1.  Merylann “Mimi” J. Schuttloffel, Ph.D. The Catholic University of America Washington, DC Sponsored by the Institute for Policy Research and Catholic Studies The Catholic University of America November 30, 2011  MJS Education Services

2. “The great question of the day for us Americans, is, undoubtedly, that of Common School Education,” Martin John Spalding, Bishop of Louisville (c. 1852)

3. “Do we believe enough in a purpose for Catholic schools to pay for them?”

4.  Who will attend school?  What will be taught in schools?  Who will pay for schools?  Who will govern schools?  What is the relationship between religion and schooling?

5.  The State is in charge of schooling: o Government schooling [public]  The Parent is in charge of schooling o School Choice options  The Catholic Church’s position is that the parent is the primary educator and therefore has the right to choose where their children should learn.

6. 2008-20092003- 2005 Mid 1990s1970s Tuition – 1 st Child$3,383$2,607$1,152<$100 Tuition - % Income62.5%62%52%27% Average Subsidy$220,000$250,000$180,000(unknown) Subsidy as % School Income15%22%35%63% Subsidy as % Parish Income23%46%34% Total Subsidy$1.30 b$1.64 b$1.0 b$500 m Total Ave School Revenue$1.45 m$1.15 m$548,000$184,000 Per Pupil Cost$5,436$4,268$2,044$200 Total Budget Elem Schools$8.56 b$7.58b$3.9 b$800 m Total All Parish Income$7.0 b$5.3b$3 b 6

7. Total priests 1965 58,632 1975 58,909 1985 57,317 1995 49,054 2000 45,699 2005 42,839 2011 39,466 Diocesan priests35,92536,00535,05232,34930,60728,70226,837 Religious priests22,70722,90422,26516,70515,09214,137 12,629 Priestly ordinations994771533511442454467 Graduate-level seminarians8,3255,2794,0633,1723,4743,3083,608 Permanent deaconsna8987,20410,93212,37814,57416,921 Religious brothers12,2718,6257,5446,5355,6625,4514,606 Religious sisters179,95135,22115,3890,80979,81468,63455,944 http://cara.georgetown.edu/CARAS ervices/requestedchurchstats.html

8.  Continuous monitoring & Annual review by CSO;  Regular strategic planning process;  Successful accreditation process;  Acceptable outcomes on standardized achievement tests;  An enrollment that assures viability;  Demographic evidence that assures school-age population into the future. (DeFiore, Convey, & Schuttloffel, Weathering the Storm, 2009, p. 32)

9.  K-8 enrollment of at least 225 (25/class)  Per student cost within $500 of the diocesan median;  At least 70% of operating budget from sources other than parish or diocesan subsidy;  A parish investment of no more than 20% of the parish’s ordinary income;  Enrollment declines no greater than 5 percent annually or 20% over 5 years. (DeFiore, Convey, & Schuttloffel, Weathering the Storm, 2009, p. 32-33)

10.  Children benefit from a pluralistic, inclusive and public education;  Not really catholic schools, but serve an elite group;  Not really Catholic schools (no religious sisters or brothers);  Serving too small a percentage of Catholic children for the parish resources expended;  Not conveniently available;  Too expensive for outcomes;

11.  Demographics that led to declining enrollment;  Declining number of vowed religious women and men & number committed to schooling;  Loss of religious community leadership for schools;  Rising Tuition;  Halt in the construction of new schools;  Decline in rates of contribution to the parish;  Diminished cultural purpose for schools.

12.  Is there a role for Catholic institutions today?  What is a purpose for Catholic schools today? o Traditional role: transition immigrants into mainstream society; o Social justice role: provide quality education to marginalized groups; o Catholic leadership role: prepare future lay and ecclesial leadership for the Church and her institutions;  If the mission of Catholic schools is valued---- -the money will follow!

13.  Transition immigrants into mainstream society o Viewed as an imperative role for Catholic schooling with the rising tide of Latino immigrants; o Other ethnic minorities are also present today that could benefit from the Catholic schooling “ladder” to the mainstream: Brazilians Central Africans Caribbean Islanders Eastern Europeans Southeast Asians South Koreans

14.  Vocations to priesthood and religious life;  Lay leadership for the Church;  Lay leadership for Church’s institutions.  Lay leadership with moral/ethical foundation for societal roles (business, government, medicine).

15.  Realistic view of the past; o Catholic schools, at their peak, enrolled about 50% of the Catholic students in the USA; o There is little likelihood that vowed religious will return to fully staff schools;  Catholic schools in the vast majority of other countries receive government funding; o Is it possible to make the case today? o Requires a re-balancing of our understanding of the First Amendment  Need for a national articulation of financial responsibility for our Church; o Benefits of 3 forms of stewardship (time, talent, treasure);  A renewal of purpose/mission for Catholic schooling that appeals to both Catholics and the wider community;  A recognition that Catholic cultural social capital is fragile today and how schools as a community fill that gap.

16.  Merylann “Mimi” J. Schuttloffel, Ph.D.  Chair, Department of Education  Director, Catholic Educational Leadership & Policy Studies (CELPS) program  The Catholic University of America  Washington, DC 20064  Schuttloffel@cua.edu Schuttloffel@cua.edu