Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools

Mikyong Minsun  Kim; Margaret Placier

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Mikyong Minsun Kim
University of Missouri-Columbia

Mikyong Minsun Kim is an assistant professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri, Columbia. Kim's areas of specialization include education policy, assessment and equity issues in education, college and school impact, organizational analysis, and quantitative research methods.

Margaret Placier
University of Missouri-Columbia

Margaret Placier is an associate professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri, Columbia. Placier's areas of specialization include education policy, sociology of education, teacher education, and qualitative research methods.

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