“It (Catholic Schools) is an outstanding apostolate of hope, seeking to address the material, intellectual and spiritual needs of over three million children and students. It also provides a highly commendable opportunity for the entire Catholic community to contribute generously to the financial needs of our institutions. Their long-term sustainability must be assured. Indeed, everything possible must be done, in cooperation with the wider community, to ensure that they are accessible to people of all social and economic strata. No child should be denied his or her right to an education in faith, which in turn nurtures the soul of a nation.”
-Pope Benedict XVI
Meeting with Catholic Educators ( April 17, 2008)
Catholic University of America

“Here is where Catholic and other schools based on a religious foundation have an advantage. The community and its central institution, the church, provide the social capital which can give the school staff and the family the support necessary to discourage youth in their care from merely taking the easiest path in high school.”
Taken from James S. Coleman’s article, “Social Capital and the Development of Youth” in Momentum, November, 1987

“Consequently, graduates of Catholic high schools show the highest level of success among those who enter four year colleges.”
Taken from Patricia James Sweeney’s article, “Coleman Revisited: Policy Implications for Catholic Educators” in Momentum, 1987

“The Catholic school’s proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and man is illumined by faith.”
Declaration on Christian Education, #8, 1965

“It is the responsibility of the entire Catholic community-bishops, priests, deacons, religious, and laity-to continue to strive towards the goal of making our Catholic elementary and secondary schools available, accessible, and affordable to all Catholic parents and their children, including those who are poor and middle class.”
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, 2005

These Catholic schools afford the fullest and best opportunity to realize the fourfold purpose of Christian education, namely to provide an atmosphere in which the Gospel message is proclaimed, community in Christ is experienced, service to our sisters and brothers is the norm, and thanksgiving and worship of our God is cultivated.
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, 2005

Catholic schools have a lower dropout rate (3.4 percent) than both public (14.4 percent) and other private schools (11.9 percent). Ninety-nine percent of Catholic high school students graduate, and 97 percent go on to some form of poste-secondary education. Catholic school students continue to score well on standardized tests (such as the National Assessment of Educational Progress) in subjects such as reading, mathematics, social studies, and science, often surpassing standards established by federal and/or state agencies. A Harvard University study issued in 2000 reported that Catholic school students performed better than other students on the three basic objectives of civic education-the capacity for civic engagement (e.g., voluntary community service), political knowledge (e.g., learning and using civic skills), and political tolerance (e.g., respect for opinions different from their own).
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, 2005

Sociologists like Father Greeley, in his book Catholic Schools in a Declining Church (1976), and Mary Gautier, inher more recent article “Does Catholic Education Make aDifference?” (National Catholic Reporter, 9/30/05), havefound that graduates of Catholic schools are notably differentfrom Catholic children not in parochial schools in four important areas: 1) fidelity to Sunday Mass and a keener  sense of prayer; 2) maintaining pro-life attitudes, especiallyon the pivotal topic of abortion; 3) the personal consideration of a religious vocation and 4) continued support for the local church and community, both financially and throughservice projects, for the balance of their adult lives.
Archbishop Timothy Dolan. The Catholic Schools We Need. America, September, 2010

“Of the educational programs available to the Catholic community, Catholic schools afford the fullest and best opportunity to realize the threefold purpose of Christian education among children and young people.”
To Teach As Jesus Did, USCC, #101, 1972

“As it reflects on the mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.”
The Religious Dimensions of Education in a Catholic School, Congregation for Catholic Education, #31, 1988

“Christian education is intended to ‘make men’s faith become living, conscious, and active, through the light of instruction.”
The Bishops’ Office in the Church, #14

“The Catholic school is the unique setting within which this ideal can be realized in the lives of Catholic children and young people.”
To Teach As Jesus Did, USCC, #102, 1972

“Only in such a school can they experience learning and living fully integrated in the light of faith.”
To Teach as Jesus Did, USCC, #103, 1972

“Thus Catholicism, per se, does not account for the low dropout rate. Slowly we come to the conclusion that the relationship between the religious community that surrounds a religious school and the students in the school makes an enormous impact in terms of students dropping out of school.”
Taken from James S. Coleman’s article “Social Capital and the Development of Youth”
in Momentum, November, 1987

“All Christians-that is, all those who having been reborn in water and the Holy Spirit are called and in fact are children of God-have a right to Christian education.”
Flannery, Christian Education, 1965 p. 727

“Catholic education is an expression of the mission entrusted by Jesus to the Church He founded. Through education the Church seeks to prepare its members to proclaim the Good News and to translate this proclamation into action.”
To Teach as Jesus Did, 1972, #7

“The educational mission of the Church is an integrated ministry embracing three interlocking dimensions: the message revealed by God (didache) which the Church proclaims; fellowship in the life of the Holy Spirit (koinonia); service to the Christian community and the entire human community (diakonia).”
To Teach as Jesus Did, 1972, #13

“Teachers must remember that it [the Catholic school] depends chiefly on them whether the Catholic school achieves its purposes.”
Declaration on Christian Education, 1965, #8

“Education is one of the most important ways by which the Church fulfills its commitment to the dignity of the person and the building of community.”
To Teach as Jesus Did, 1972, #13

“The history of American education is testimony to the deeply held conviction of American Catholics that Catholic elementary and secondary schools are the best expression of the educational ministry to youth.”
To Teach as Jesus Did, 1972, #84

“Their importance [Catholic schools] is in fact greater now than ever before.”
To Teach as Jesus Did, 1972, #84

“Among the pastoral issues in education which today challenge the Catholic community in our nation, none is more pressing that providing Catholic education for these young people.”
To Teach as Jesus Did, 1972, #84

“More than any other program of education sponsored by the Church, the Catholic school has the opportunity and obligation to be unique, contemporary, and oriented to Christian service…”
To Teach as Jesus Did, 1972, #106

“Like the mission and message of Jesus Christ, the Church’s educational mission is universal – for all men, at all times, in all places. In our world and in our nation, the mission of Christian education is of critical importance. The truth of Jesus Christ must be taught; the love of Jesus Christ must be extended to persons who seek and suffer.”
To Teach as Jesus Did, 1972, #154

“When a sizeable segment of the American people undertakes to build and operate a great system of schools at considerable sacrifice, serious citizens are thereby encouraged to reflect upon the importance of religion in human life.”
Teach Them, 1976, p.4

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