• 42% of faculty members have master’s degrees or masters +30
• ACT scores (5-year average)
  • EDW — 22.8
  • State — 18.7
  • National — 20.6
• The class of 2020 earned $3,359,724 in scholarships.
• 81% of graduates qualified for the TOPS scholarship

Edward Douglas White Catholic High School conducts a four-year high school program and an eighth-grade program. Students must complete four years of high school studies earning 25 credits in a rigorous college preparatory curriculum in order to graduate.

E. D. White offers courses to provide educational opportunities that will enhance the continued growth and development of its students. In order to encourage students to work to their fullest potential, to use their talents most effectively and to give themselves the broadest possible education, each student is encouraged to work closely with our academic school counselors and their parents in creating each year’s academic schedule.

Our campus is divided into two major classroom buildings. Eighth and Ninth graders attend class in the Perè Menard Building. Our main building houses 10th through 12th graders. The main building boasts complete chemistry, biology and physics labs/classrooms. A fully equipped media center with spacious resource and study areas is located at the center of the Perè Menard Building.

The integration of Christian truths and values within the framework of learning experiences characterizes our educational approach. The curriculum, providing broad and varied elective offerings, is college preparatory. With a wide variety of interests, needs and abilities evident among the students, the curriculum is constantly being evaluated and revised so that the students may have the opportunity to develop those Christian insights that will enable them to best contribute to the political, social, economic, moral, and intellectual life of American society.

The one-to-one iPad program is in its seventh year and has proven to be a great success. Interviews with students at the end of last year revealed that they have quickly become comfortable, if not reliant upon the devices.

Teachers have experienced greater mobility in the classroom and take advantage of numerous apps that add to lessons to offer review and practice opportunities. The program has resulted in more technology-driven lessons and more work in locating information versus memorizing information; the future of our students. Although not the original intent, the program has had the added bonus of reduced paper consumption.