2006 Honor Roll Scoring Method
All Catholic high schools in the United States were invited to apply for inclusion in the Honor Roll by completing three surveys that measure excellence in the areas of academics, civic education, and Catholic identity. In 2006, nearly 300 schools responded to the surveys.
Points are awarded for survey answers that indicate commitment to or achievement in each of the areas of focus. Honor Roll staff compile the survey data and use a scoring algorithm to calculate a school’s score for each survey. The overall score is computed by averaging the score from each of the three sections. The criteria of academics, Catholic identity, and civic education are weighed equally, meaning placement on the Honor Roll requires excellence in all three areas.
These surveys were developed through a comprehensive process of internal and external consultation, which included the input of a nationally recognized survey expert and the prominent Catholic educators who make up our advisory board.
Specific notes
Survey 1 (Principal/Headmaster/Administrator) 
PSAT scores over two years are averaged. This is the dominant component of the academic excellence score. The PSAT scores are weighted according to the percentage of students taking the test (in most cases, 100%). Alternatively, where PSAT scores are not available, ACT or SAT scores are used. A multiplier, derived from national average scores, equalize ACT and SAT with PSAT scores.
In addition, schools receive points for each year of course work offered, for each AP course offered, and for the percentage of AP test takers who achieved competency scores (3 or higher). College credit courses and other similar programs also count for points in this section. Academic scores were modified according to a function that takes into account schools’ socio-economic status, based on tuition rates, tuition assistance rates, and selectivity.
This survey also includes questions used in the Catholic Identity portion of the scoring. These questions gain statistical information that is more readily available to administrators.
Survey 2 (Social Studies/Economics chair)
Points are awarded for offering and requiring economics and civics/government courses and providing extracurricular activities in these areas. Points are also awarded for the inclusion of Catholic Social teaching in civics classes.
Wording for agree/disagree questions was taken directly from authoritative ecclesial documents (papal encyclicals, Catechism of the Catholic Church) or other relevant sources of Catholic social teaching. Points are given based on adherence to Church teaching on the subject.
Survey 3 (Theology/Religion Chair)
In Catholic identity, schools receive points for high percentages of Catholic students and faculty and for having ministers on staff. Additional points are given for the inclusion of Catholic Social teaching in the theology curriculum, the use of magisterial texts in theology classes, and for additional theology training given to faculty.
Wording for agree/disagree questions was taken directly from authoritative ecclesial documents (papal encyclicals, Catechism of the Catholic Church). In those cases, agreement with the statement (or disagreement with its contrary) is taken to indicate commitment to Church teaching on the subject.
Points are also awarded for use of textbooks that appear on the United States Conference of Catholic Bishop’s (USCCB) list of texts in conformity with the Catechism (www.usccb.org/catechism/document/Currentlist.pdf).
These questions were developed using magisterial sources such as papal encyclicals and the Catechism of the Catholic Church. These sources offer guidance as to how the Catholic faith should be integrated into the culture and curriculum of Catholic schools.
