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Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors

Herbert W. Marsh
American Journal of Education
Vol. 99, No. 3 (May, 1991), pp. 320-356
Stable URL: http://www.jstor.org/stable/1085789
Page Count: 37
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors
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Abstract

Growth during the last two years of high school was examined in public and Catholic high schools through the High School and Beyond data. Earlier research was extended by considering: (a) affective variables (e. g., self-concept, locus of control), academic choices (e. g., course selection), and postsecondary activities, as well as academic achievement outcomes; (b) Catholic single-sex and Catholic coed schools separately; and (c) academic self-concept and school policies in relation to discipline and academic orientation as mediating variables. Effects favoring Catholic schools were relatively larger for the selection of academic courses, relatively smaller for achievement and university attendance, and almost zero for affective variables. Subsequent analyses suggested that Catholic schools encourage students to take more academically demanding course work and that this difference explained other public/Catholic differences.

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