“More than Measurable Human Products”: Catholic Educators’ Responses to the Educational Measurement Movement in the First Half of the 20th Century

Authors

  • Ann Marie Ryan Loyola University Chicago, Illinois

Abstract

During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.

Downloads

Published

2009-09-01

How to Cite

Ryan, A. M. (2009). “More than Measurable Human Products”: Catholic Educators’ Responses to the Educational Measurement Movement in the First Half of the 20th Century. Catholic Education: A Journal of Inquiry and Practice, 13(1). Retrieved from https://ejournals.bc.edu/index.php/cej/article/view/875

Issue

Vol. 13 No. 1 (2009)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).