• 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.

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NACE Salary Survey: Starting Salaries for New College Graduates: January 2013 Executive Summary

Released January 2013. This Executive Summary was prepared by the National Association of Colleges and Employers (NACE), and provides data derived from the Bureau of Labor Statistics, the Census Bureau, and a master data set developed by Job Search Intelligence. This is the fourth report using NACE's new data collection method. Because the data come from a statistically valid sample of employers rather than from voluntary reports by students, the new report is more representative of the college population as a whole; the old report was heavily weighted toward engineering, accounting, and other disciplines that traditionally receive job offers prior to graduation. The new report contains data that are more robust, allowing for additional analysis.

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Projections of Education Statistics to 2021

Released January 2013. This report, the 40th in a series begun in 1964, includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. It provides revisions of projections shown in Projections of Education Statistics to 2020 and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level.

Foreign Language in Elementary.pn

Best Practices in Teacher Pay for Performance Models

Released December 2012. In this report, Hanover Research examines four aspects of performance-based compensation: pay forperformance systems, evaluating teachers of non-tested subject areas, evaluator training and reliability of evaluation ratings, and student and teacher outcomes. Although the research is based on public school systems, elements may be applicable in a private school setting.

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Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and Well-Being

Released December 2012. At the top of parents’ many wishes is for their children to be happy, to be good, and to be well-liked. Our findings suggest that these goals may not only be compatible but also reciprocal. In a longitudinal experiment conducted in 19 classrooms in Vancouver, 9- to 11-year olds were instructed to perform three acts of kindness (versus visit three places) per week over the course of 4 weeks. Students in both conditions improved in well-being, but students who performed kind acts experienced significantly bigger increases in peer acceptance (or sociometric popularity) than students who visited places. Increasing peer acceptance is a critical goal, as it is related to a variety of important academic and social outcomes, including reduced likelihood of being bullied. Teachers and interventionists can build on this study by introducing intentional prosocial activities into classrooms and recommending that such activities be performed regularly and purposefully.

Foreign Language in Elementary.pn

Best Practices in Teacher Pay for Performance Models

Released December 2012. In this report, Hanover Research examines four aspects of performance-based compensation: pay for performance systems, evaluating teachers of non-tested subject areas, evaluator training and reliability of evaluation ratings, and student and teacher outcomes. Although the research is based on public school systems, elements may be applicable in a private school setting.

Foreign Language in Elementary.pn

Best Practices in Teacher Pay for Performance Models

Released December 2012. In this report, Hanover Research examines four aspects of performance-based compensation: pay forperformance systems, evaluating teachers of non-tested subject areas, evaluator training and reliability of evaluation ratings, and student and teacher outcomes. Although the research is based on public school systems, elements may be applicable in a private school setting.

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