In June 2013, we sent our e-Letter subscribers a short survey asking about their concerns regarding their position and what obstacles they felt their school faced. This was the fifth consecutive year ISM asked its e-Letter subscribers to participate. In total, 745 private-independent school administrators responded—nearly a 60% response rate.
We have recorded all the responses and organized them by overall concerns facing schools, positional concerns, regional school concerns and the demographics of our respondents and their schools. Like the last three years, admission/enrollment and financial aid is still the top topic of concern for schools, totaling 753 responses.
Released in December 2013. The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
Released in November 2013. This report, published by the Friedman Foundation for Educational Choice, discusses the results of a survey administered to Georgia parents of K–12 private school scholarship concerning why and how parents select a private school for their children. The top five reasons why parents chose a private school for their children are all related to school climate and classroom management, including “better student discipline” (50.9%), “better learning environment” (50.8%), “smaller class sizes” (48.9%), “improved student safety” (46.8%), and “more individual attention for my child” (39.3%). Surveyed parents were overwhelmingly satisfied with their private school choice, with 98.6 percent of parents being “very satisfied” or “satisfied” with their decision.
Released in September 2013. This report provides a summary of the results of the Ideas & Perspectives Reader Survey administered by Hanover Research in 2013. Over 92% of respondents checked either “Agree” or “Strongly Agree” when presented with the statement that articles are “well-written and readable.” This report covers the highlights of the survey responses, respondent demographics, the overall results (represented in graphs and figures), and the open-ended responses from the survey participants.
Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results From the First Through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study
Released in August 2013. To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). BTLS is a nationally representative longitudinal study of public school teachers who began teaching in 2007 or 2008. It provides data on teacher characteristics (e.g., age and gender) and attitudes (e.g., teacher satisfaction) of teachers who stay in the prekindergarten through 12th-grade teaching profession and those who leave teaching. The survey also collects data on teachers' mobility across schools and/or districts. In addition, data on school characteristics (e.g., community type) are collected. The BTLS, therefore, provides researchers with the opportunity to examine the career paths of beginning teachers as well as factors that may influence those paths.
Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2011-12 Schools and Staffing Survey
Released in August 2013. This report presents selected findings from the Public School and Private School Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. The selected samples include about 3,000 private schools and their principals; and 7,100 private school teachers.
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