questions and challenges. Their collective experiences provide invaluable lessons for other cities and religious communities contemplating the future of their financially struggling inner-city faith-based schools.
The purpose of this case study is not to advocate a certain course of action—such as mass conversion of Catholic schools into charters or staunch opposition to any further such conversions—but rather to learn from the pioneers of this strategy in Washington: how was it done, what worked, what did not, and what lessons should others struggling to sustain their Catholic schools glean?
By Andy Smarick
Seton commissioned a two-year study by the University of Washington’s Center on Reinventing Public Education on the impact of blended learning on social culture and relationships in our Catholic school partners. Our study asked these two questions: (1) How does BL impact student-teacher, teacher-teacher, and school-parent relationships? and (2) How does BL impact schools’ culture, values, and mission?
Research has found social capital to be one of Catholic schooling’s rich value-adds—and we wanted to see if an increased focus on personalized academic instruction might adversely impact social culture and relationships—one of the things that make Catholic schools great. St. Anne School in Los Angeles and DePaul Catholic School in Philadelphia were the test cases. The good news is that social culture is either not impacted or is positively impacted with blended learning.
Two findings of special note:
- Seton’s model helps to academically focus teacher-teacher and teacher-student relationships.
- Seton’s model engages students through competition, improved self-efficacy, interesting programs, and teacher support.