Independent school leaders often say they “need benchmarks.” It sounds reasonable: How do we compare to other schools? But comparison to others alone rarely leads to clarity. In fact, norm-referenced benchmarking can distract from the deeper questions schools actually need to answer.
Author: Bryan Smyth, Ph.D., ISM Senior Consultant and Director of Research
The Problem with Norms
Norm-referenced benchmarking shows you how your results compare to a group average. But averages can be misleading. If your parent satisfaction survey shows an 85% approval rate, and the “benchmark” is 83%, what does that really mean? Are you celebrating success? Or ignoring areas of mission misalignment?
Norm-referenced benchmarks can also create unhealthy dynamics — competition where collaboration is needed, or complacency when “we’re above average.”
The deeper issue is that this kind of benchmark measures proximity, not purpose. It tells you where you stand in relation to others, but not whether you’re standing in the right place.
A school could outperform its peers and still fail to live up to its own mission if the comparison group operates from different values, demographics, or strategic priorities.
In other words, a high benchmark score might feel reassuring, but it can actually mask gaps in alignment, quality, or long-term stability. When data becomes a race to the average, schools risk losing sight of the distinctive promises that make their communities unique.
The Value of Criterion-Referencing Benchmarks
Criterion-referencing flips the focus. Instead of asking “How do we compare to others?” it asks:
- How do our results align with our stated mission and goals?
- Where are we meeting our own standards, and where are we falling short?
- What progress are we making over time, relative to ourselves?
This approach ensures your data is not just numbers on a page, but a mirror reflecting your school’s identity, values, and aspirations.
Why This Matters for Independent Schools
Independent schools thrive on differentiation. Your mission is your brand. Relying on norm-referenced benchmarks risks reducing your distinctiveness to a statistical comparison. Criterion-referenced surveys, used longitudinally, allow you to see how well you are living your mission over time, and where to invest attention and resources.
The ISM Difference
ISM surveys are designed with this philosophy in mind. They are research-backed, criterion-referenced, and interpreted by consultants who understand schools from the inside—because they’ve been school leaders themselves. That combination means schools receive more than reports; they receive insights tied directly to their context, culture, and goals.
When schools move to criterion-referencing, they unlock something more powerful than comparison: they unlock clarity and confidence in decision-making. And that’s the real work of leadership.
About the Author
Bryan Smyth is Senior Consultant and Director of Research at ISM. His work focuses on academic leadership, governance, and finance. Bryan's central purpose is to help students flourish, and he believes the best way to facilitate growth in children (and adults) is to enhance school environments and cultures.
Bryan’s Upcoming Workshops & Webinars
Webinar: Nov. 12, 2025: Stability Markers 6.0: A Fresh Framework for School Health & Sustainability
Free for both members and general audience
Virtual Workshop: November 18-20: Cultivating Flourishing: Strategies for Enhancing Well-Being in Your School
Workshops are discounted for ISM Gold members, and we also offer discounted pricing when 3+ members of your team sign up.
