Kenith C. Britt

Identification, Description, and Perceived Viability of K—12 Consolidated Catholic School Systems

Introduction

Identification, description, and perceived viability of k—12 consolidated catholic school systems. Explore K-12 consolidated Catholic school systems as a viable model for sustainability. This study analyzes structures, consolidation factors, and challenges like parish ownership and accountability.

Abstract

Catholic education has been in a state of substantial decline since 1965. In order to help sustain the ministry of Catholic schools, one approach that several dozen dioceses have embraced is the K–12 consolidated Catholic school system. This study investigated the organizational structures within consolidated school systems, factors that led to consolidation, and variables that predict perceived viability of the consolidated model. Quantitative and qualitative data analyses were employed using both school system data and individual responses as units of analyses. This study shows that the K–12 consolidated Catholic school system can be a viable model that allows for greater collaboration among elementary and high schools, financial efficiencies through shared staffing and building closures, and reductions of high parish subsidy. This study also shows that while the model may help Catholic schools remain open, the separation from the parish leads to a lack of parish ownership of the school, a sense of competition between the school system and the supporting parishes, and unknown roles and accountability of the new school system.

Review

This paper addresses a critically important issue within contemporary religious education: the sustained decline of Catholic schools since 1965. Focusing on the K-12 consolidated Catholic school system model, the study aims to provide a comprehensive understanding of this increasingly adopted approach to sustain the ministry of Catholic education. Specifically, the authors investigated the organizational structures inherent in these consolidated systems, the catalysts driving consolidation efforts, and the factors predicting their perceived long-term viability. Employing a mixed-methods approach, utilizing both quantitative and qualitative data derived from school system records and individual responses, the research provides valuable insights into the operational aspects of consolidation. The findings strongly suggest that the K-12 consolidated model presents a viable pathway for maintaining Catholic schools, highlighting several key benefits. These include enhanced collaboration between elementary and high schools, significant financial efficiencies achieved through shared staffing and facility closures, and a reduction in the often-burdensome parish subsidy requirements. However, the study is commendably balanced in its presentation, also illuminating several critical challenges associated with this model. Despite its potential to keep schools open, consolidation can lead to a noticeable detachment of the school from its supporting parish, fostering a sense of competition between the new school system and individual parishes, and creating ambiguity regarding the roles and accountability structures within the new organizational framework. Overall, this paper offers a timely and nuanced exploration of a significant adaptive strategy in Catholic education, providing essential empirical data for diocesan leaders and policymakers grappling with sustainability in a challenging landscape.

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