Responses from the Field

Journal of Catholic Education, June 2007 | Go to article overview

Responses from the Field


In an effort to encourage dialogue and reflection on matters of common concern and interest, we invite responses on selected articles from other educators, who engage the text critically and offer some reflections about its utility and validity.

RICHARD J. MCGRATH, O.S.A.

President, Providence Catholic High School, New Lenox, IL

Our principal heads the group of Catholic school leaders who fought the multiplier in Illinois by suing the Illinois High School Association (IHSA). The multiplier was set at 1.65 by the Legislative Commission of the Association. We fought the multiplier in court in Cook County, Illinois. The arbitrated consent agreement mandated that the multiplier go to the full membership for a vote. The multiplier passed overwhelmingly and was imposed for the school year 2006-2007.

A handful of private schools in Illinois have been very successful in particular sports; several in football, some in volleyball, and others in basketball and wrestling. These successes, which embrace many different Catholic high schools, are the areas where the greatest resentment over Catholic school athletic success is found. The reasons for these bad feelings among public school officials may arguably be reduced to a few comments.

The success enjoyed in athletics by the under-funded private schools is an embarrassment to the public school establishment. The newspapers and the public compare the athletic success achieved by Catholic schools to the lesser success of public schools which are well funded in many districts and have the finest facilities. The lack of athletic success in public schools encourages the public to ask why its tax money does not produce more successful teams. In our area public schools claim they are providing a superb education, first-rate opportunities, superior teachers and coaches, and yet do not achieve the athletic success seen at local Catholic schools. Some public school leaders in the area are knowledgeable about how Catholic schools work, or have in fact, sent their own children to Catholic schools. They recognize that Catholic school programs often work smarter, have more dedicated staff, have stronger discipline and higher expectations than public schools. Many public school advocates sincerely believe that the reason for Catholic school success is because we do not have boundaries and accept students from outside of the public school district.

A second erroneous perception on the part of some in public schools is their belief that all school children who live in their district are public school property. This unspoken but possessive point of view reflects itself in the attitude that Catholic schools are trespassers interloping in the domain of education, and have no business pulling students from the public school districts to attend a Catholic school. All are well aware that the amount of state aid paid to public schools is dependent on enrollment. Catholic school children who do not attend public schools in their home district are blamed for removing money from the public school district which would be theirs if there were no Catholic school.

Finally, there are those among public school educators and the press who seriously believe that our identity as religious schools is nonsense, and that we are merely private schools providing a safe environment, free from the need to accept special education or difficult and troubled children. They accuse us of providing unfair athletic support and athletic-based scholarships to create superior athletic teams. Our religious mission, tradition of faith, and practice of our faith through prayers, liturgies, retreats, and the teaching of values is, in the perception of some, only a smoke screen, an excuse for taking unfair advantage of the athletic system.

Our experience with the Illinois High School Association has been one of frustration and growing aggravation. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Responses from the Field
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.