Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to their public school peers, but in middle school growth patterns in math were comparable across sectors.

As a ministry of the Catholic Church, Catholic schools are charged with educating stu­dents’ hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school’s faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a school environment permeated by Catholic culture and faith. To consider how students in Catholic schools perceive the Catholicity of their school and how these perceptions vary among different student groups, we developed, piloted, and validated the Sense of School Catholic Iden­tity Survey (SSCI). This 20-­item survey measures Grade 5 through 8 students’ perceptions of their Catholic school as personal and invitational, sacramental, unitive, and eucharistic. Findings from the pilot study suggest that responses differ by student grade level, religious tradition, and gender. Future testing of the scale will examine school­-level differences in Catholic identity.

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