Released February 2013. This report, prepared for Independent School Management by Hanover Research, summarizes key findings from the 2012-2013 administration of ISM’s Faculty and Management Compensation Survey. The full report is available to Consortium Gold members elsewhere in the Research area of this site.
Results from the 2012-2013 ISM Faculty and Management Compensation Survey – Summary of Results (All Respondents)
Released February 2013. This report provides graphic summaries of the results of ISM’s survey on faculty compensation practices and the associated compensation census. Hanover Research summarizes the responses to each question, including breakdowns by day/boarding school and by geographic region, and includes a multiple regression analysis of the determinants of teacher salary. Compensation and benefits for private school administrators, including School Heads, is included. This document is long (228 pages).
Released February 2013. In this report, Hanover Research discusses literature and emerging practices in assessing teacher performance and student achievement in subjects and grades not evaluated by state assessments. Hanover presents detailed profiles of districts and state education departments with well-developed policies. Although the research is based on public school systems, some of the assessment rationales may be applicable in a private school setting.
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America
This report from The Friedman Foundation for Educational Choice focuses on school choice programs in 2013, including vouchers, education savings accounts, tax-credit scholarships, and and individual tax credits/deductions. The report describes programs throughout the United States, listed alphabetically by state. The foundation continues to promote school choice as the most effective and equitable way to improve the quality of K-12 education in America. The foundation is dedicated to research, education, and outreach on the vital issues and implications related to choice in K-12 education.
Released February 2013. Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. In this report, correlations are investigated between high school students’ academic progress over one year and the social environment that surrounds them in their friendship network. The researchers found that students whose friends’ average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network.
Released January 2013. The notion of identifying successful schools and encouraging their expansion seems straightforward and logical. But in the charter school context, the desirable goal of better outcomes for students immediately encounters a set of three hurdles, detailed in this report from the Center for Research on Education Outcomes (CREDO). There is a growing body of research, including prior work from CREDO, showing that the performance of charter schools varies widely, even after state policy differences are taken into account. The research shows that to date, high-performing charter schools are in the minority. Since these studies are typically a snapshot of performance over a period of time, the question of how schools' quality changes over time is left unanswered.
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