Catholic Schools in a Plural Society: Data and Analysis comprises a selection of articles published, mainly, in peer-reviewed academic journals, supplemented by a smaller number of essays and documents prepared for policy makers within the Catholic educational sector.
The chosen texts have been re-printed almost entirely as originally published except for the correction of certain typographical errors, some minor changes in punctuation and some editing to avoid unnecessary duplication.
The published articles, essays and briefing papers included this book represent much of Andrew Morris’ contribution to the study of Catholic sector maintained schooling over the last twenty years during which he has been a teacher, headteacher, educational administrator and, latterly, an academic.
Rather than placing the papers in chronological order based on the date of publication, they are grouped into four thematic sections. The first comprises papers that are concerned, primarily, with the background and context of state maintained Catholic schools.
The second section explores, briefly, research into the academic performance of Catholic schools prior to 1995 and speculation about possible casual factors for the evidence of their seemingly high levels of effectiveness.
The third, and by far the largest section, is concerned with empirical data about the relative success of Catholic sector schools compared to other maintained institutions and is divided into three parts. There are papers providing data on pupils’ academic outcomes, testing possible causal factors and social outcomes and comparative studies of teachers and leadership of Catholic schools. Section four is a collection of essays and briefing papers to various bodies, including dioceses, the Catholic Education Service, government agencies and individual schools about various aspects of the interaction of Catholic education and the state within the existing ‘dual system’ of educational provision in England.
Catholic Schools in a Plural Society: Data and Analysis will be of interest to all those who are interested in promoting an evidenced based understanding of the outcomes of the English maintained Catholic school sector and, perhaps, be of some help to other researchers providing empirical evidence about the sector in years to come.