Introduction
We are pleased to publish this issue of the Journal of Catholic Education. The first article explores the topic of school choice programs, focused on the role of the principal in navigating politics surrounding the Ohio EdChoice program. Next, research is presented on the use of racial affinity groups for building communities and working to retain teachers. The third article looks at the experiences of Catholic superintendents in Canada, and the next article considers the role of writing instruction with an Augustinian framework. The fifth article is a quantitative comparison of student achievement in Catholic schools and public schools, focused on the impact of school closures during COVID-19. Finally, the last article reports on the impact of incorporating silent reflection time within Catholic schools. Thank you to all of the authors, reviewers, and editors who contributed to this issue.Articles
The Interplay of Principals and Politics in the Context of Ohio’s EdChoice Scholarship Program
Adam J. Dufault and Melodie Wyttenbach
Paschal Space of Healing and Community: An Affinity Group for Catholic School Teachers of Color
John L. Beltramo and Lisa Archuleta
Teacher Faith Formation as Response to an “Existential Crisis” in Catholic Schools: Western Canadian Superintendents’ Perspectives
Matt Hoven, Dean Sarnecki, and Eugenia Pagotta-Kowalczyk
Augustinian Composition Pedagogy and the Catholic Liberal Arts in the Time of Generative AI
Gavin F. Hurley
Student Achievement Growth Before and During COVID-19: Comparing In-Person and Remote Learning in Catholic and Public Schools
Stephen Ponisciak and Julie W. Dallavis
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