Since 1960, the U.S. Department of Agriculture has provided estimates on family spending on children (from birth through age 17). This report's statistics offer a general sense of what your families may be spending on their children, but should not be used to determine tuition levels or as an argument to reduce tuition. Keep in mind, the government uses the results of this research to develop child-support guidelines, foster-care payments, and family educational programs. The national averages may not reflect the spending levels of your school's parents.
Dealing With Hidden Inflation, 2019
As a Trustee, School Head, or Chief Financial Officer, you know that a decision to hold tuition flat for a year or more results in lost financial ground and places pressure on future budgets. Inflation quietly depletes your real income and your school may lapse into a cash-negative situation. How can you keep this from happening?
Three Ways to Support Your School's Community Service Initiatives
The Head sets the tone for many of your school’s initiatives and programs. When you show your support through words and actions, your community is more likely to rally behind you and engage in your school’s offerings.
The Impact of Predictability and Support on Your Recruitment Outcomes
ISM has long advised School Heads about the strongly positive correlation between student and teacher perceptions of predictability and support and their enthusiasm, satisfaction, and performance. While the correlation has not been tested among parents, it is logical to infer that students and parents greatly benefit from a predictable and supportive admission process—from the moment of early exploration or inquiry through enrollment and matriculation.
ISM Faculty and Management Compensation Survey 2013-14 Summary of Results
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.
Education Innovation: Where Do Schools Stand?
Where do we stand when it comes to innovation in the classroom? Do teachers and leaders believe that we’re prioritizing innovation, in ways do they believe they’re successful, and what roadblocks stand in their way?
Board-Faculty Relationships: 10 Do’s and Don’ts
Teacher A: “Our Board members are never here at school, so they have no idea what we do. How can they possibly understand what they should be doing on the Board?”
Teacher B: “I know! And none of them has ever been a teacher! Why are they on the Board in the first place?”
Women in Leadership: Perceptions and Strategies for Success
Smart, passionate women dedicate their lives to supporting students in our schools. But research shows that there is still work to be done when it comes to gender perceptions and equality.
Create a Plan for Successful Teacher Induction
Your new teacher induction program must be a systematic plan that encourages growth and supports success during each teacher’s first years within your school. It’s your role as School Head to ensure this type of program is considered a priority and executed accordingly.
Keep Your Headship Focused and Effective
School Heads today rely strongly on the support and guidance provided by their Head Support and Evaluation Committees. Despite this support from the Board, however, the Head’s perennial problem is professional isolation. Heads often express their concerns about the issues they face during the school year—problem parents, the budget, Board relations, fundraising, etc. To lead their schools effectively, Heads must learn how to better delegate authority and to develop a professional support network outside the school. Even though Heads have other administrators to help resolve problems, they often tackle too many issues alone.2 When a Head makes every school concern a personal concern, eventually every problem—no matter whose purview—will come to him or her.