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Educating Hearts and Minds
in the Holy Cross Tradition
“Knowledge itself does not bring about positive values, but positive values do influence knowledge and put it to good use.”
-Blessed Basil Moreau, CSC, 1856
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Distinctly Hoban
1. Learning in the real World
Hoban students come from 100+ grade schools across 11 counties. Our diversity enriches the student experience. Students learn to have productive, respectful dialogue. They learn to not only accept others’ differences but to celebrate them. They are challenged to grow here, in a safe space, and are equipped to thrive anywhere.
2. Charging Forward
High school is a time to explore new interests, meet new friends and grow as a life-long learner. By the time you graduate, you will be amazed at the transformation and ready for the next challenge.
3. Anchored in tradition
Hoban’s long-standing traditions, such as Mum Day and our Holy Cross heritage, bind our community together. While we honor the legacy of the past, every student forges their path, leaving their unique mark.
4. Disciples with hope to bring
The early Brothers of Holy Cross were instructed to be disciples with hope to bring—catalysts for genuine change. Students educated in the Holy Cross tradition seek a transformative understanding of the world and their place within it, and they are fueled by a burning desire to bring hope to others.
Featured News
![Quarter 3 and 4 Academic and Chivalrous Knights announced]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1731949187/hobanorg/db6v8swpohsjbptnenwq/Acchiv275x370b.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1731949187/hobanorg/db6v8swpohsjbptnenwq/Acchiv275x370b.jpg","width":276}])
Each grading period students are selected as Academic and Chivalrous Knights.
Academic Knights excel in scholarship. They also demonstrate leadership, service to the Hoban family, service to the community, Christian values and good character. Chivalrous Knights exhibit industriousness in the classroom, outstanding effort, involvement in student activities, Christian values and a polite, positive and helpful attitude toward others. Quarter three and four recipients are listed below.
| Quarter 3 | Academic Knights | Chivalrous Knights |
| Freshmen | Jackson Reilly Malaya Smith |
Zachary Blaser Mia Yusifi |
| Sophomores | Trace Ames Harper Deal |
Davis Dyer Bria Turner |
| Juniors | Gabriella Stephens Payton Wren |
Jasmine Falconer Jaidee Khieosawang |
| Seniors | Kathleen Jones Benjamin Rovnak |
Leala Collazo Alexandra Woodburn |
| Quarter 4 | Academic Knights | Chivalrous Knights |
| Freshmen | Margaret Koch Peter Thoman |
Ashlyn Dougherty Nikolas Selander |
| Sophomores | Hunter Jopperi Carlee Stark |
Abigail Bechter Lily Obhof |
| Juniors | Avin May Zy Sularte |
Wilbur Chase Gillian Scaglione |
| Seniors | Kalli Stephens Abigail Zackasee |
Grady Falknstein Timothy Sullivan |
![The Impact of the Brothers]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1777385052/hobanorg/oguu7tdr3wgubi8q3tyh/Patrick-WebsitePost.png","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1777385052/hobanorg/oguu7tdr3wgubi8q3tyh/Patrick-WebsitePost.png","width":275}])
- Alumni
When Patrick Dougherty ’57 transferred from an elite Jesuit boarding school in Wisconsin to Archbishop Hoban High School in the summer of 1954, he immediately felt a difference in the air from the Holy Cross Brothers who taught, served and ran the school.
“The Holy Cross spirituality gave you room to breathe, I guess you could say,” Dougherty recounts. “It wasn’t a stifling version of faith; they allowed you to grapple with all of those ideas coming into your mind but did so in a disciplined environment that allowed space to orient your values.”
![McCool Fellows Scholarship]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1774970714/hobanorg/tq3vqczgnkujxzuld9tc/McCoolFellows.png","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1774970714/hobanorg/tq3vqczgnkujxzuld9tc/McCoolFellows.png","width":275}])
Jim ’77 and Diana McCool believe that while a strong academic foundation is essential, the skills that truly shape a successful career and life—leadership, communication, critical thinking, discipline and the ability to inspire others—are equally important. These enduring capabilities will remain vital in any future, regardless of advances in technology or AI.
The McCool Fellows Scholarship, a new annual program established at Archbishop Hoban High School, will award two rising juniors (one male and one female) a $7,500 scholarship, renewable for their senior year at $8,500.
The program is designed to identify and support students who demonstrate not only academic commitment, but also the presence of outstanding communication, character and the initiative to lead—both inside and outside the classroom.
“Throughout my career, I was fortunate to learn from exceptional leaders who combined clarity of thought, strong communication and integrity,” Jim McCool said. “Those experiences shaped my path, and Diana and I want Hoban students to have the opportunity to develop those same capabilities early in life. Our goal is to recognize and support students who stand out not just for what they achieve, but for how they lead.”
Current sophomores (rising juniors) are invited to apply for the McCool Fellows Scholarship through the following link by May 1, 2026.
![Teaching with Zeal]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1774528180/hobanorg/c1sz84bz9izdvb5o4ezf/Reed.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1774528180/hobanorg/c1sz84bz9izdvb5o4ezf/Reed.jpg","width":275}])
The Mill Institute recently published Hoban Social Studies Department Chair Margaret Reed's lesson plan to teach students how to synthesize two opposing perspectives and use information from both to form original, creative ideas and solutions. Last year, Reed completed a teacher fellowship with the Institute. She was interviewed as part of her fellowship.
Q: Why is Open Inquiry/Viewpoint Diversity important in the K–12 classroom?
A: "Teachers need to create an environment where civil discourse encourages students to learn from and accept differences with maturity and respect. The ability to engage with diverse perspectives, listen without judgment, seek shared meaning, and develop nuanced arguments is critical to both personal and academic growth." —Margaret Reed
Q: How is this work relevant to our ongoing democracy?
A: "A healthy democracy relies on a well-informed citizenry that is genuinely interested in finding logical solutions to complex problems. The binary thinking evident in media echo chambers has made this work a moral imperative." —Margaret Reed