A Study of the Influence of Public and Private High School Education on Academic Achievement and Spiritual Formation of College Students

• In Event: Private Religious Catholic and Protestant Schooling in North America: Motivations and Outcomes

Abstract

This study was undertaken to investigate and compare the influence of public schools and private Christian high schools on the spiritual formation and academic achievement of college students.
One of the primary tasks during adolescence is the formation of a personal identity. According to Erikson (1968), identity formation is a dynamic, developmental process that begins at birth and culminates during the adolescent period. One aspect of identity development involves the exploration and solidification of religious beliefs and values, in essence, spiritual formation. In addition, research indicates that religious education, religious commitment, and Biblical literacy have significant impact on academic achievement, and these factors help lessen the achievement gap between SES groups and minorities (Jeynes, 2003, 2005, 2007, 2009); why these factors are related is less clear. This study examined the influence of school type during the adolescent years on academic achievement and subsequent spiritual formation.
Recent high school graduates who currently attend a private, Christian liberal arts school in the southeastern United States responded to an online survey (n=183) designed to obtain information about the influence of one’s high school experience on spiritual formation and academic achievement. In addition, 127 students participated in face to face interviews that helped provide additional qualitative information on the impact of one’s high school type on the areas of academic achievement and spiritual formation.
There were no significant differences between public and private school students in this study related to SAT scores, GPA, and graduates’ perceptions of their preparation for university academics. Students who graduated from public high schools reported significantly higher incidents of verbal and physical bullying, cheating, students disrespecting teachers, students disrespecting students, racial tension, teen pregnancy, and alcohol and drug use. Students who graduated from private Christian schools reported that they were significantly better prepared to intellectually defend their faith than students who graduated from public schools. Students who graduated from public schools reported that they were significantly better prepared to function in a diverse world than the private Christian school respondents. Contrary to predictions, public school graduates reported that antagonism to Christian faith and values strengthened students’ commitments to Christ, taught them how to resist peer pressure, and how to defend their faith intelligently. Both public and private high school graduates reported a generalized lack of free, public discourse on important social and moral issues: students from private Christian schools reported greater emphasis on doctrinal alignment; graduates from public schools reported that teachers and peers were openly hostile to expressions of Christian values and perspectives. Perhaps the most important findings of the study are recommendations graduates made regarding how to improve the high school experience to provide a balanced educational environment that promotes growth in all areas of human development.

Authors

• Patty Barker LeBlanc, Southeastern University

• Patricia Slaughter, Southeastern University