2025 Report Card Ranks Canmore and Banff High Schools

When it comes to measuring schools, few things stir debate more than rankings. The latest Report Card on Alberta’s High Schools 2025, released by the Fraser Institute, once again attempts to do just that by compressing reams of exam data, graduation rates and student outcomes into a simple number out of 10.

The aim, according to the Institute, is not just comparison but accountability. By publishing results, the annual report gives parents, policymakers, and educators a tool to gauge how local schools measure up and whether they are improving. Critics argue that no single report can capture the full picture of what makes a school strong. Supporters counter that standardized metrics shine light on trends otherwise buried in bureaucratic spreadsheets.

This year’s edition assessed 292 high schools across Alberta using eight key indicators, from diploma exam marks to graduation timelines. The results show three distinct paths for Bow Valley’s schools: one excelling, two holding steady in the middle of the pack.

Our Lady of the Snows Catholic Academy (8.4/10)

Our Lady of the Snows Catholic Academy in Canmore emerged as the Bow Valley’s standout performer, earning an overall score of 8.4 out of 10, good for 28th place provincially. That places it within the top 10 percent of all high schools in Alberta.

What drives that result? For one, students there posted above-average marks on diploma exams and kept failure rates low. The school’s grading closely mirrored final exam outcomes, a sign of accurate assessment rather than grade inflation. Students also took on more diploma-level courses than the provincial average, a marker of strong academic ambition. Completion rates were high, and few students fell behind schedule in finishing their diplomas.

In practical terms, these numbers suggest Our Lady of the Snows students are not only passing but excelling, moving efficiently toward graduation while tackling academically rigorous courses.

Canmore Collegiate High School (6.6/10)

Canmore Collegiate High School landed at 99th place, with an overall rating of 6.6. That score has been virtually unchanged for five years, signaling stability but not growth.

The indicators tell a mixed story. Average exam marks hovered near the provincial mean, and diploma completion rates were unremarkable. More concerning is a noticeable gap between school-awarded grades and exam results, evidence of grade inflation that can mislead students about their readiness. Gender gaps also emerged, especially in math, where boys scored higher on diploma exams than girls. While the differences were not extreme, they were consistent enough to suggest uneven outcomes in the subject.

Put simply, Canmore Collegiate performs as a middle-of-the-road school. Students are generally on track to graduate, but exam performance reveals room for improvement in both teaching consistency and student preparedness.

Banff Community High School (6.5/10)

Banff Community High School followed close behind, ranked 105th with a score of 6.5. Like Canmore Collegiate, it sits squarely in the provincial middle.

Here, students scored slightly below average on diploma exams and failed a higher share of them compared with Canmore. Grade inflation was present, as were gender gaps in core subjects. Girls tended to outperform boys in English, while boys had the edge in math, creating a split pattern that highlights uneven achievement across disciplines. Students also tended to take fewer diploma-level courses, which can limit post-secondary options. Perhaps most notable: a higher delayed advancement rate, meaning more students struggled to finish on schedule.

The result is a picture of a school where most students graduate, but with uneven academic strength and more instances of students slipping behind.

Why the Report Card Matters

The Fraser Institute’s report, now in its 26th year, has long generated conversation and controversy. Its defenders say comparing results across schools highlights best practices and motivates improvement. Its detractors argue that ranking schools on exam data oversimplifies complex realities, from socio-economic differences to extracurricular strengths.

The methodology itself is rooted in numbers: exam averages, failure rates, course participation, completion rates, and progression data. Each indicator is weighted. For example, exam marks and participation count more heavily than gender gaps. Scores are standardized, meaning improvement is relative. A school rises in rank only if it improves faster than the average.

What the report does not measure is equally important: arts programs, extracurricular opportunities, teacher-student relationships, or the cultural role a school plays in a small community like Canmore or Banff. The authors themselves caution families not to rely solely on the rankings when choosing a school.