In two previous white papers, ISM discussed whether the recent recession and subsequent recovery has impacted private-independent school enrollments. Despite data from ISM's recent parent reenrollment surveys and three tuition elasticity studies (all suggesting that the enrollment intentions of parents remains strong and that tuition and enrollment are not correlated), many school leaders continue to question independent school sustainability. This report focuses on five sustainability concerns that ISM most frequently hears and addresses each in turn. The conclusion is that hysteria over independent school sustainability is not warranted.
Released March 2014. In this report, Hanover Research summarizes key findings from the 2013-14 Faculty and Management Compensation Survey, administered on behalf of Independent School Management to independent schools in the United States.
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.
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