Results from the Catholic School Standards Study show that self-reported level of understanding among NSBECS users is positively associated with level of implementation of the NSBECS in their organization and also with perceived impact of the NSBECS on practice. In other words, the better the NSBECS are understood, the more they are used; and the more they are used (across more programs and/or for longer periods of time), the greater the reported impact on users’ practices. In the interest of greater understanding and more productive use, additional resources are provided to further clarify, demonstrate, and explain various aspects of the NSBECS and related tools.
This glossary of key terms is designed to ensure all stakeholders are sharing a common understanding to keep interpretations, discussions, and action plans clear.
Watch overview videos of the Rubric Scoring Worksheets and Dashboard for Rubric Scoring to see how to use them, spreadsheet software requirements, and more.
In 2013-2014, NCEA produced a series of webinars to promote broader understanding of the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (NSBECS) among Catholic school stakeholders. They provide an accessible, general introduction of the NSBECS -- overall and by Domain -- to faculty and staff, parents, board members and others.
In Spring 2012, AdvancED conducted a formal validity and reliability study of the perception surveys developed by Lorraine A. Ozar, Ph.D. (Chair), Loyola University Chicago; Susan Ferguson, Ed.D. University of Dayton; Adam Krueckeberg, MBA/MA Pastoral Ministry, Boston College; Kathleen Schwartz, Ed.D., Diocese of Venice FL; Patricia Weitzel-O’Neill, Ph.D., Boston College, with support from AdvancED. The study confirmed that schools can confidently use the surveys to gather general shared perceptions of various stakeholders in regard to the school’s general adherence to the Standards and the Defining Characteristics. Reliability estimates of a composite score computed by averaging over respondents and items within the same school indicated exceptionally high reliability (i.e., very minimal measurement error) for most constructs.