Reviews three recent Supreme Court decisions affecting public aid to private religious schools. The court found that all three cases violated the establishment clause of the First Amendment. (MD)

This report argues, using Arizona as an illustration, for a market-based school funding paradigm characterized by per-pupil allocations that follow each student to the school of their choice. The report explains what is wrong with the current system, compares the market-based approach to others that have been proposed, and demonstrates how…

Summarizes a variety of religious issues before United States courts, including two religion-in-the-schools cases in New Jersey and Georgia and two New York cases involving public assistance of private schools. Discusses a wrongful death lawsuit in Connecticut concerning a teenage suicide. (MLH)

Points to revenue sources available to fund raisers, development officers, and school administrators. Analyzes three basic grants givers (i.e., government, corporations, and individuals), suggesting that development personnel use local resources to find out as much as possible about each group. Recommends specific tactics for information…

Reviews U.S. Supreme Court action concerning governmental aid to sectarian schools, highlighting the First Amendment establishment clause, the child benefit doctrine, the Tripartite Test (1970-1984), and the recent Ball and Felton cases. The court is continuously pressured to reassess its precedents requiring strict neutrality toward religion.…

Examines ways parishes or schools can promote deferred gifts, payable on death to the parish or institution. Suggests that financial planning seminars and will clinics, planned-giving promotion committees, and dissemination of free pamphlets on estate planning are good ways to promote these bequests. (DMM)

Argues that the United States Supreme Court's decisions disallowing direct aid to private, religious schools are inadequately supported by the Court's own opinions. (MD)

Catholic elementary and secondary schools are facing increasing costs, more complex administrative demands, and limitations on the amount of revenue that can be expected from traditional sources within the church congregation. To find new sources of support these schools must adopt the techniques of development used successfully by colleges and…

Uses data from two national surveys of Catholic high schools to address what types of schools have development programs, what types of development programs do they have, and how the programs vary according to school characteristics. Finds that most schools engaged in some sort of development activity, with 84 percent undertaking fund-raising…

Provides information on the background, functions, achievements, and current projects of the Business Leadership Organized for Catholic Schools (BLOCS), a resource development effort for the 282 Catholic schools in the Archdiocese of Philadelphia. (DMM)

Surveys the consequences of the United States Supreme Court's recent ruling that public school teachers may not be sent into private schools to provide compensatory services to children under Chapter 1. Reviews alternative responses currently under discussion. (PGD)

Institutions seeking supplementary funding should not be afraid of approaching foundations for grants but should be sure that they understand the grant-seeking process so they do not waste time and effort sending inadequate proposals to uninterested foundations. This booklet, a guide to grantsmanship intended primarily for Catholic educators,…

Identifies initial steps for Catholic elementary schools to take in establishing a development program; i.e., full understanding of the development concept by the school board and administration; commitment to a long-range development plan; and appointment of a director of development. Offers an example of a successful program. (DMM)

Examines five themes related to establishing a successful development program; i.e., articulating institutional aims or mission and the educational program supporting the mission; forming the development program and financial support phases; professionalizing the staff; recruiting, training, and serving volunteers; and identifying, cultivating,…

Discusses signs of a school's readiness to initiate an institutional development program; e.g., the school's leadership understands and appreciates the school's history; the school's mission and needs for growth and change are clearly understood; existing resources are soundly managed; and leadership understands its role in financial development.…