• 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.

ISM_ConcernsSurvey_2013

2013 ISM e-Letter Readers Concerns Survey

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.

What Parents Want 1

What Parents Want: Education Preferences and Trade-Offs

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.

The Place of Virtual Pedagogic Physical Space

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom

Released in August 2010. Northern Beaches Christian School (NBCS), Sydney, Australia, undertook research into how the gap between pedagogy, space, technology, and architecture might be narrowed or even eliminated. In 2007, NBCS commenced design work in order to construct a new space for ‘twenty-first century learning’. The Spaces for Learning Project, developed by the Sydney Centre for Innovation in Learning (SCIL), progressively looked at the nature of change in educational space and led to the reconstruction of older spaces, as well as the development of new spaces. SCIL took up the challenge to develop the pedagogy of every teacher within the school, leading to the universal adoption of technology as a natural tool within learning, to convert existing space to suit more inquiry based paradigms, and create new space that reflected the strategic intent of the institution. This is the report of their findings.

The Place of Virtual Pedagogic Physical Space

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom

Released in August 2010. Northern Beaches Christian School (NBCS), Sydney, Australia, undertook research into how the gap between pedagogy, space, technology, and architecture might be narrowed or even eliminated. In 2007, NBCS commenced design work in order to construct a new space for ‘twenty-first century learning’. The Spaces for Learning Project, developed by the Sydney Centre for Innovation in Learning (SCIL), progressively looked at the nature of change in educational space and led to the reconstruction of older spaces, as well as the development of new spaces. SCIL took up the challenge to develop the pedagogy of every teacher within the school, leading to the universal adoption of technology as a natural tool within learning, to convert existing space to suit more inquiry based paradigms, and create new space that reflected the strategic intent of the institution. This is the report of their findings.

Digest of Education Statistics 2012 1

Digest of Education Statistics, 2012

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.

Why and How Parents Choose Private Schools 1

More Than Scores: An Analysis of Why and How Parents Choose Private Schools

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.

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