Communities — cities — need Catholic schools. Why? What is to be done in an environment when the closing of Catholic elementary and secondary schools have big cities and small towns alike? In their book Lost Classroom, Lost Community: Catholic Schools’ Importance in Urban America, Margaret F. Brinig and Nicole Garnett document the importance of the schools and the damage done by their disappearance. It’s a sobering, encouraging, and challenging read. Kathryn Jean Lopez: What are the chief ways a neighborhood suffers when a school disappears?
Margaret F. Brinig: When a Catholic school closes, entire neighborhoods suffer. That is, we found that the negative effects of school closures are experienced not just by the members of a school community. What we can demonstrate statistically is that after a Catholic school closes, the “social capital” — the web of connections and trust between people — in the neighborhood declines. People are less likely to feel that their neighbors will help them shovel if it snows, keep an eye on children playing outside, unite for a community project, and so forth.
When they are less likely to feel trust and bonding to one another, eventually other bad things start to happen, too — there are more signs of disorder, like cigarette butts or broken bottles on the sidewalk or in the streets, more groups loitering on street corners, more prostitution, and so forth. Ultimately there’s more crime. Although we study a time when crime was declining across the U.S., we found that crime declines more slowly in neighborhoods, in Chicago and in Philadelphia, that lost Catholic schools. Between 1995 and 2005 in Chicago, serious crime declined 25 percent citywide but only 17 percent in police beats that lost Catholic schools.