Released in November 2013. This study, published by the Thomas B. Fordham Institute, addresses the issue of class size and teacher-student ratios—with a policy recommendation. “Public schooling in America suffers from a triple problem that a single policy solution might solve: 1) Our best teachers aren’t paid enough, 2) not enough kids benefit from great teachers, and 3) too many are stuck with weak teachers. This paper describes—and demonstrates the value of—a change in policy that could address all three issues at once, and could be done at no additional cost to taxpayers. Following this route, however, means reversing position on a widely popular—but pricey and none too effective—approach to “educational improvement”: class size reduction. Instead of trying to keep classes small, we should be leveraging our existing teacher talent by enlarging the classes taught by our best instructors—and compensating these excellent teachers for the extra work involved.”
Released Summer 2013. After the Sandy Hook Elementary School tragedy (and in light of other horrific events of school violence in recent years), many schools are concerned about school security and risk management today. Beyond the debate over gun control and mental health issues, Martin Kelly, President of ISM Insurance, provides a multi-tiered approach to school safety and security, focusing on people, facilities, activities, and policies and procedures. This article was reproduced from Resources with permission of The National Alliance for Insurance Education & Research.
Released April 2013. Technological changes over the last decade have made it much more common for students to enroll in distance education, most often in a course taken over the Internet. The IPEDS (Integrated Postsecondary Education Data System) collects data from institutions about whether they offer any distance learning opportunities, defined as “an option for earning course credit at off-campus locations via cable television, internet, satellite classes, videotapes, correspondence courses, or other means.” Distance learning opportunities are available throughout postsecondary education and at all types of institutions.This report, prepared for the National Center for Education Statistics, provides tables showing statistics concerning institutions that are exclusively distance education.
Released March 2013. In the following report, Hanover Research outlines different approaches to integrating technology into the K?12 curriculum. The first section presents an overview of technology integration, including technology integration and 21st century learning and the effects of technology integration on student learning outcomes. The second section of the report introduces two theoretical frameworks for technology integration, TPACK and ISTE Essential Conditions. The final section describes three technology integration frameworks that may guide overall district implementation efforts: SAMR, TIM, and Technology Immersion.
Released February 2013. This report, prepared for Independent School Management by Hanover Research, summarizes key findings from the 2012-2013 administration of ISM’s Faculty and Management Compensation Survey. The full report is available to Consortium Gold members elsewhere in the Research area of this site.
Results from the 2012-2013 ISM Faculty and Management Compensation Survey – Summary of Results (All Respondents)
Released February 2013. This report provides graphic summaries of the results of ISM’s survey on faculty compensation practices and the associated compensation census. Hanover Research 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. Compensation and benefits for private school administrators, including School Heads, is included. This document is long (228 pages).
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