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Catholic High Schools and Rural Academic Achievement

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Abstract

Rural schooling in the United States has been of concern at least since the National Grange of the Patrons of Husbandry was organized in 1867 (Hal-crow). Since T. W. Schultz and others started to point out the importance of education in agricultural production and rural development, rural education has been of particular interest to researchers in agricultural economics and other disciplines (e.g., Broomhall and Johnson; Stallmann et al. 1993; Tweeten and Brinkman). Three decades ago Schultz, (1961, 1967) argued that the quality of rural public schooling was low and that this had a negative effect on productivity in agriculture and on the ability of rural workers to adjust to economic change. More recently, his concern shifted to the low quality of public schooling in big cities (Schultz 1981, 1990).

Adapted from William Sander, “Catholic High Schools and Rural Academic Achievement,” American Journal of Agricultural Economics, Vol. 79, February 1997, pp. 1–12.

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Authors and Affiliations

  1. Department of Economics, DePaul University, Chicago, Illinois, USA

    William Sander

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© 2001 Springer Science+Business Media New York

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Sander, W. (2001). Catholic High Schools and Rural Academic Achievement. In: Catholic Schools. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-3335-8_5

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  • DOI: https://doi.org/10.1007/978-1-4757-3335-8_5

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4419-4867-0

  • Online ISBN: 978-1-4757-3335-8

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