barrie school

Nigel AssamEmilie Bonano

Chi-Wen ChengMark Grutkowski

The Johns Hopkins Carey Business SchoolMarketing Capstone, Spring 2011Blair JohnsonMay 11, 2011

Barrie School Website and Viewbook Strategies for Greater Impact

2

Barrie School Acquisition and Development Lifecycle

1. Awareness2. Familiarity3. Consideration4. Evaluation5. Conversion/Acquisition

Build awareness for Barrie School NameEnsure that Barrie’s story is known and has a positive perceptionIncrease number of qualified inquiriesIncrease number of qualified applicationsIncrease number of contracts

1. AffirmationReinforce decision during 1st yearFocus on differentiation and happy kids

1. Awareness

2. Familiarity

3. Consideration

4. Evaluation

5. Conversion/Acquisition

1. Retention• Increase retention rate

2. Growth• Attract siblings• Build connection with entire family

3. Evangelism• Increase referrals

3

Scope and Methodology

1. Awareness

2. Familiarity

3. Consideration

4. Evaluation

5. Conversion/Acquisition

• Demographic analysis of greater community in order to focus messaging (NAIS website)

• Conducted both quantitative and qualitative research on website and viewbook

Surveyed parents on behaviors and attitudes12 Parents – consistent with other studies (Lynn University Website, 2010)Supported secondary research on the topic (Brown University)

Compared competitor websites and viewbooks to Barrie

4

Recommendations

Awareness: Build awareness for Barrie School Name

Include and reposition key information in viewbook and on website

Familiarity: Ensure that Barrie’s story is known with a positive perception

Shape messaging around recognition, awards, achievements and campus environment

Consideration: Increase number of qualified inquiries

Enhanced website and viewbook experience aimed at increasing campus visits

Evaluation: Increase number of qualified applications and contracts

Prominence of school, student and alumni achievements will enhance the reputation

Findings

Website: • Some key information difficult to find

Physical environment Class size and teacher/student ratioSchool and faculty awards/accolades

Viewbook• Missing hard facts• Parents feel lost in its structure

• Website and viewbook are visually appealing

Provide consistent messageConvey school culture and philosophy

• Average household income to increase by 23% by 2015 to $150,000

• Average school aged population to grow by 2.8% by 2015 to 48,000

Conversion/Acquisition: Increase number of contracts

5

Agenda

• Industry Analysis

Demographic Data

Survey Data Analysis

• Competitive Analysis

Website Analysis

Viewbook Analysis

• Recommendations

Strategy

• Appendix

Industry Analysis: Demographics

Barrie School Target Market

• Montgomery County• Prince George’s County

HyattsvilleBeltsvilleCollege Park LaurelGreenbelt

• Washington DC20012

• Howard CountyHighland

8

Montgomery, Howard and D.C. Current and Projected Household Income

Washington D.C.

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

Median Income Average Income

Howard County

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

Median Income Average Income

Montgomery County

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

$180,000

$200,000

Montgomery County Median Income Montgomery County Average Income

2010 2015

• Middle to upper middle-class of income earners.• Currently, the median income in Montgomery

County is $96,402.00. This is expected to rise almost 13% in 2015 to $108,787.00

• The average household income, $134,441.00, is expected to rise almost 29% to $173,405.00.

• In Highland, Howard County, the average income is $207,619.00, which is expected to rise by 41% to $293,482.00 by 2015.

9

PG County Current and Projected Household Income

Median Household Income

010,00020,00030,00040,00050,00060,00070,00080,00090,000

Hyattsvil le Beltsvil le College Park Laurel Greenbelt

2010 2015

Average Household Income

0

20,000

40,000

60,000

80,000

100,000

120,000


2010 2015

• For the five cities in Prince George’s County that were chosen, the average income is $74,878.20, which is expected to rise an average of 18% in 2015 to $88,879.80.

10

Montgomery and PG Counties Current and Projected Population

Prince George's County

0

1,000

2,000

3,000

4,000

5,000

6,000


Montgomery County

0

50,000

100,000

150,000

200,000

250,000

300,000

Households with School Aged population Households with School‐aged population 0‐17

• The school-aged population in Montgomery County is currently 247,322 and this is predicted to rise almost 7% to 263,894 by 2015.

• In the Prince George’s County cities we looked at, the average number of the school-aged population is 4,050 and is expected to rise only .2% to 4,067 in 2015.

2010 2015

11

Howard County and D.C. Current and Projected Population

Washington D.C.

0

500

1,000

1,500

2,000

2,500

Households w/School‐aged Population School‐aged Population 0‐172010 2015

Howard County

0

200

400

600

800

1000

1200

Households w/School‐aged Population School‐aged Population 0‐17

2010 2015

• In Highland, Howard County the number of school-aged population is 996 and is expected to rise 0.1% to 997 by 2015.

12

Demographically Targeted Online Advertising

Prince George’s Suite• Average readership income is $125,000/yr

Washingtonian• Mean subscriber income is $185,000/yr • Educated with college degrees• More than ½ of readers are women and most of them work• Most readers are homeowners

Washington Life• Average income of readership $350,000/yr• Gender percentage of readership is 52% female and 48%

male• Average readership age is 38• College graduates• Average readership home value is $1.5 million

Washington Parent: • 97% are female• 60% are between the ages of 30 and 39• 56% have incomes over $100,000• 90% have a college degree• 43% have masters or other post-graduate degrees• 68% work outside the home

Bethesda Magazine• Average income of readership is $223,000.

13

Washington Post Digital Advertising

Education Section

Front

Education Section

Front Answer Sheet BlogAnswer Sheet Blog Afternoon Buzz EmailAfternoon Buzz Email

14

Washington Post Online Advertising

Option 1 $15,000• Ad Size 300 x 250• Placement in Education Section Front Fixed Position for 3weeks (1 week per month) with expected total of

52,000 impressions• Run of Site Media Targeted to DC DMA from Sep. 1 to Nov 30 with 751,986 impressions• Run of Site Media Targeted to Montgomery County from Sep. 1 to Nov. 30 with 88,605 impressions

Option 2 $30,000• Ad Size 300 x 250• Placement in Education Section Front Fixed Position for 3weeks (one week per month) with expected total of

52,000 impressions• Answer Sheet Blog Fixed Position for 1 week, 20,000 impressions• Afternoon Buzz E-mail Sponsorships, 10 E-mails with 245,000• Run of Site Media Targeted to DC DMA from Sep. 1 to Nov 30 with 1,279,061 impressions• Run of Site Media Targeted to Montgomery County from Sep. 1 to Nov. 30 with 162,271 impressions

Industry Analysis: Survey Data

16

Survey Results: Participants

• Philadelphia, Pittsburgh, Baltimore, Maryland suburbs

• School-aged children (2-17)

• 68% attend private school

• Professions include designers, marketing executives, CEO, private school administrator and web

company executives

• Income $100,000 - $300,000

Survey Results: Secondary Research Corroboration

Why Providence Parents Send Their Children to Private Schools, and What Would Bring Them BackBrown University, 2001

• Survey of 423 private school parents in Providence, RI• Most important factors in decisions to send children to private schools

Teacher quality – 90%Personal attention – 89%Child safety – 86%Academic reputation – 84%

Our Survey for the Barrie School• 58% found what they were looking for• Information parents wanted, couldn't find (easily) on Barrie website:

Teacher qualificationsStudent achievementsCurriculumClass size, teacher-student ratioEnvironment

17

18

Survey Results: Parent Opinions

The Most Important Categories of Information to Include on a Web Site

0

2

4

6

8

10

12

Curriculum Tuition Awards,Accreditations

School Culture SpecialEducationalOpportunities

Athletics Faculty, StaffInformaiton

Arts

Survey Results: Parent Opinions

• Please provide a brief description of the image you feel the school is trying to convey through its website:

Exclusive institutionExperiential learningDiversity and free learningIndependence, creativity and self-learningOpen to different styles of learning

It would, but I need for it to be backed up by compelling credentialsDoesn't seem as focused and distinct as it could beWhile creativity and independence are important, they should not be at the center of educationSchool philosophy based on political correctness

19

Does the Message Appeal to You?

0% 10% 20% 30% 40% 50% 60% 70%

Yes

No

20

Online Survey Results: Viewbook Structure

• Some prefer a more narrative approach (beginning, middle, end)

• 70% found all of the information they expected

• 30% wanted more data

Competitive Analysis: Website

22

Competitor Web Analysis Summary

• Dr. Alice Christie’s School Website Evaluation Rubric

• Barrie website is comparable to competitors, minor tweaks needed

Barrie School Website Rating: 3.42

Developing trending towards Exemplary

Visually engaging with effective visual messaging

Thoroughly informational

“Experience Learning” – strong school message

Competitor Website Ratings: 3.47

Developing trending towards Exemplary

Georgetown Day School: 3.67

The Sheridan School: 3.42

Charles E. Smith Jewish Day School: 3.33

23

The Barrie School Website

Philosophy School Information Curriculum Audience Sensitivity Links

Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing 2.5 Developing: 3

Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards evident• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Exemplifies best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school suggestedAudience• Site addresses needs and interests of community members, parents, students,

and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses sensitivity to cultural diversity• Site addresses little or no sensitivity to language needs• Site addresses little or no sensitivity to special needsLinks• Site provides some educational links for students• Site provides some links for parents• Site provides some links for teachers

http://www.barrie.org/

24

Georgetown Day School Website


Developing: 3 Exemplary: 4.5 Exemplary: 4 Exemplary: 4 Developing 2.5 Exemplary: 4

• School philosophy or mission stated and evident in content of website

• Academic standards evident

• Links to district policies and resources not provided

• The school acceptable use policy is provided

• Site is relevant to the school community

• Location and type of school are provided in text and visually

• School personnel and their contact info are provided

• Info such as school calendar is provided

• Some school policies are provided

• Exemplifies best practices of technology use in education

• Full description of curriculum provided

• Limited description of Special Programs provided

• Full description of extracurricular activities provided

• Unique characteristics of school suggested

• Site addresses needs and interests of community members, parents, students, and teachers

• Site includes students’ work

• Site includes students’ and teachers’ classroom activities and projects

• Site addresses sensitivity to cultural diversity

• Site addresses little or no sensitivity to language needs

• Site addresses little or no sensitivity to special needs

• Site provides variety of relevant educational links for students

• Site provides variety of relevant links for parents

http://www.gds.org/default.aspx

25

The Sheridan School Website


Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing 2.5 Developing: 3

Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards evident• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Suggests best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school suggestedAudience• Site addresses needs and interests of community members, parents, students,

and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses sensitivity to cultural diversity• Site addresses little or no sensitivity to language needs• Site addresses little or no sensitivity to special needsLinks• Site provides some educational links for students• Site provides some links for parents• Site provides some links for teachers

http://www.sheridanschool.org/

26

Charles E Smith Jewish Day School Website


Developing: 3 Exemplary: 4 Exemplary: 5 Exemplary: 4 Developing 3 Emerging: 1

Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards stated and consistent with state standards• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Exemplifies best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school are clearly evidentAudience• Site addresses needs and interests of community members, parents, students,

and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses some sensitivity to cultural diversity• Site addresses sensitivity to language needs• Site addresses some sensitivity to special needsLinks• Site provides few or no educational links for students• Site provides few or no links for parents• Site provides few or no for teachers

http://www.cesjds.org/

Competitive Analysis: Viewbook

28

Let Students Tell Their Stories…

29

Competitor Viewbook Summary

• Features of Viewbook

Most are in book format and strong features such as story-telling and visually appealing photos of parents,

teachers, students, and community

Clear mission statement and consistent image and message

Include curriculum and special program information

Location and type of school are provided in text and visually

School contact information is provided

• Modified Evaluation: Barrie School Viewbook Rating: 3.4

• Card format is special

• Visually appealing but photos and content don’t match

• Lack of hard data and focus

• Modified Evaluation: Competitor Viewbook Ratings: 3.7

• The Sheridan School: 3.4

• Sandy Spring Friends School: 3.8

• The Laurel School: 3.9

30

The Barrie School Viewbook

Philosophy School Information Curriculum Audience Sensitivity

Exemplary: 4 Exemplary: 4 Developing: 3 Exemplary: 4 Developing: 2

Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evident but scatteringSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are

providedCurriculum• Limited description of curriculum is provided• Limited description of Special Programs is provided• Limited description of extracurricular activities is provided• Unique characteristics of the school are statedAudience• Viewbook addresses some needs and interests of community

members, parents, students, and teachers• Viewbook featured students’ work, classroom activities and

projects in a visually appealing way but didn’t state in textSensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs

31

The Sheridan School Viewbook


Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 2

Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are statedSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are

providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evident Audience• Viewbook addresses some needs and interests of community

members, parents, students, and teachers• Viewbook featured students’ work, classroom activities and

projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs

32

Sandy Springs Friends School Viewbook


Exemplary: 4 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 3

Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evidentSchool Information: • Viewbook is relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are

providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evidentAudience• Viewbook addresses needs and interests of community members,

parents, students, and teachers• Viewbook featured students’ work, classroom activities and

projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses some sensitivity to language needs• Viewbook addresses some sensitivity to special needs

33

The Laurel School Viewbook


Exemplary: 5 Exemplary: 4 Exemplary: 4.5 Exemplary: 4 Developing: 2

Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evidentSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are

providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evident and visually

appealing Audience• Viewbook addresses needs and interests of community members,

parents, students, and teachers• Viewbook featured students’ work, classroom activities and

projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs

Recommendations

Barrie School IFE-EFE Analysis Model

35

IFE – Internal Factors

Strengths Weight Rating Score

Lower and middle school perception .15 4 .60

Conveyed Image .15 3 .45

Quality .10 3 .30

Project-focused .05 3 .15

Individualistic .10 4 .40

Weaknesses Weight Rating Score

Lacks perceived credibility .10 1 .10

High School perception .15 1 .15

Elitist perception .05 2 .10

Price .10 1 .10

Educational approach .05 2 .10

TOTAL 1 2.45

EFE – External Factors

Opportunities Weight Rating Score

Social networking .15 4 .60

Web ads .05 4 .20

Growing population .10 3 .30

Growing income .10 4 .40

Diverse population .05 3 .15

Threats Weight Rating Score

Other influencers .075 2 .15

Public Schools .15 1 .15

Private Schools .15 1 .15

Larger High School experience .125 1 .125

Economic uncertainty .05 2 .10

TOTAL 1 2.32

Barrie School IE Model

Grow And Build

Hold And Maintain

Harvest And Divest

36

4.0

EFE 2.32

1.0

4.0 1.0

IFE 2.45

37

Website and Viewbook Recommendations

Website Tactics

• Emphasize teacher, school quality up front

• School recognitions, awards

• Teacher, faculty profiles, accolades

• Emphasize student achievement up front

• College placements

• Awards

• Alumni recognitions

• Social media push

• Parent chat room

• Feature Facebook and Twitter buttons, news

feed

• Add language option button

• More prominent information on class size, ratios

• Additional imagery of Barrie environment, horses,

buildings, grounds

Viewbook Tactics

• More narrative structure (beginning, middle, end)

• Correlation between photos and copy

• Add more data – teacher-student ratio, curriculum

• More focus on student and alumni achievements

• School-wide awards, accolades and achievements

• Additional imagery of Barrie environment, horses,

buildings, grounds

Appendix

References

• Lynn university website. (2010). Retrieved from http://www.userinsight.com/clients/client- success-stories/lynn-university-website/

• West, D. (2001). Why providence parents send their children to private schools and what would bring them back. Unpublished raw data, Taubman Center for Public Policy, Brown University, Providence, Rhode Island. Retrieved from http://www.brown.edu/Departments/Taubman_Center/polls/PrivSchParents.html

39

http://www.userinsight.com/clients/client-success-stories/lynn-university-website/

http://www.userinsight.com/clients/client-success-stories/lynn-university-website/

http://www.brown.edu/Departments/Taubman_Center/polls/PrivSchParents.html

40

Prince George’s County Diversity

2010

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

Hyattsvi l le Beltsvil le College Park Laurel Greenbelt

White Black Asian Other

2015 (Projected)

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000


White Black Asian Other

41

K-12 School Web Site Evaluation Rubric Exemplary (5 or 4) Developing (3 or 2) Emerging (1 or 0)

•School philosophy or mission is stated and evident in content of web site

•Academic standards are stated and are consistent with state standards

•Links to district policies and resources are provided•The school Acceptable Use Policy is clearly stated for

students, parents and teachers

•School philosophy or mission is stated, but is inconsistent with content of web site

•Academic standards or state standards are evident•Limited links to district policies and resources are

provided•The school Acceptable Use Policy is provided

•School philosophy or mission is not present and is not reflected in the content of the site

•Neither academic standards nor state standards are listed

•Links to district policies and resources are not provided•The school Acceptable Use Policy is not provided

•Site is relevant to the school community•Location and type of school are provided in text and

visually•School personnel and their contact information are

provided•Information such as the school calendar and lunch

menus is provided•School policies (for example, attendance, discipline, or

grading) are provided

•Site is somewhat relevant to the school community•Location and type of school are stated•Some school personnel and their contact information

are provided•Minimal school information is provided•Some school policies are provided

•Site is not relevant to the school community•Location and type of school are not listed•School personnel and their contact information are not

provided•Little or no school information is provided•School policies are not provided

•Exemplifies best practices of technology use in education

•A full description of curriculum is provided•A full description of Special Programs is provided•A full description of extracurricular activities is provided•Unique characteristic of the school are clearly evident

•Suggests best practices of technology use in education•A limited description of curriculum is provided•A limited description of Special Programs is provided•A limited description of extracurricular activities is

provided•Unique characteristic of the school are suggested

•Does not mention best practices of technology use in education

•A description of curriculum is not provided•A description of Special Programs is not provided•A description of extracurricular activities is not

provided•Unique characteristic of the school are not evident

•Site addresses needs and interests of community members, parents, students, and teachers

•Site features students' work•Site features students' and teachers' classroom activities

and projects

•Site addresses needs and interests of some, but not all audiences

•Site includes students' work•Site includes students' and teachers' classroom activities

and projects

•Site does not address needs and interests of community members, parents, students, and teachers

•Site does not include students' work•Site does not include classroom activities or projects

•Site addresses sensitivity to cultural diversity•Site addresses sensitivity to language needs•Site addresses sensitivity to special needs

•Site addresses some sensitivity to cultural diversity•Site addresses some sensitivity to language needs•Site addresses some sensitivity to special needs

•Site addresses little or no sensitivity to cultural diversity•Site addresses little or no sensitivity to language needs•Site addresses little or no sensitivity to special needs

•Site provides a variety of relevant educational links for students

•Site provides a variety of relevant links for parents•Site provides a variety of relevant links for teachers

•Site provides some educational links for students•Site provides some links for parents•Site provides some links for teachers

•Site provides few or no educational links for students•Site provides few or no links for parents•Site provides few or no links for teachers

Source: alicechristie.org

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1 of 11

Barrie Website/Viewbook Survey

1. How old is/are your child/children?

Response

Percent

Response

Count

2-5 33.3% 4

6-10 66.7% 8

11-13 16.7% 2

14-17+ 16.7% 2

answered question 12

skipped question 0

2. 2. Is/are your child/children enrolled in a public or private school/pre-school?

Response

Percent

Response

Count

Public 41.7% 5

Private 66.7% 8


skipped question 0

2 of 11

3. How did you find out about the school your child/children attend(s)?

Response

Percent

Response

Count

Word of mouth 77.8% 7

Family attendance 11.1% 1

Advertisement (radio, TV) 0.0% 0

Web search 33.3% 3

Billboard 0.0% 0

Print Ad 0.0% 0

Other (please specify)

5

answered question 9

skipped question 3

4. Did you look at school websites while researching schools to send your child/children?

Response

Percent

Response

Count

Yes 91.7% 11

No 8.3% 1

Don't remember 0.0% 0


skipped question 0

3 of 11

5. If yes, choose the 3-4 most important categories of information you feel a school should have on its website:

Response

Percent

Response

Count

Tuition 63.6% 7

Curriculum 100.0% 11

Awards/Accreditations 27.3% 3

School culture 63.6% 7

Special educational opportunities 27.3% 3

Athletics 18.2% 2

Faculty and staff 63.6% 7

Extracurricular activities 0.0% 0

Arts 18.2% 2

Other feature

2


skipped question 1

6. Please provide a brief description of the image you feel the school is trying to convey through its website. For

example, is the emphasis on a competitive environment, athletics, teamwork, discipline etc.?

Response

Count

12


skipped question 0

4 of 11

7. Does this message appeal to you? Why or why not?

Response

Percent

Response

Count

Yes 58.3% 7

No 41.7% 5

Comments

10


skipped question 0

8. How easy was it to navigate the Barrie School website and find the information that was important to you as a

parent?

Response

Percent

Response

Count

Very easy 66.7% 8

Fairly easy 33.3% 4

Somewhat difficult 0.0% 0

Very difficult 0.0% 0


skipped question 0

9. Did you find all of the information you were looking for?

Response

Percent

Response

Count

Yes 58.3% 7

No 41.7% 5


skipped question 0

5 of 11

10. If you did not easily find the information that was important to you, please tell us what information you were

looking for that you did not find, or had difficulty finding.

Response

Count

7

answered question 7

skipped question 5

11. Is there a consistency in the school's message and image on the website and in the viewbook?

Response

Percent

Response

Count

Yes 66.7% 8

No 16.7% 2

Don't know/couldn't tell 16.7% 2


skipped question 0

12. Does the Barrie School viewbook convey certain messages/values to you?

Response

Percent

Response

Count

Yes 90.9% 10

No 9.1% 1

If yes, what message/value is that?

8


skipped question 1

6 of 11

13. Do those message/values appeal to you?

Response

Percent

Response

Count

Yes 58.3% 7

No 41.7% 5

Why or why not?

8


skipped question 0

14. How easy is it to read and understand the Barrie School viewbook?

Response

Percent

Response

Count

Very easy 36.4% 4

Fairly easy 45.5% 5

Fairly difficult 9.1% 1

Very difficult 9.1% 1


skipped question 1

15. How would you rate the format/construction of the viewbook, 1 being least appealing, 5 being most

appealing?

1 2 3 4 5Rating

Average

Response

Count

Format 0.0% (0) 16.7% (2) 33.3% (4) 33.3% (4) 16.7% (2) 1.67 12

What suggestions would you have for improvement?

8


skipped question 0

7 of 11

16. Did you find all of the information you expected to find in the viewbook? If not, what other information would

have been helpful?

Response

Percent

Response

Count

Yes 72.7% 8

No 27.3% 3

If not, what other information would have been helpful?

6


skipped question 1

Page 1, Q3. How did you find out about the school your child/children attend(s)?

1 Friend Mar 28, 2011 7:15 AM

2 mother's employer Mar 28, 2011 9:19 AM

3 Friends Mar 29, 2011 11:44 AM

4 Thru a friend Mar 30, 2011 9:43 PM

5 It's the one in our neighborhood Apr 7, 2011 6:10 PM

Page 1, Q5. If yes, choose the 3-4 most important categories of information you feel a school should have on itswebsite:

1 higher education preparedness Mar 30, 2011 11:44 AM

2 Faith based curriculum Mar 30, 2011 9:43 PM

8 of 11

Page 2, Q1. Please provide a brief description of the image you feel the school is trying to convey through itswebsite. For example, is the emphasis on a competitive environment, athletics, teamwork, discipline etc.?

1 It seems like a competitive environment however it also seems like anenvironment that is geared towards a very particular social class.

Mar 28, 2011 7:19 AM

2 I think the image Barrie School is trying to promote is that they subscriba to amontessori approach to education.

Mar 28, 2011 9:23 AM

3 exclusive institution with high education standards Mar 29, 2011 11:45 AM

4 experiential learning, individualistic approach Mar 29, 2011 7:08 PM

5 Emphasis on providing each student with the best possible learning environmentfor that student's academic and personal development

Mar 29, 2011 7:52 PM

6 Seems like athletics, team, outdoors seem most important. It also seems toemphasize teaching to learn in high level messaging.

Mar 30, 2011 11:47 AM

7 Social Conciousness Mar 30, 2011 9:47 PM

8 Looks like the image the school is trying to convey is diversity, excellenteducation, and well grooming.

Apr 5, 2011 6:29 AM

9 I think the The Barrie School website emphasis is on independance, creativityand self-learning.

Apr 5, 2011 6:47 AM

10 warm, collegiate, center of excellance, open to different styles of learning Apr 5, 2011 9:44 AM

11 A school that stresses EQ as well as IQ. Emphasis seems to be on projectbased learning, world view. Seems to be a compelling alternative to normalpublic (and private) school education. Arts seem kind of weak.

Apr 7, 2011 6:21 PM

12 An image of diversity and free learning Apr 15, 2011 4:35 AM

9 of 11

Page 2, Q2. Does this message appeal to you? Why or why not?

1 I don't want raise an entitled child. Mar 28, 2011 7:19 AM

2 I am not a believer in that approach to education. Mar 28, 2011 9:23 AM

3 It does but I would need for it to be back by compelling credentials to believe it. Mar 29, 2011 11:45 AM

4 Focuses on how each child learns Mar 29, 2011 7:52 PM

5 Doesn't seem as focused and distinct as it could be. Mar 30, 2011 11:47 AM

6 maybe if it was based less on idea of political correctness Mar 30, 2011 9:47 PM

7 I struggle with the idea that students pick the areas they are most interested inlearning. While I think creativity and independanc are important, they should notbe at the center of education.

Apr 5, 2011 6:47 AM

8 it says to me that my son will be welcomed and accepted, and will earn a greateducation

Apr 5, 2011 9:44 AM

9 Because I'm a big believer in project based learning that stress things likeproblem solving, making things, creative as well as critical thinking and good ol'fashioned collaboration.

Apr 7, 2011 6:21 PM

10 It works Apr 15, 2011 4:35 AM

Page 2, Q5. If you did not easily find the information that was important to you, please tell us what informationyou were looking for that you did not find, or had difficulty finding.

1 More of the culture. Is there an emphasis on community service and teachingstudents not just the academics but social consciousness.

Mar 28, 2011 7:19 AM

2 I do not think they had a strong description of curriculum. Mar 28, 2011 9:23 AM

3 Information on student achievements and teacher qualifications. Mar 29, 2011 11:45 AM

4 Overall, the navigation was exceptional. It was the content (both text and visual)once I got to some places that seemed thin.

Mar 30, 2011 11:47 AM

5 Most information was easily accessible; however, I could find no informationlisting core school (class) hours.

Apr 5, 2011 6:29 AM

6 I was interetse din finding exact class/grade sizes and total student body size.As well, I wanted to know the student/teacher ratio.

Apr 5, 2011 6:47 AM

7 I found the top level menu kind of confusing. Is the Montessori institute separateor is it the program for the lower grades. Unclear. Also, to much content on thesite. I had to wade through a lot of options and content to find the meaty parts Iwas looking for: Tuition, Philosophy, Teacher Profiles, Accolades, Culture

Apr 7, 2011 6:21 PM

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Page 3, Q2. Does the Barrie School viewbook convey certain messages/values to you?

1 message of educating children holistically Mar 28, 2011 9:30 AM

2 Did not see the viewbook Mar 29, 2011 11:47 AM

3 We care about the all-around development of each child Mar 29, 2011 7:57 PM

4 The idea of teaching how to learn. Mar 30, 2011 11:52 AM

5 The message of individuality and making the most of that through education. Apr 5, 2011 6:50 AM

6 warmth, excitement, core values for learning Apr 5, 2011 9:47 AM

7 Same as what I wrote for website Apr 7, 2011 6:24 PM

8 It is a solid educational institution Apr 15, 2011 4:36 AM

Page 3, Q3. Do those message/values appeal to you?

1 Yes and no. I want to hear more about curriculum Mar 28, 2011 9:30 AM


3 Academics are important but so is personal development Mar 29, 2011 7:57 PM

4 I question how distincltly unique this is campared to other similar schools. Mar 30, 2011 11:52 AM

5 The viewbook seemed mostly to be comprised of "fluff" and offered little harddata.

Apr 5, 2011 6:32 AM

6 Well, yes and no. I think the message of individuality is imporatant, but itshouldn't be the center of education.

Apr 5, 2011 6:50 AM

7 these are the things i expect my son to experience Apr 5, 2011 9:47 AM

8 Same as website. Apr 7, 2011 6:24 PM

11 of 11

Page 3, Q5. How would you rate the format/construction of the viewbook, 1 being least appealing, 5 being mostappealing?

1 I would not have individual cards. Put what they want to convey as being mostimportant, first.

Mar 28, 2011 9:30 AM


3 only viewed the PDF so tough to give full commentary Mar 29, 2011 7:09 PM

4 there is no reason to NOT have a beginning, middle and end. It is a process bywhich we learn of the school, and it should motivate one to act (apply or visit) inthe end.

Mar 30, 2011 11:52 AM

5 I liked the focus on values, but adding statistics to back up claims would behelpful.

Apr 5, 2011 6:32 AM

6 It's hard to tell with the PDF file Apr 5, 2011 6:50 AM

7 i viewed the pdf...i think i would give it a higher rating if i were to look at theactual book. the pdf was grainy, some words were cut off, etc.

Apr 5, 2011 9:47 AM

8 None. Very nice. At this point I'm looking for an impression. I'll want to go to theschool and speak to people for the important stuff.

Apr 7, 2011 6:24 PM

Page 3, Q6. Did you find all of the information you expected to find in the viewbook? If not, what otherinformation would have been helpful?

1 tuition, staff/student ratio, course offerings, class sizes Mar 28, 2011 9:30 AM


3 More of the specifics found on the website. Mar 30, 2011 11:52 AM

4 Statistics, including demographics, test scores, graduation rates, etc. Apr 5, 2011 6:32 AM

5 i actually wasn't looking for any specific information...i viewed it as anintroduction to the school

Apr 5, 2011 9:47 AM

6 I was only looking to get a feel for the school and if it matched my values oneducation. I can usually tell that from a few words and images.

Apr 7, 2011 6:24 PM

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