Date of Award
Spring 4-2-2024
Document Type
Thesis
Degree Name
Master of Arts in Classical Studies
Thesis Advisor
Dr. Anita Simpkins
Committee Professor
Dr. Kirsty Gilpin
Abstract
Although there has been a surge in the number of classical Christian schools in the last decade, there remains a dearth of classical Christian schools serving urban students. Unlike their suburban peers who tend to be more affluent, urban students often suffer physically, academically, and socioemotionally from the ills of poverty. The current study explores whether a classical Christian education (CCE) can help break generational poverty in urban students. Data from three CCE schools will be analyzed to assess quantitative and qualitative markers of success. The former include high school graduation rates, chronic absenteeism rates, and standardized test scores. The latter includes an assessment of virtues and habits. In nearly all quantitative markers of success, CCE schools handily outscored their public state and city counterparts. Regarding the less tangible qualitative markers of success on which all three schools place high priority, each clearly articulates their character goals and performs regular assessments. While the research indicates that CCE students from the three urban schools have succeeded both quantitatively and qualitatively, additional research is needed to establish anything beyond a correlation.
Recommended Citation
Porter, Elizabeth P., "Can a Classical Christian Education Help Break Generational Poverty in Urban Students?" (2024). Master of Arts in Classical Studies. 9.
https://firescholars.seu.edu/classicalstudies/9