• Research, Theory, and Analysis

    For years now, this phrase has been the tagline for Ideas & Perspectives, our flagship publication. The phrase not only reflects the content of our advisory letter, but it resides at the core of Independent School Management’s raison d'être—supporting private-independent school leaders.


Provisions Related to Children With Disabilities Enrolled by Their Parents in Private Schools

Released March 2011. The Individuals with Disabilities Education Act (IDEA) is a federal law that requires each state to ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities residing in that state. The information in this booklet explains the provisions related to, and benefits available to, children with disabilities who are enrolled by their parents in private schools, including religious schools, when the provision of FAPE is not at issue. In IDEA, these children are often referred to as “parentally placed private school children” with disabilities, and the benefits available to them differ from the benefits for children with disabilities in public schools.

Faculty Compensation Survey Summary

2010-11 ISM Faculty Compensation Survey Results (Executive Summary)

In the fall of 2010, Hanover Research partnered with Independent School Management (ISM) to administer the 2010-2011 edition of ISM‘s Faculty and Management Compensation Survey. This brief report contains a summary of our key findings organized by topic area. For each section of the survey, we highlight our most important findings and make comparisons to the 2009-2010 results when appropriate. (The full report of this survey is available elsewhere in the ISM Research area.)

Faculty Compensation Survey

2010-11 ISM Faculty Compensation Survey Results (Full Report)

This report presents an overview of the results of ISM’s 2010-11 survey on faculty compensation practices and the associated compensation census. It summarizes the responses to each question, including breakdowns by day/boarding school and by geographic region, and includes a multiple regression analysis of the determinants of teacher salary. The report is structured into seven main sections: Demographics, Budget, Salaries, Benefits, Hiring and Recruitment, Dependent Plans, and Benefits Philosophy.

full day kindergarten academic achievement 2010

Evaluating Fidelity and Transfer in Professional Development for Educators

Released January 2011. This report presents a series of strategies for isolating and measuring the fidelity and transfer of professional development training for education professionals. It also seeks to contextualize these aspects of the learning and implementation process for new skills within broader best practices for data driven, soundly planned professional development efforts.

full day kindergarten academic achievement 2010

Current Trends in International Baccalaureate Programs

In this report, Hanover Research provides an overview of research by scholars and professional organizations examining the efficacy of International Baccalaureate (IB) programs. The first section of the report outlines the fundamental curriculum and structure of IB programs, chronicling studies and accounts aimed at determining the general effects of participation in IB programs. Subsequently, the report focuses more narrowly on IB programs in independent schools, then closes by providing a series of case studies for all levels of IB programming—the Primary Years Program, the Middle Years Program, and the Diploma Program.

full day kindergarten academic achievement 2010

Full-Day Kindergarten and Academic Achievement 2010

In the following report, Hanover Research examines the impact attending a full-day kindergarten program may have on students’ academic achievement, with particular emphasis on literature examining the long-term impact of kindergarten dosage. Following the introduction, the second section of this report provides an overview of research relating to the impact of a full-day schedule on achievement within the kindergarten year, while the third section details research pertaining to the lasting effects of full-day kindergarten through the third grade. The final section of the report explores the potential non-academic effects of full-day kindergarten.

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