• 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.


Sample Gift Acceptance Policy

This is a sample gift acceptance policy (for I&P's fictional K-12 coed day school, Aegis Academy), created to accompany the I&P article, "Developing a Gift Acceptance Policy Manual," Vol. 38, No. 6. The sample is provided as a guideline as you develop your own policy; customize your policy to the particular mission and needs of your school and its development program.

Effective Practices

Impact of School Start Time on Student Learning

Released February 2013. In the following report, Hanover Research presents an assessment of the literature regarding the most effective school start times for elementary, middle, and high school students. We review the actions of school start time change committees and pilot studies to provide profiles of schools that have implemented new start times. The current body of research suggests that later start times for middle and high school students can improve academic performance as well as out-of-school behavior. This report presents the background and benefits of ideal school start times, obstacles for implementing new school start times, and guidelines and models for implementing changes. The research is based on public school systems, but some of the ideas provided can be applicable in a private school setting.

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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.

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Charter School Growth and Replication: Executive Summary

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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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.

Effective Practices

Implementing Middle School Block Scheduling and Team Teaching

Released November 2012. In the following report, Hanover Research summarizes best practices for implementing a block schedule at the middle school level. To begin, this report discusses the basic tenets of block scheduling and identifies several different block scheduling models. Following this, the report briefly covers several issues related to student instruction and curriculum associated with block scheduling, as well as issues related to the implementation of block scheduling. The report concludes with a discussion of teacher teaming, a practice which has been recommended by a number of educators, researchers, and experts.

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