Released March 2014. In this report, Hanover Research summarizes results from the 2013-2014 Faculty and Management Compensation Survey, administered on behalf of Independent School Management to 262 independent schools in the United States. Analysis in this report includes univariate summary statistics of each question included in the survey as well as a bivariate and multivariate analysis examining predictors of faculty salary at independent schools.
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 August 2013. This report details the results of a national survey of K-12 parents concerning educational preferences and what trade-offs parents are willing to make for the benefit of their children’s education. Analysts and advocates interested in the “demand” side of school choice have long focused on parents’ educational preferences. But parents are too often viewed as a monolith of similar if not identical preferences, with researchers looking to determine what the “average” or “typical” parent seeks in a school—and how that parent makes decisions among types of schools. This groundbreaking study by the Thomas B. Fordham Institute, conducted for Fordham by Harris Interactive, takes a different approach: It attempts to “segment” U.S. parents into distinguishable groups, each with its own set of values, priorities, and preferences regarding education.
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 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.”
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