Released February 27, 2012. There is strong evidence to support the notion that school buildings impact student health and their ability to learn, and we know exactly how to ensure that the impacts are positive. For example, we know how to build classrooms that minimize background noise and allow voices to be heard clearly, which will allow students to hear their teachers and protect their aural health. This research report, developed by the McGraw-Hill Research Foundation in partnership with The Center for Green Schools, contains information that is applicable in both public and private schools.
Released February 2012. This report presents an overview of the results of ISM’s 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. Note that the responses summarized in this report pertain only to ISM’s Consortium and I&P day school clients.
Released February 2012. In this synopsis of the 2012 ISM Survey Analysis, Hanover Research highlights notable trends in enrollment, budget, compensation, and benefits at the 173 responding schools. We also present the results of a regression analysis of the compensation survey data delineating the effect of such variables as gender, years of service, years of total experience, and highest degree obtained on teacher salaries. The full report is available to Consortium Gold members.
Released January 2012.
The ISM International Model Schools Project ran for six years, from 1989 to 1995, and entailed ISM on-site data collection expeditions—usually three per year—to eight to nine private-independent schools annually. The project focused upon relevant factors in student performance, satisfaction, and enthusiasm, and, secondarily, on teacher performance, satisfaction, and enthusiasm. That project’s outcomes produced two books, numerous articles for ISM’s periodicals, and ISM’s Meaningful Faculty Evaluation system. Those building blocks served, in turn, as the foundation for later ISM studies of School Head leadership and Board President leadership. Finally, the original outcomes and subsequent research projects were layered systematically into the several iterations of the ISM Stability Markers and, more recently, the 20 ISM Success Predictors for the 21st Century.
In the school year 2010–11, ISM conducted a one-year partial replication of the original project, this time with eight private-independent schools. The mix of schools, as with the original project, included the full range of possible grade configurations, religiously affiliated and secular, single-sex and coed, and boarding and day. Because of the results of the survey, ISM has revised its Student Culture Profile, Faculty Culture Profile, and Characteristics of Professional Excellence instruments—all included in this report.
Released December 2011. The transition to adulthood in the United States has changed in recent decades as many of the traditional milestones that mark adulthood, such as household establishment and marriage, have changed or been delayed (McLanahan et al. 2010; Arnett 2000). Among these changes are increased participation and attainment in education; extenuation of educational completion and subsequent delayed participation in the labor force; and delays in child rearing. Accordingly, America’s Youth: Transitions to Adulthood examines numerous aspects of the lives of youth and young adults, ages 14 to 24, in the United States over the last several decades. The report features status and trend data from multiple surveys on the distribution of youth and their family structure; on school-, employment-, and health-related factors; and on future plans.
Released December 2011. In this report, Hanover Research explores the issue of college and career readiness for secondary students, specifically addressing the different facets of college and career readiness, the standards and assessment systems adopted by the states, and the definitions for and achievement of the college readiness benchmarks set by ACT Inc. and the College Board for the ACT and SAT college entrance exams, respectively.
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