Catholic Schools of Brooklyn and Queens Outperform City and State Schools in Standardized Test Scores
As schools nationwide – and in New York – struggle with falling standardized test scores, the Catholic schools in Brooklyn and Queens are providing a ray of hope in education.
Catholic school students in Brooklyn and Queens outperformed both the New York City Department of Education (NYC DOE) and New York State schools on the 2023-24 standardized student assessments.
Overall, students in Brooklyn and Queens Catholic schools, tested between 5% to 19% better than NYC Public school students in the English Language Arts and Math tests taken in 2024.
“This achievement highlights the remarkable dedication of our educators and the hard work of our students,” says Deacon Kevin McCormack, Superintendent of Schools for the Diocese of Brooklyn. “These results reflect our unwavering commitment to fostering academic excellence and nurturing the potential of every student through the Catholic imagination.”
The results from the recent assessments show that Catholic schools in Brooklyn and Queens have consistently surpassed their public-school counterparts in key areas of English Language Arts (ELA), and Mathematics.
“The Diocese of Brooklyn remains dedicated to providing a Catholic family value-centered education that not only focuses on academic achievement but also on moral values and social responsibility,” adds Deacon McCormack. “Our schools continue to offer a safe and supportive environment where students can thrive and develop their God-given talents by teaching the ABCs – Academics, Belief and Character.”
How have the Catholic Schools of Brooklyn and Queens been able to raise the bar? While there are a broad range of programs and strategies employed, some of the most important include:
- Specialized coaches now offer teachers support systems and innovative techniques for inclusive classrooms, tailoring instruction to each student’s skill level.
- Analytical tools like IReady provide data-driven feedback for lesson planning and school-wide improvements.
- All schools have transitioned to computer-based testing, ahead of the upcoming NYS requirement, with students adapting successfully.
- Differentiated Instruction: Teachers used data-driven strategies to tailor lessons to meet diverse learning needs. For example, during reading comprehension lessons, students were provided with text at varying levels of complexity, ensuring that all learners could engage with the material and demonstrate growth.
- Universal Design for Learning (UDL):Teachers adopted UDL principles, providing multiple means of engagement, representation, and expression. For example, students had the option to demonstrate their understanding of science concepts through essays, presentations, or creative projects, accommodating diverse learning styles.
- Classroom Inclusion of Students with IESPs/504 Plans:By integrating accommodations such as extended time, quiet testing spaces, or visual supports, teachers ensured that students with learning plans participated fully in classroom activities and assessments, boosting their confidence and performance.
- Peer Tutoring Programs:Schools fostered peer collaboration by pairing students who excel in certain areas with those needing additional support. This approach not only reinforced skills but also created a sense of community and mutual respect.
- Family Engagement: Schools actively involved families in the learning process through regular communication, workshops, and opportunities for parents to understand how inclusive practices were being implemented, fostering a strong home-school connection.
“These strategies, rooted in inclusivity, differentiation, and tiered instruction, ensured that every student had the support they needed to succeed, which I believe directly contributed to the improved test scores,” says Luisa Manzo, associate superintendent. “
Thank you,
Glenda, Charie and David Cates
