Sustaining Catholic Education in and for the Black Community
By Lois J. Carson, Sr. Roberta Fulton, S.S.M.N., Dorothy Gupton, Veronica Morgan-Lee, Freida D. McCray, Mary Crowley McDonald, Kathleen A. Merritt, Sr. Jamie T. Phelps, O.P., Ph.D., Brother Gary Sawyer, ECSA, Deacon Marvin Threatt, PhD.
(Article: Page 22 of 35)
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Sustaining Catholic Education in and for the Black Community Resource List for Youth Ministers In the African American Catholic Community

Collaboration in Catholic Education

Elementary and secondary Catholic schools could collaborate with Xavier University in a variety of ways. For example, schools could:

• Sponsor College tours to Xavier University campus.
• Establish partnerships with Xavier University's Admissions Office.
• Place catalogs, view books, videos, and applications in school guidance offices.
• Encourage students to take advantage of special campus visitations opportunities, open houses, and Pre-Freshmen Summer Enrichment programs.
• Promote Xavier University and ensure that their admissions staff receives invitations to national and regional college fairs.
• Request a list of local Xavier alumni who could assist with recruitment efforts.
• Invite Xavier alumni residing in different parts of the country to represent the university at high schools and recruitment fairs located in their respective geographical areas.

For additional information, write to:
Xavier University of Louisiana
Office of Admissions
1 Drexel Drive, Box 49
New Orleans, LA 70125

Instructional Integrity

While curricular alignment and design are vital contributors to student success, instructional integrity is of equal importance. “Instructional integrity” refers to the idea that teachers must teach with positive expectations of student learning. While many schools have curriculum programs that meet student preparation and competency needs, teacher expectations either can promote or be a detriment to student learning and success.

In minority communities, teachers frequently expect less of Black students than they do of students from other ethnic groups. Well-meaning teachers may water down the curriculum because “it is too much for them” or “they don't need to know all of that.” However, because most schools operate in a standards-based curriculum, students do need to know all the material. The material will not be too hard for the students if the teacher takes time, breaks the material into parts, and builds on those sections. Lack of instructional integrity is in play when the teacher decides what “needs” to be taught, thus depriving students of the full range of knowledge needed to demonstrate competency on any standardized test.

Many people believe that poor performance by Black students on standardized tests is due to cultural differences, but this assumption is not categorically true. The primary reason for poor performance on standardized tests is not cultural, but instructional: the failure of the school to teach the full range of material that is being tested. Therefore, the majority of standardized tests given in primarily Black schools may be considered invalid, because the tests do not measure what is taught. Education programs will have little value for students if instructional integrity is not maintained in the curriculum.

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