This article, the first of a two-part series, presents an analysis of data extracted from the dissertation The Impact of Catholic Schooling on Low-Income Mexican-American Students (Watt, 1999). The research was prompted by the author’s interest in The Coleman Report of 1966, a controversial document that claimed multiply-disadvantaged minority Catholic school students outperformed their public school counterparts. This study was qualitative in nature, exploring four case studies of 3rd-grade teachers, their schools, and their classrooms in a Hispanic cultural context. Findings will be presented in Part II.
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Watt, K. M. (2002). Border Catholic Schools: Unique Stakeholder Alliances (Part I). Journal of Catholic Education, 6 (1). Retrieved from http://digitalcommons.lmu.edu/ce/vol6/iss1/3