Transcript NAIS CORE SAMPLES - California Association of Independent

Planning Strategically Today for a Profoundly
Different Tomorrow
[email protected]




The Demographic and
Economic Realities, NAIS
Diversity Statistics
Social Forces, Globalization,
and Workforce Trends
The Shifting Political Scene
Student Perceptions,
Aspirations, and Trends
Copyright National Association of Independent Schools 2006
 The Demographic
and Economic
Realities, NAIS
Diversity Statistics
Copyright National Association of Independent Schools 2006
 What trends, patterns, or realities seem to
emerge or exist?
 How do we respond to and/or plan for
these trends, patterns, or realities?
 What other questions should we be
asking?
 What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Brutal Facts: Changes in School Age Population

After increasing by about one-fifth between 1988 and 2001, enrollments
in both public and private schools are expected to increase at slower
rates between 2001 and 2013. (excerpted from the Projection of Education Statistics to 2013,
National Center for Education Statistics)

Enrollment in kindergarten through grade 8 increased 19% between
1988 and 2001 and is projected to increase 5% between 2001 and 2013.
(excerpted from the Projection of Education Statistics to 2013, National Center for Education Statistics)

Enrollment in grades 9-12 increased 17% between 1988 and 2001 and
is projected to increase 4% between 2001 and 2013. (excerpted from the Projection
of Education Statistics to 2013, National Center for Education Statistics)

Enrollment in private (including independent) elementary and
secondary schools increased 18% between 1988 and 2001 and is
projected to increase 7% between 2001 and 2013 (as opposed to a
projected 4% increase for public schools). (excerpted from the Projection of Education
Statistics to 2013, National Center for Education Statistics)
Copyright National Association of Independent Schools 2006
Brutal Facts: Levels of Education and Income

The share of children to be raised in families with college-educated
parents is projected to increase from 27% in 1990 to 30% in 2015,
including: (excerpted from Projected Social Context for Education of Children: 1990-2001, The College Board)
-15% of Black/African American children and 13% of
Hispanic/Latino children are projected to be raised by collegeeducated parents, compared to 12% and 10% respectively.
-More than half (51%) of Asian/Asian American children are
projected to be raised by college-educated parents in 2015, compared
to 45% in 1990.
-The share of White/European American children raised by collegeeducated parents is projected to increase from 32% in 1990 to 38% in
2015.

Overall, more than twice as many minority children are projected to
be raised by college-educated parents in 2015 than in 1990.
Copyright National Association of Independent Schools 2006
Brutal Facts: The Changing Consumer, Data-Driven Decision Making, and
What Attracts Parents to Independent Schools

Independent school leaders cite a growing consumer attitude that is
harder and harder to manage. (NAIS’s 2004 Hot Issues Survey)

As tuitions rise, parental expectations for measurable outcomes also
grow. They want hard data about outcomes – college graduation rates,
job satisfaction levels, etc. (“Trust us” isn’t working anymore.
Helicopter Parents, HR Director complaints)

Current independent school parents highlighted the following factors
as influential in choosing an independent education: (2003 NAIS Parent Survey)
-Academic quality
-Small class sizes
-More challenging than public school options
-Reputation for college admission

One of the top reasons for sending children to independent schools is
dissatisfaction with public school systems. (2003 NAIS Parent Survey)
Copyright National Association of Independent Schools 2006
What Attracts Parents to Independent Schools
Academic Reasons
97.3%
96.3%
Small Class Size
College Placement
Record
74.9%
Low Satisfaction with
Public School System
72.4%
Individualized
Educational Support
Services
63.2%
N = 722
0%
20%
40%
60%
80%
100%
120%
* Factors considered 'Im portant' or 'Very Im portant.'
Source: 2003 NAIS Parent Survey
Copyright National Association of Independent Schools 2006
What Attracts Parents to Independent Schools
Factors Considered ‘Important’ or ‘Very Important’
Percent
Rank
Type of School (Day, Boarding)
48.2%
6th
Prestige of Independent School Education
42.8%
7th
Social Reasons
37.7%
8th
Discipline Reasons
27.1%
9th
Family Financial Circumstances
26.4%
10th
Easy of Secondary School Admission Process
23.4%
11th
Availability of Financial Aid
21.0%
12th
Tuition Cost
20.1%
13th
Financial Aid Received
17.2%
14th
Relative (s) Attended Independent Schools
17.1%
15th
Religious Affiliation
6.8%
16th
Copyright National Association of Independent Schools 2006
Brutal Facts: Diversity

About 65% of America’s population growth in the next two
decades will be minority, particularly from Hispanic/Latino and
Asian immigrants. (Harold Hodgkinson, Center for Demographic Policy)

The 2000 Census allows you to check as many race/ethnicity boxes
as you wish, making the resulting statistics difficult to interpret.
(Harold Hodgkinson, Center for Demographic Policy)

Diversity is increasingly unevenly distributed. The 65% increase
in diverse populations will be adsorbed by only about 230 of U.S.
3,068 counties, with California, Texas, and Florida getting about
3/5 of this increase. (Harold Hodgkinson, Center for Demographic Policy)

White/European Americans will make up only 58% of those in the
0-24 age range by 2015 (compared with 70% in 1990). (excerpted from
Projected Social Context for Education of Children, The College Board)

The share of Hispanic/Latino Americans over the same timeframe
is expected to nearly double from 12% in 1990 to 21% in 2015.
(excerpted from Projected Social Context for Education of Children, The College Board)
Copyright National Association of Independent Schools 2006
 Students of Color Stats
Copyright National Association of Independent Schools 2006
Percentage of
Students of Color
in Independent
Schools – 21.1%
(106,492)
Total Number of
Students in
Independent
Schools – 505,100
1,055 Schools Reporting
NAIS StatsOnline
2004 - 2005
Copyright National Association of Independent Schools 2006
Students of Color as Percentage of Enrollment by Region
1,055 Schools Reporting, 2004-2005
StatOnline
East – NJ, NY
Mid Atlantic – DE
DC, MD, PA, VA
Midwest – IL, IN, IA
KY, MI, MN, MO, NE
OH, SD, WV, WI
New England – CT, ME,
MA, NH, RI, VT
Southeast – AL, FL, GA,
MS, NC, SC, TN
Southwest – AZ, AR, CO,
KN, LA, NM, OK, TX
West – AK, CA, HI, ID,
MT, NV, OR, UT, WA,
WY
1992-93
1997-98
2002-03
2003-04
2004-2005
45
40
35
30
25
20
15
10
5
0
West
East
Mid
Atlantic
Midwest
New
Southwest Southeast
England
National
East
Mid Atlantic
Midwest
New
England
Southwest
Southeast
West
National
18.4
18.5
20
20.4
21.7
14.9
15.7
17.7
18.6
19.2
15.5
15.8
18.2
17.9
18.3
10.5
11.3
13.6
13.9
14.4
10.9
14
16.2
17.5
18.2
10.9
14
16.2
17.5
13.2
32.1
35.5
39.1
40.1
40.6
16
17.3
20
20.5
21.1
Copyright National Association of Independent Schools 2006
 Almost half of the students of color were African
Americans in schools located in the Mid Atlantic.
 Schools in the West reported that more than 50 percent
of students of color were Asian American.
 Schools in the Southwest registered the largest
percentage of Hispanic Americans, Middle Eastern
Americans, and Native Americans.
Copyright National Association of Independent Schools 2006
Students of Color as Percent of Enrollment by School Type
1,055 School Reporting 2004-2005 StateOnline
35
30
25
20
15
School Type
10
5
0
School Type
Boarding
(2,138)
Boarding-Day
(5,034)
Day (88,966)
Day-Boarding
(10,354)
31
18
21
25
African Americans tended to be the largest group among student of color for schools with predominantly
boarding programs, while Asian Americans constituted the largest group at schools with mainly day
programs.
Copyright National Association of Independent Schools 2006
950 Schools Reporting
StatsOnline – February 5, 2004
25
20
15
10
5
0
School Type
Co-Ed
Girls
Boys
20.7
23.7
13.9
Copyright National Association of Independent Schools 2006
Distribution of Students of Color by Grade
1,013 Schools Reporting, 2004-2005 StatsOnline
7
6
5
4
3
2
1
0
Number by Grade
PreK
K
1st
Grade
2nd
Grade
3rd
Grade
4th
Grade
5th
Grade
6th
Grade
6.3
5.8
5.6
5.6
5.5
5.5
5.6
6.9
Copyright National Association of Independent Schools 2006
Distribution of Students of Color by Grade
1,013 Schools Reporting, 2004-2005 StatsOnline
10
9
8
7
6
5
4
3
2
1
0
Number by Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
12th Grade
PG
7.9
7.7
9.8
9.6
9.3
8.7
0.2
When analyzing the distribution of students of color by grade, it is noticeable that upper school grades
had more students of color – on average four percentage points than the percent of students of color
in most lower school grades.
Copyright National Association of Independent Schools 2006
950 Schools Reporting
StatsOnline – February 5, 2004
25
20
15
10
5
0
School Size
Under 201
201-300
301-500
501-700
Above 700
22.1
20.1
18
17.9
22.6
Copyright National Association of Independent Schools 2006
Racial/Ethnic Group as Percentage of Total Enrollment
1,055 School Reporting 2004-2005 StatsOnline
7
6
5
4
3
2
1
0
Racial/Ethnic Group
African
American
(29,393)
Hispanic
American
(15,012)
Asian
American
(35,450)
Native
American
(954)
Multiracial
American
(18,195)
M. East.
American
(7,488)
5.8
3
7
0.2
3.6
1.5
Copyright National Association of Independent Schools 2006
Students of Color by Racial/Ethnic Group 1,055 School Reporting 2004-2005 StatsOnline
35
30
25
20
15
10
5
0
Racial/Ethnic Group
African
American
Hispanic
American
Asian
American
Native
American
Multiracial
American
M. East.
American
27.6
14.1
33.3
0.9
17.1
7
Multiracial Americans have experienced faster growth during the past five years, more
than doubling from 1999-2000 (4,333 students) to 2004-2005 (9,202 students) – an
increase of 112.4 percent.
Copyright National Association of Independent Schools 2006

Adults of Color and Adults
and Gender Stats
Copyright National Association of Independent Schools 2006
Percentage of
Adults of
Color in
Independent
Schools
14.2%
(14,030)
888 Schools Reporting
NAIS StatsOnline
February 5, 2004
Copyright National Association of Independent Schools 2006
Staff of Color, Three Years 911 to 1020 Schools Reporting
StatsOnline
25
20
15
10
5
0
2002-2003
2003-2004
2004-2005
Teachers
Admin
Aides, Interns,
Dorm Support
Instructional
Support
Other
10
10.6
11.1
7.4
8.6
8.3
14.4
17.5
17.5
10
10.9
11.1
22.2
23.1
22.1
Copyright National Association of Independent Schools 2006
Percentage Teachers of Color by Region
1,020 Schools Reporting StatsOnline
East – NJ, NY
Mid Atlantic – DE
DC, MD, PA, VA
Midwest – IL, IN,
IA
KY, MI, MN, MO,
NE
OH, SD, WV, WI
New England –
CT, ME,
MA, NH, RI, VT
25
20
15
Southeast – AL,
FL, GA,
MS, NC, SC, TN
Southwest – AZ,
AR, CO,
KN, LA, NM, OK,
TX
West – AK, CA,
HI, ID,
MT, NV, OR, UT,
WA,
WY
10
5
0
Region
East
Mid
Atlantic
Midwest
New
England
12.2
11
7.2
7.8
Southeast Southwest
Copyright National Association of Independent Schools 2006
7.7
9.4
West
20.9
Heads of School by Gender
1,202 Schools Reporting
StatsOnline
70
60
50
40
30
20
10
0
Women - 35%
Copyright National Association of Independent Schools 2006
Men - 65%
Teachers by Gender and School Type
70
60
50
40
30
20
10
0
Female
Male
1,202 Schools Reporting
StatsOnline
Female
Male
Boarding
BoardingDay
Day
DayBoarding
41.1
58.9
45.1
54.9
69.2
30.8
57
43
Copyright National Association of Independent Schools 2006
Teachers by Gender and School Type
1,202 Schools Reporting
StatsOnline
100
80
60
40
Female
Male
20
0
Female
Male
Coed
Girls
Boys
66.3
30.7
80.9
19.1
36.3
63.7
Copyright National Association of Independent Schools 2006
Administrators by Gender and School Type
70
60
50
40
30
20
10
0
Female
Male
1,202 Schools Reporting
StatsOnline
Female
Male
Boarding
BoardingDay
Day
DayBoarding
36.8
63.2
45.8
54.2
61.5
38.5
52.3
47.7
Copyright National Association of Independent Schools 2006
Administrators by Gender and School Type
1,202 Schools Reporting
StatsOnline
100
80
60
40
Female
Male
20
0
Female
Male
Coed
Girls
Boys
57.4
42.6
82.8
17.2
30.5
69.5
Copyright National Association of Independent Schools 2006
Planning Strategically Today
for a Profoundly Different Tomorrow
I.
What are we doing that we should do more of
given these patterns, trends, and realities?
II.
What are we doing that we should do less of
given these patterns, trends, and realities?
III. What aren’t we doing that we should be doing,
given these patterns, trends, and realities?
IV. What are we doing that we need to stop doing,
given these patterns, trends, and realities?
V.
What other questions should we be asking?
VI. What other actions should we be taking?
Copyright National Association of Independent Schools 2006
 Social Forces,
Globalization, and
Workforce Trends
Copyright National Association of Independent Schools 2006
 What trends, patterns, or realities seem to
emerge or exist?
 How do we respond to and/or plan for
these trends, patterns, or realities?
 What other questions should we be
asking?
 What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Brutal Facts: Socioeconomic/Class Issues
 Forecasters predict that socioeconomic and class diversity
will replace racial/ethnic diversity as a primary concern for
independent schools.
 “Biases among people are often rooted in class – more so
than in race, culture, sexual orientation, religion , or
gender.” Dane Peter, head of school, Brooklyn Heights Montessori School (NY), in “Class Bias,
the Real Enemy”, Independent School, Fall 1999
 “By the nature of a school’s many diverse constituents,
there is inextricably woven within the fabric a class thread
which can unravel the prevailing mission to educate
children.” Dane Peter, head of school, Brooklyn Heights Montessori School (NY), in “Class
Bias, the Real Enemy”, Independent School, Fall 1999
 “It has been a great challenge for us as parents to help our
children realize that who they are is so much more
important than what they are.” Dane Peter, head of school, Brooklyn Heights
Montessori School (NY), in “Class Bias, the Real Enemy”, Independent School, Fall 1999
Copyright National Association of Independent Schools 2006
Brutal Facts: Changing Family Structures

Schools will increasingly have to address the needs of children from very
different family situations, as can be seen by the following trend. In 2003, (Bureau of
Labor Statistics)
-68% of children under the age of 18 lived with two married parents (compared
to 77% in 1980)
-23% lived only with a mother
-5% lived only with a father
-4% lived with neither parent

There are currently more single parent and dual-earner households than at any
other time in our history. (The Employment Policy Foundation)

71.1% of mothers with children under the age of 18 are in the labor force.

With many individuals shuffling eldercare and childcare responsibilities,
schools will increasingly be called on to provide quality before-schol and afterschool care.
Copyright National Association of Independent Schools 2006
Brutal Facts: Globalization

Technological advances, increased mobility and networking among people, and
the liberation of trade and investment policies will lead to an increasingly
interconnected and interdependent world. (The Trend Letter: www.trendletter.com)

Educators predict that in the next 25 years, more international students will
come to U.S. schools, but more U.S. students will also seek educational
experiences in other countries. (The Trend Letter: www.trendletter.com)

Schools will be called on to provide more globally-based curricula, as well as
build educational partnerships with schools and organizations around the
world (not just relief efforts).

Academic and language competitiveness – U.S. vs. the rest of the world.

More jobs and workers to move globally.

Online school, based throughout the world, may offer viable (and more cost
effective) alternatives to more traditional schools. (The Trend Letter: www.trendletter.com)

“While English currently is the language of choice for much global business
and international diplomacy, Spanish and Chinese are also widely spoken. In
fact, in Asia, people now study Chinese as a more comfortable option to English
for communication with other Asians.” (The Trend Letter: www.trendletter.com)
Copyright National Association of Independent Schools 2006
Brutal Facts: Workforce Trends

Flexible Employment will gain Popularity – As more people work flexible
hours, work from home, and use technology to work for employers in distant
locations, the traditional workday and workweek will further erode. Part of
this movement will be driven by parents/guardians who want to spend more
time with their children. (Excerpted from the Herman Trend Alert)

The Role of Women in Work will Transform – More women will rise to
significant positions of leadership at the same time that other women are opting
out of the workforce. (Excerpted from the Herman Trend Alert)

Telecommuting – Mothers and fathers will telecommute or “telework”,
providing them with greater opportunities to support their children.

Traditional Retirement will Continue its Metamorphosis – Retirees will move
into jobs in other fields, start their own businesses, and engage in other
activities to remain busy and productive. Aging workers will explore lifestyle
changes rather than stop working. (Excerpted from the Herman Trend Alert)

More Jobs and Workers will move Globally – Economic issues and skilled labor
shortages will stimulate the movement of jobs and workers across political
boundaries. Offshoring will become more of a global phenomenon. However,
employers will discover that some situations are unsatisfactory and jobs will
return to their home countries. (Excerpted from the Herman Trend Alert)
Copyright National Association of Independent Schools 2006
Planning Strategically Today
for a Profoundly Different Tomorrow
I.
What are we doing that we should do more of
given these patterns, trends, and realities?
II.
What are we doing that we should do less of
given these patterns, trends, and realities?
III. What aren’t we doing that we should be doing,
given these patterns, trends, and realities?
IV. What are we doing that we need to stop doing,
given these patterns, trends, and realities?
V.
What other questions should we be asking?
VI. What other actions should we be taking?
Copyright National Association of Independent Schools 2006
 The Shifting Political Scene
Copyright National Association of Independent Schools 2006
 What trends, patterns, or realities seem to
emerge or exist?
 How do we respond to and/or plan for
these trends, patterns, or realities?
 What other questions should we be
asking?
 What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Brutal Facts: Political Forecasts and School Choice

Government, opinion leaders, the public, and independent school
consumers will demand greater accountability and transparency from
independent schools.

Growing options for school choice will put unprecedented demands on
schools to demonstrate the “valued-added”.

Trust in the media will erode (consolidation of media ownership and
recent press scandals) leading consumers to seek other information
outlets.

Forecasters predict that the school choice movement will continue to
grow and gain popularity.
Copyright National Association of Independent Schools 2006
Brutal Facts: Political Forecasts and School Choice
-The percentage of children enrolled in public, assigned schools decreased from
80% in 1993 to 76% in 1999. This decrease was almost completely offset by an
increase from 11 % to 14% in public, chosen school enrollment. Increasing,
parents are able to find the choice they want within the public school system.
(Trends in the Use of School Choice)
-Public magnet schools in direct competition with independent schools
(Greensboro marketing)
-Home schooling may also have a significant impact on independent school
enrollments. Home schoolers more resemble private school families than public
school families, with the exception that they tend to be from lower income
families. (National Center for Educational Statistics)
-Virtually every state will have to enact at least some form of choice into the
school system by 2020.
-D.C. (Private) Schools That Take Vouchers Found to be Less Racially Isolated
by Erik W. Robelen, Education Week (from January 25, 2006)
"A new study of the federal voucher program in the District of Columbia finds
that private schools that accept students using the government tuition aid have
more racial integration than the city's public schools."
Copyright National Association of Independent Schools 2006
Planning Strategically Today
for a Profoundly Different Tomorrow
I.
What are we doing that we should do more of
given these patterns, trends, and realities?
II.
What are we doing that we should do less of
given these patterns, trends, and realities?
III. What aren’t we doing that we should be doing,
given these patterns, trends, and realities?
IV. What are we doing that we need to stop doing,
given these patterns, trends, and realities?
V.
What other questions should we be asking?
VI. What other actions should we be taking?
Copyright National Association of Independent Schools 2006
 Highlights – Higher
Education Research
Institute (HERI) 2005
NAIS Special Report
Copyright National Association of Independent Schools 2006
Students’ Perceptions, Aspirations, and Trends
 What trends, patterns, or realities seem to
emerge or exist?
 How do we respond to and/or plan for
these trends, patterns, or realities?
 What other questions should we be
asking?
 What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
In what year did you
graduate from high school?
2005
How old will you be on
December 31 of this year?
18 yrs. old
98.5
98.8
98.7
97.3
69.5
76.0
69.3
61.5
How old will you be on
December 31 of this year?
19 yrs. old
27.6
20.4
28.0
33.6
Is English your native
language?
92.1
86.4
94.5
89.6
(Schools not included in Highlights –
Public Charter, Home School, Did Not
Respond)
Copyright National Association of Independent Schools 2006
What is your best estimate of
your parents’ total income
last year (all sources before
taxes)?
Less than $10,000
$10,000 to $14,999
$15,999 to $19,999
$20,000 to $24,999
$30,999 to $39,999
$40,000 to $49,999
$50,000 to $59,999
$60,000 to $74,999
$75,000 to $99,000
$100,000 to $149,999
$150,000 to $199,999
$200,000 to $249,999
$250,000 or more
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
3.5
3.1
2.7
3.8
7.2
8.1
9.4
12.5
15.2
16.7
6.5
2.9
4.8
5.7
4.4
3.5
5.3
8.7
9.1
8.3
10.3
13.4
14.0
5.2
2.8
4.7
1.8
1.4
1.4
2.2
4.9
6.2
7.9
11.2
15.7
19.9
9.5
5.0
10.9
2.5
1.6
1.4
1.6
4.1
4.8
5.6
7.4
11.0
16.3
10.4
7.3
24.2
Copyright National Association of Independent Schools 2006
Your current religious
preference - Slide I
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Buddhist
13.2
1.2
21.1
1.8
6.6
.05
7.2
1.4
Church of Christ
4.3
3.3
1.8
2.1
Eastern Orthodox
0.7
0.8
0.7
0.9
Episcopalian
1.5
2.2
1.5
5.7
Hindu
0.9
1.3
0.4
1.9
Islamic
0.9
1.3
0.4
1.7
Jewish
2.5
3.1
1.2
6.3
LDS (Mormon)
0.3
0.3
0.0
0.1
Lutheran
4.6
2.0
2.6
1.5
Baptist
Copyright National Association of Independent Schools 2006
Your current religious
preference - Slide II
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Presbyterian
6.5
4.1
6.0
4.4
1.9
2.4
4.2
5.0
Quaker
0.2
0.3
0.3
0.5
Roman Catholic
24.6
16.9
57.1
27.5
Seventh Day Adventist
0.3
0.5
1.0
0.4
Unitarian/Universalist
0.3
0.6
0.1
0.6
United Church of Christ
1.0
0.5
0.4
0.8
Other Christian
12.0
12.2
11.0
7.1
Other Religion
2.7
3.0
1.6
2.6
None
18.3
18.8
8.5
22.4
Methodist
Copyright National Association of Independent Schools 2006
Indicate which activities you did
during the past year. *responded “frequently
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Attended a religious service
77.5
80.0
95.1
77.4
Participated in organized
demonstrations
50.1
52.9
48.4
44.2
Smoked cigarettes*
5.5
4.2
6.0
8.8
Drank beer
42.7
28.8
46.4
59.0
Drank wine or liquor
49.5
44.0
53.6
64.9
Felt overwhelmed by all I had to
do*
26.9
28.7
25.8
27.0
Felt depressed*
6.9
8.3
6.4
7.2
Asked teacher for advice after
class
23.7
30.3
25.7
35.8
Socialized with someone of
another racial/ethnic group
69.3
84.2
70.1
76.1
only” – other results represent the percentage responding
“frequently” or “occasionally”
Copyright National Association of Independent Schools 2006
During your last year in high
school how much time did you
spend during a typical week
studying/homework?
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
None
3.2
2.3
1.6
1.2
Less than one hour
15.5
9.6
9.6
6.0
1 to 2 hours
24.6
21.0
20.2
13.4
3 to 5 hours
28.3
27.6
27.8
22.5
6 to 10 hours
16.6
19.8
22.1
23.7
11 to 15 hours
6.7
9.6
10.4
16.0
16 to 20 hours
3.0
5.4
5.1
10.1
Over 20 hours
2.1
4.7
3.3
7.0
Copyright National Association of Independent Schools 2006
During your last year in high
school how much time did you
spend during a typical week
partying?
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Less than one hour
25.9
15.6
26.6
17.9
21.7
14.0
16.8
13.6
1 to 2 hours
17.7
18.9
18.1
18.3
3 to 5 hours
19.0
20.0
21.6
23.3
6 to 10 hours
11.6
8.8
13.8
15.2
11 to 15 hours
5.1
3.9
5.7
6.7
16 to 20 hours
2.3
1.9
2.7
3.0
Over 20 hours
2.6
2.0
2.5
3.0
None
Copyright National Association of Independent Schools 2006
During your last year in high
school how much time did you
spend during a typical week
watching TV?
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
None
5.3
6.6
5.6
9.8
Less than one hour
15.1
13.3
14.2
15.7
1 to 2 hours
24.1
22.7
23.9
23.9
3 to 5 hours
27.5
26.1
28.3
26.3
6 to 10 hours
15.7
16.4
16.6
14.0
11 to 15 hours
6.0
6.6
5.8
5.5
16 to 20 hours
2.6
2.7
2.5
2.2
Over 20 hours
3.6
5.6
3.1
2.7
Copyright National Association of Independent Schools 2006
To how many colleges other
than this one did you apply
for admission this year?
None
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
One
18.7
12.9
10.2
8.6
12.8
9.6
12.4
6.4
Two
16.0
12.2
13.4
8.7
Three
17.3
17.3
16.2
11.3
Four
12.2
15.2
13.8
11.4
Five
8.2
11.3
10.7
10.9
Six
5.5
8.5
8.1
10.1
Seven to ten
7.6
13.2
12.6
21.6
Eleven or more
1.6
3.4
2.8
7.1
Copyright National Association of Independent Schools 2006
What is the highest
academic degree that you
intend to obtain?
None
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Vocational certificate
0.8
0.1
0.5
0.1
0.8
0.1
1.0
0.2
Associate
0.6
0.4
0.4
0.4
Bachelor’s degree
24.7
14.2
22.4
17.4
Master’s degree
41.9
36.7
42.3
41.3
Ph.D. or Ed.D.
16.7
25.1
15.6
18.1
M.D., D.O., D.D.S., D.V.M.
8.9
14.5
10.0
11.2
J.D. (Law)
4.6
6.7
6.6
8.4
B.D. or M.DIV. (Divinity)
0.3
0.5
0.3
0.3
Copyright National Association of Independent Schools 2006
Reasons noted as “very important”
in influencing student’s decision to
attend this particular college
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
This college has a very good
academic reputation
This college has a good reputation
for its social activities
I was offered financial assistance
57.4
60.2
60.1
60.8
31.0
30.9
31.4
33.9
35.6
44.7
34.8
27.2
High school guidance counselor
advised me
7.6
8.3
8.9
12.9
Private college counselor advised me
2.3
2.8
3.6
6.2
This college’s graduates get good
jobs
51.1
52.7
52.9
50.6
Rankings in national magazines
16.0
22.3
17.5
20.3
I was admitted through Early Action
or Early Decision program
9.5
11.5
10.5
16.6
Copyright National Association of Independent Schools 2006
Student estimates chances are “very
good” that she/he will
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
13.6
14.7
14.3
16.9
Change career choice
12.8
13.1
13.7
16.9
Join a social fraternity or sorority
10.0
16.1
9.8
14.3
Play varsity/intercollegiate athletics
16.1
13.5
17.4
19.2
Communicate regularly with your
professors
Socialize with someone of another
racial/ethnic group
31.5
42.4
32.1
39.9
64.3
75.0
65.3
69.7
Strengthen your religious
beliefs/convictions
Participate in a study abroad
program
23.6
33.9
33.0
21.2
24.9
33.2
30.9
40.2
Change major field
Copyright National Association of Independent Schools 2006
Your probable career occupation
(47 choices included)
Business executive
Computer programmer/analyst
Engineer
Lawyer (attorney) or judge
Military service (career)
Pharmacist
Physician
Policymaker/Government
Teacher or administrator (elementary)
Teacher or administrator (secondary)
Undecided
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
7.6
1.9
6.7
3.8
0.9
2.4
5.7
1.0
5.5
6.8
2.0
6.3
6.0
1.1
2.1
10.8
1.2
2.3
8.7
1.4
6.3
5.0
1.0
2.1
6.9
1.1
4.2
11.4
1.1
5.4
5.7
0.8
1.3
7.1
1.6
2.2
5.3
13.7
2.4
11.9
3.3
15.4
1.8
18.9
Copyright National Association of Independent Schools 2006
Objectives considered to be
“essential” or “very important”
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Becoming accomplished in one of the
performing arts
Becoming an authority in my field
Influencing the political structure
15.9
23.5
14.7
17.9
58.8
21.1
66.7
28.7
58.4
22.4
61.5
25.2
Influencing social values
Raising a family
40.4
75.6
48.4
71.6
44.0
80.3
43.0
74.1
Being very well off financially
Becoming successful in a business of my
own
75.3
41.6
75.6
47.6
70.9
44.3
71.8
50.3
Helping to promote racial understanding
32.5
47.9
32.8
37.6
Keeping up to date with political affairs
35.0
44.3
38.9
45.7
Integrating spirituality into my life
38.5
50.2
51.8
38.2
Improving my understanding of other
countries and cultures
47.2
61.3
51.4
59.1
Copyright National Association of Independent Schools 2006
How would you
characterize your
political views?
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Far left
3.4
5.1
2.5
4.4
Liberal
27.2
36.7
21.3
33.2
Middle-of-the
road
Conservative
46.1
40.9
42.8
38.1
21.5
16.0
30.9
22.4
Far right
1.8
1.3
2.5
1.9
Copyright National Association of Independent Schools 2006
Student agrees “strongly” or “somewhat”
(23 statements)
Public
General
Public
Magnet
Private
Religious
Private
Independent
(197,303)
(7,381)
(35,221)
(20, 452)
Abortion should be legal
56.9
62.8
36.7
67.3
The death penalty should be abolished
31.6
40.7
40.5
40.3
Marijuana should be legalized
37.3
41.5
35.2
47.4
Racial discrimination is no longer a major
problem in America
21.3
15.0
21.5
19.0
Wealthy people should pay a larger share of
taxes than they do now
59.5
63.5
52.0
49.6
Same-sex couples should have the right to legal
marital status
58.5
61.2
50.4
65.8
Affirmative action in college admissions should
be abolished
48.4
42.7
51.1
49.1
If two people really like each other, it’s all right
for them to have sex even if they’ve known each
other for only a very short time
45.6
44.5
35.4
56.8
Through hard work, everybody can succeed in
American society
79.5
73.7
77.9
68.8
Dissent is a critical component of the political
process
62.2
67.6
65.0
69.3
Copyright National Association of Independent Schools 2006
Students’ Perceptions, Aspirations, and Trends
 What trends, patterns, or realities seem to
emerge or exist?
 How do we respond to and/or plan for
these trends, patterns, or realities?
 What other questions should we be
asking?
 What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Planning Strategically Today
for a Profoundly Different Tomorrow
I.
What are we doing that we should do more of
given these patterns, trends, and realities?
II.
What are we doing that we should do less of
given these patterns, trends, and realities?
III. What aren’t we doing that we should be doing,
given these patterns, trends, and realities?
IV. What are we doing that we need to stop doing,
given these patterns, trends, and realities?
V.
What other questions should we be asking?
VI. What other actions should we be taking?
Copyright National Association of Independent Schools 2006
Best Wishes
for a Successful
2005-2006
School Year!
Copyright National Association of Independent Schools 2006