A number of studies have examined the relationship between school type and adolescents' academic achievement. Gamoran (1992), using High School and Beyond data, found that adolescents attending Catholic schools are more likely to have higher average academic achievement overall than those attending public schools. He also found that students attending Catholic schools are more likely to have higher individual average reading and math achievement at the school level. Lee and Smith (1995) also found that students attending Catholic high schools had higher math scores. The study findings suggest that Catholic schools' more fluid tracking system accounts for part of their education productivity advantages. These findings remained after accounting for individual, family background, and school-level factors, such as self-reported track membership in academic or nonacademic track, sex, race, an SES composite made up of parental education, paternal occupation, family income, and home resources and prior achievement, school level SES, and structural dimension of tracking in school (Gamoran, 1992). Gamoran (1996), using NELS data to analyze academic outcomes of around 4,000 students attending public magnet, public comprehensive, Catholic, and secular private schools, found that adolescents attending Catholic schools have higher math skills, and that other adolescents attending secular private schools do not have any academic advantage over those attending comprehensive public schools, after controlling for preexisting differences between the students. He found that adolescents who attend magnet public schools are more likely to have higher proficiency scores in science, reading, and social studies than attendance at comprehensive public schools (Gamoran, 1996). These findings remained after controlling for a number of individual, background, and school-level factors, including sex, race, family composition, prior achievement, percent of students in school receiving free/reduced lunch, racial composition, student course-taking, and student bonding (Gamoran, 1996).