A decade later, other researchers reported similar results, finding that Catholic schools were somehow able «simultaneously to achieve
relatively high levels of student learning [and] distribute this learning more equitably with regard to race and class than in the public sector.»
While charters had evolved to produce a substantial number of schools generating
far higher levels of students learning than was found anywhere else in the traditional public school landscape, the charter school movement was simultaneously allowing an unacceptable number of chronically underperforming schools to persist.
It is then incumbent upon the charter school community to redouble our efforts to make sure that proper accountability systems are in place which will ensure that charter schools generate
significantly higher levels of student learning than has historically been available within the traditional public education system.
According to the Common Good authors, Catholic high schools — and many believe that this applies to elementary schools as well — «manage simultaneously to achieve
relatively high levels of student learning, distribute this learning more equitably with regard to race and class than in the public sector, and sustain high levels of teacher commitment and student engagement.»
Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to
a high level of student learning.
We do this by partnering closely with school leaders to transform their cultures and practices to support
a higher level of student learning that goes beyond the basics to the kinds of Deeper Learning skills that will equip them to earn college degrees, support families, contribute to their communities, and compete in the global economy.