Diocese of Lincoln highlights academic results alongside mission of holistic formation

A diocesan coordinator for standardized testing in the Diocese of Lincoln has shared insights into how Catholic school students in the region are performing academically, and how those results fit within the broader mission of Catholic education.

Drawing on a background in engineering and ministry, the coordinator noted that while numbers can tell a story, they only capture part of what Catholic schools aim to achieve. In a recent conversation with a colleague working in public policy for Catholic education, questions arose about how local students compare academically to their peers nationwide. This led to an analysis of data from nationally normed assessments given to third and eighth graders.

The review found that approximately 90% of third-grade students in diocesan schools scored at or above the national average in reading and mathematics. About one-third achieved scores in the highest band for reading. For eighth graders, more than 90% scored at or above the national average across reading, math, and language, with particularly strong results in math and language where over one-third demonstrated above-average mastery.

“These numbers are important—but not because Catholic schools are in competition with anyone. They are important because they reveal something about the kind of formation our schools provide,” the coordinator said.

The Diocese of Lincoln operates 134 parishes and six educational institutions throughout southern Nebraska, providing pastoral care and sacraments while emphasizing adherence to Catholic teachings and traditions. The diocese also supports vocations, family life, youth programs, catechesis, evangelization, and charitable efforts as outlined on its official website.

The coordinator emphasized that standardized tests do not measure faith or virtue but can indicate habits such as attention, perseverance, reasoning, and engagement with truth—skills that support full human development. “Standardized tests will never capture the fullness of what happens in a Catholic school. They cannot measure wonder, reverence, charity, or faith. They cannot quantify prayer or grace. But when read carefully, they can point beyond themselves.”

Bishop James Conley’s pastoral letter was cited: “Catholic schools do not exist primarily to chase outcomes or rankings, but to form the whole person—mind, heart, will, and imagination—so that young people may become fully alive in Christ.” He added: “Education…should awaken wonder because wonder is the beginning of knowledge…and knowledge ordered toward truth leads to freedom.”

Continuity was highlighted as another finding from the data: strong performance observed in Grade 3 persists through Grade 8. The coordinator connected this sustained achievement to ongoing accompaniment by teachers, parents, pastors and communities—a process likened to discipleship within Church tradition.

While early language skills among third graders were identified as an area for growth, Bishop Conley’s perspective was referenced: “Authentic education requires honesty, conversion and hope. To acknowledge where we must do better is not a failure of mission; it is fidelity to it.”

The Diocese of Lincoln promotes adherence to Catholic traditions while engaging members through communications and events (source). It seeks to nurture followers who actively practice their beliefs (source) and has served southern Nebraska since its establishment in 1887 (source).

In summary, academic results from standardized testing offer one perspective on student development but do not define success for Catholic schools within the diocese. As Bishop Conley wrote: “Education is about drawing out what God has placed within each child…When minds are formed in the light of Christ learning follows—and freedom is not far behind.”