• 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.

Monitoring the Future 2012.pn

Monitoring the Future 2012: Teen Drug Use

Released December 2012. Monitoring the Future is an annual survey of 8th, 10th, and 12th-graders conducted by the researchers at the University of Michigan, Ann Arbor, under a grant from the National Institute on Drug Abuse, part of the National Institutes of Health. Since 1975, the survey has measured drug, alcohol, and cigarette use and related attitudes in 12th-graders nationwide. Eighth and 10th graders were added to the survey in 1991. Overall, 45,449 students from 395 public and private schools participated in the 2012 survey.

2012 ISM Re Enrollment Results

High Expectations and Student Success

Released November 2012. In this report, Hanover Research examines the role of expectations, both those of teachers and of students, on academic outcomes of student learning. The research has examined how expectations should be framed and communicated in order to maximize achievement and drive each student, no matter the caliber of his or her starting point, to achieve beyond where he or she began. This brief report highlights the role that expectations play in student learning, achievement, and goal-setting, with an emphasis on the work of John Hattie and Carol Dweck.

High Net Worth Philanthropy 2012

The 2012 Bank of America Study of High Net Worth Philanthropy: Issues Driving Charitable Activities Among Wealthy Households

Released November 2012. The 2012 Bank of America Study of High Net Worth Philanthropy examines the giving patterns, priorities, and attitudes of America’s wealthiest households for the year 2011. This study reveals consistent trends in the giving and volunteering behaviors of high net worth individuals and households from previous years, as well as departures from past trends. The study, the fourth in a series written and researched by the Center on Philanthropy at Indiana University in partnership with Bank of America (in particular, U.S. Trust, Bank of America Private Wealth Management), builds on previous studies issued in 2006, 2008, and 2010.

2012 ISM Re Enrollment Results

High Expectations and Student Success

Released November 2012. In this report, Hanover Research examines the role of expectations, both those of teachers and of students, on academic outcomes of student learning. The research has examined how expectations should be framed and communicated in order to maximize achievement and drive each student, no matter the caliber of his or her starting point, to achieve beyond where he or she began. This brief report highlights the role that expectations play in student learning, achievement, and goal-setting, with an emphasis on the work of John Hattie and Carol Dweck.

Great Expectations Teachers

Great Expectations: Teachers' Views on Elevating the Teaching Profession

In early 2012, Teach Plus conducted its first national survey of teachers. One thousand and fifteen (1,015) teachers from around the country responded, 49% with 1-10 years of classroom experience and 51% with 11 or more years of experience. The survey examined three areas of reform that are central to teachers: standards and accountability, teacher effectiveness and evaluation, and working conditions. The findings paint a picture of a new generation of teachers who have high expectations for their students and a strong desire to build a profession based on high standards.

Foreign Language in Elementary.pn

Foreign Language Instruction in the Elementary Grades

Released November 2012. In this report, Hanover Research examines promising practices in foreign language instruction for elementary-aged students. The report begins with a brief discussion of the benefits of foreign language education, and then examines the various instructional models used in U.S. schools. The report concludes with a review of research focused on the amount of time which should be spent instructing younger students.

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