planning strategically today for a profoundly different tomorrow [email protected]

Planning Strategically Today for a Profoundly Planning Strategically Today for a Profoundly Different TomorrowDifferent Tomorrow

[email protected]@nais.org

Copyright National Association of Independent Schools 2006

The Demographic and Economic Realities, NAIS Diversity Statistics

Social Forces, Globalization, and Workforce Trends

The Shifting Political Scene Student Perceptions,

Aspirations, and Trends


The Demographic and Economic Realities, NAIS Diversity Statistics


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?


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)

Brutal Facts: Changes in School Age Population


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 college-educated 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 college-educated 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.

Brutal Facts: Levels of Education and Income


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)

Brutal Facts: The Changing Consumer, Data-Driven Decision Making, and What Attracts Parents to

Independent Schools


What Attracts Parents to Independent Schools

63.2%

72.4%

74.9%

96.3%

97.3%

0% 20% 40% 60% 80% 100% 120%

IndividualizedEducational Support

Services

Low Satisfaction withPublic School System

College PlacementRecord

Small Class Size

Academic Reasons

N = 722

* Factors considered 'Important' or 'Very Important.' Source: 2003 NAIS Parent Survey


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


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)


Students of Color Stats


Percentage of Students of

Color in Independent

Schools – 21.1% (106,492)

Total Number of Students in Independent

Schools – 505,100

1,055 Schools ReportingNAIS StatsOnline

2004 - 2005


Students of Color as Percentage of Enrollment by Region 1,055 Schools Reporting, 2004-2005 StatOnline

05

1015202530354045

1992-93 18.4 14.9 15.5 10.5 10.9 10.9 32.1 161997-98 18.5 15.7 15.8 11.3 14 14 35.5 17.32002-03 20 17.7 18.2 13.6 16.2 16.2 39.1 202003-04 20.4 18.6 17.9 13.9 17.5 17.5 40.1 20.52004-2005 21.7 19.2 18.3 14.4 18.2 13.2 40.6 21.1

East Mid Atlantic MidwestNew

England Southwest Southeast West National

East Mid Atlantic Midwest New

EnglandSouthwest Southeast

West

National

East – NJ, NY

Mid Atlantic – DEDC, MD, PA, VA

Midwest – IL, IN, IAKY, MI, MN, MO, NEOH, 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


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.


Students of Color as Percent of Enrollment by School Type 1,055 School Reporting 2004-2005 StateOnline

0

5

10

15

20

25

30

35

School Type

School Type 31 18 21 25

Boarding (2,138)

Boarding-Day (5,034) Day (88,966) Day-Boarding

(10,354)

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.


950 Schools ReportingStatsOnline – February 5, 2004

0

5

10

15

20

25

School Type 20.7 23.7 13.9

Co-Ed Girls Boys


Distribution of Students of Color by Grade 1,013 Schools Reporting,

2004-2005 StatsOnline

0

1

2

3

4

5

6

7

Number by Grade 6.3 5.8 5.6 5.6 5.5 5.5 5.6 6.9

PreK K 1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade


Distribution of Students of Color by Grade 1,013 Schools Reporting,

2004-2005 StatsOnline

01

234567

89

10

Number by Grade 7.9 7.7 9.8 9.6 9.3 8.7 0.2

7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade PG

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.


950 Schools ReportingStatsOnline – February 5, 2004

0

5

10

15

20

25

School Size 22.1 20.1 18 17.9 22.6

Under 201 201-300 301-500 501-700 Above 700


Racial/Ethnic Group as Percentage of Total Enrollment 1,055 School Reporting 2004-2005 StatsOnline

0

1

2

3

4

5

6

7

Racial/Ethnic Group 5.8 3 7 0.2 3.6 1.5

African American (29,393)

Hispanic American (15,012)

Asian American (35,450)

Native American

(954)

Multiracial American (18,195)

M. East. American

(7,488)


Students of Color by Racial/Ethnic Group 1,055 School Reporting 2004-2005

StatsOnline

0

5

10

15

20

25

30

35

Racial/Ethnic Group 27.6 14.1 33.3 0.9 17.1 7

African American

Hispanic American

Asian American

Native American

Multiracial American

M. East. American

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.


Adults of Color and Adults and Gender Stats


Percentage of Adults

of Color in Independent

Schools

14.2% (14,030)

888 Schools ReportingNAIS StatsOnline February 5, 2004


Staff of Color, Three Years 911 to 1020 Schools Reporting StatsOnline

0

5

10

15

20

25

2002-2003 10 7.4 14.4 10 22.22003-2004 10.6 8.6 17.5 10.9 23.12004-2005 11.1 8.3 17.5 11.1 22.1

Teachers Admin Aides, Interns, Dorm Support

Instructional Support

Other


Percentage Teachers of Color by Region 1,020 Schools Reporting StatsOnline

0

5

10

15

20

25

Region 12.2 11 7.2 7.8 7.7 9.4 20.9

EastMid

Atlantic MidwestNew

England Southeast Southwest West

East – NJ, NY

Mid Atlantic – DEDC, MD, PA, VA

Midwest – IL, IN, IAKY, MI, MN, MO, NEOH, 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


Heads of School by Gender 1,202 Schools Reporting StatsOnline

0

10

20

30

40

50

60

70

Women - 35% Men - 65%


Teachers by Gender and School Type 1,202 Schools Reporting StatsOnline

010203040506070

FemaleMale

Female 41.1 45.1 69.2 57Male 58.9 54.9 30.8 43

Boarding Boarding-Day

Day Day-Boarding


Teachers by Gender and School Type 1,202 Schools Reporting StatsOnline

0

20

40

60

80

100

FemaleMale

Female 66.3 80.9 36.3Male 30.7 19.1 63.7

Coed Girls Boys


Administrators by Gender and School Type 1,202 Schools Reporting StatsOnline

010203040506070

FemaleMale

Female 36.8 45.8 61.5 52.3Male 63.2 54.2 38.5 47.7

Boarding Boarding-Day

Day Day-Boarding


Administrators by Gender and School Type 1,202 Schools Reporting StatsOnline

0

20

40

60

80

100

FemaleMale

Female 57.4 82.8 30.5Male 42.6 17.2 69.5

Coed Girls Boys


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?


Social Forces, Globalization, and Workforce Trends


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

Brutal Facts: Socioeconomic/Class Issues


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 after-school care.

Brutal Facts: Changing Family Structures


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)

Brutal Facts: Globalization


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)

Brutal Facts: Workforce Trends


The Shifting Political Scene


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.

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."

Brutal Facts: Political Forecasts and School Choice


Highlights – Higher Education Research Institute (HERI) 2005 NAIS Special Report


Students’ Perceptions, Aspirations, and Trends What trends, patterns, or realities seem to emerge or exist?





(Schools not included in Highlights – Public Charter, Home School, Did Not Respond)

Public General

(197,303)

Public Magnet

(7,381)

Private Religiou

s

(35,221)

Private Independe

nt

(20, 452)In what year did you graduate from high

school? 2005

98.5 98.8 98.7 97.3

How old will you be on December 31 of this year? 18 yrs.

old

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

Number of Respondents


What is your best estimate of your parents’ total income last year (all sources before taxes)?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independent

(20, 452)

Less than $10,000 3.5 5.7 1.8 2.5$10,000 to $14,999 3.1 4.4 1.4 1.6$15,999 to $19,999 2.7 3.5 1.4 1.4$20,000 to $24,999 3.8 5.3 2.2 1.6$30,999 to $39,999 7.2 8.7 4.9 4.1$40,000 to $49,999 8.1 9.1 6.2 4.8$50,000 to $59,999 9.4 8.3 7.9 5.6$60,000 to $74,999 12.5 10.3 11.2 7.4$75,000 to $99,000 15.2 13.4 15.7 11.0

$100,000 to $149,999

16.7 14.0 19.9 16.3

$150,000 to $199,999

6.5 5.2 9.5 10.4

$200,000 to $249,999

2.9 2.8 5.0 7.3

$250,000 or more 4.8 4.7 10.9 24.2


Your current religious

preference - Slide I

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independent

(20, 452)

Baptist 13.2 21.1 6.6 7.2Buddhist 1.2 1.8 .05 1.4Church of Christ 4.3 3.3 1.8 2.1Eastern Orthodox 0.7 0.8 0.7 0.9Episcopalian 1.5 2.2 1.5 5.7Hindu 0.9 1.3 0.4 1.9Islamic 0.9 1.3 0.4 1.7Jewish 2.5 3.1 1.2 6.3LDS (Mormon) 0.3 0.3 0.0 0.1Lutheran 4.6 2.0 2.6 1.5


Your current religious

preference - Slide II

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independent

(20, 452)

Methodist 6.5 6.0 1.9 4.2Presbyterian 4.1 4.4 2.4 5.0Quaker 0.2 0.3 0.3 0.5Roman Catholic 24.6 16.9 57.1 27.5Seventh 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 7.1Other Religion 2.7 3.0 1.6 2.6None 18.3 18.8 8.5 22.4


Indicate which activities you did during the past year. *responded “frequently only” – other results represent the percentage responding “frequently” or “occasionally”

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(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 8.8Drank beer 42.7 28.8 46.4 59.0Drank wine or liquor 49.5 44.0 53.6 64.9Felt overwhelmed by all I had to do*

26.9 28.7 25.8 27.0

Felt depressed* 6.9 8.3 6.4 7.2Asked 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


During your last year in high school how much time did you spend

during a typical week studying/homework?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)

None 3.2 2.3 1.6 1.2Less than one hour 15.5 9.6 9.6 6.01 to 2 hours 24.6 21.0 20.2 13.43 to 5 hours 28.3 27.6 27.8 22.56 to 10 hours 16.6 19.8 22.1 23.711 to 15 hours 6.7 9.6 10.4 16.016 to 20 hours 3.0 5.4 5.1 10.1Over 20 hours 2.1 4.7 3.3 7.0



during a typical week partying?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)




during a typical week watching TV?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)



To how many colleges other than this one did you apply for

admission this year?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)

None 18.7 10.2 12.8 12.4One 12.9 8.6 9.6 6.4Two 16.0 12.2 13.4 8.7Three 17.3 17.3 16.2 11.3Four 12.2 15.2 13.8 11.4Five 8.2 11.3 10.7 10.9Six 5.5 8.5 8.1 10.1

Seven to ten 7.6 13.2 12.6 21.6Eleven or more 1.6 3.4 2.8 7.1


What is the highest academic degree that

you intend to obtain?

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)

None 0.8 0.5 0.8 1.0Vocational certificate

0.1 0.1 0.1 0.2

Associate 0.6 0.4 0.4 0.4Bachelor’s degree 24.7 14.2 22.4 17.4Master’s degree 41.9 36.7 42.3 41.3Ph.D. or Ed.D. 16.7 25.1 15.6 18.1M.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 8.4B.D. or M.DIV. (Divinity)

0.3 0.5 0.3 0.3


Reasons noted as “very important” in influencing

student’s decision to attend this particular

college

Public General

(197,303)

Public Magnet

(7,381)

Private Religio

us

(35,221)

Private Independe

nt

(20, 452)

This college has a very good academic reputation

57.4 60.2 60.1 60.8

This college has a good reputation for its social activities

31.0 30.9 31.4 33.9

I was offered financial assistance

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


Student estimates chances are “very good” that

she/he will

Public General

(197,303)

Public Magnet

(7,381)

Private Religio

us

(35,221)

Private Independe

nt

(20, 452)

Change major field 13.6 14.7 14.3 16.9Change career choice 12.8 13.1 13.7 16.9Join 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

31.5 42.4 32.1 39.9

Socialize with someone of another racial/ethnic group

64.3 75.0 65.3 69.7

Strengthen your religious beliefs/convictions

23.6 33.9 33.0 21.2

Participate in a study abroad program

24.9 33.2 30.9 40.2


Your probable career occupation (47 choices

included)

Public General

(197,303)

Public Magnet

(7,381)

Private Religious

(35,221)

Private Independe

nt

(20, 452)

Business executive 7.6 6.8 8.7 11.4Computer programmer/analyst 1.9 2.0 1.4 1.1Engineer 6.7 6.3 6.3 5.4Lawyer (attorney) or judge 3.8 6.0 5.0 5.7Military service (career) 0.9 1.1 1.0 0.8Pharmacist 2.4 2.1 2.1 1.3Physician 5.7 10.8 6.9 7.1Policymaker/Government 1.0 1.2 1.1 1.6Teacher or administrator (elementary)

5.5 2.3 4.2 2.2Teacher or administrator (secondary)

5.3 2.4 3.3 1.8Undecided 13.7 11.9 15.4 18.9


Objectives considered to be “essential” or “very

important”

Public General

(197,303)

Public Magnet

(7,381)

Private Religio

us

(35,221)

Private Independe

nt

(20, 452)

Becoming accomplished in one of the performing arts

15.9 23.5 14.7 17.9

Becoming an authority in my field

58.8 66.7 58.4 61.5

Influencing the political structure

21.1 28.7 22.4 25.2

Influencing social values 40.4 48.4 44.0 43.0Raising a family 75.6 71.6 80.3 74.1Being very well off financially

75.3 75.6 70.9 71.8

Becoming successful in a business of my own

41.6 47.6 44.3 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


How would you characterize your political

views?

Public General

(197,303)

Public Magnet

(7,381)

Private Religio

us

(35,221)

Private Independe

nt

(20, 452)

Far left 3.4 5.1 2.5 4.4Liberal 27.2 36.7 21.3 33.2

Middle-of-the road

46.1 40.9 42.8 38.1

Conservative 21.5 16.0 30.9 22.4Far right 1.8 1.3 2.5 1.9


Student agrees “strongly” or “somewhat” (23 statements)

Public General

(197,303)

Public Magnet

(7,381)

Private

Religious

(35,221)

Private Independe

nt

(20, 452)

Abortion should be legal 56.9 62.8 36.7 67.3The death penalty should be abolished

31.6 40.7 40.5 40.3

Marijuana should be legalized 37.3 41.5 35.2 47.4Racial 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


Students’ Perceptions, Aspirations, and Trends What trends, patterns, or realities seem to emerge or exist?





Best Wishes

for a Successful

2005-2006

School Year!

planning strategically today for a profoundly different tomorrow [email protected]

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