Barrie School

Barrie School Website and Viewbook Strategies for Greater Impact

The Johns Hopkins Carey Business School Nigel Assam
Marketing Capstone, Spring 2011 Emilie Bonano
Blair Johnson Chi-Wen Cheng
May 11, 2011 Mark Grutkowski

Barrie School Acquisition and Development Lifecycle

1. Awareness 1. Affirmation 1. Retention
Reinforce decision during • Increase retention rate
2. Familiarity 1st year 2. Growth
3. Consideration Focus on differentiation • Attract siblings
and happy kids
• Build connection with entire family
4. Evaluation 3. Evangelism
• Increase referrals
5. Conversion/Acquisition

1. Awareness Build awareness for Barrie School Name
2. Familiarity Ensure that Barrie’s story is known and has a positive perception
3. Consideration Increase number of qualified inquiries
4. Evaluation Increase number of qualified applications
5. Conversion/Acquisition Increase number of contracts

2

Scope and Methodology

1. Awareness
• Demographic analysis of greater community in
order to focus messaging (NAIS website)
2. Familiarity
• Conducted both quantitative and qualitative
3. Consideration research on website and viewbook
Surveyed parents on behaviors and attitudes
12 Parents – consistent with other studies (Lynn University
4. Evaluation Website, 2010)
Supported secondary research on the topic (Brown University)

5. Conversion/Acquisition Compared competitor websites and viewbooks to
Barrie

3

Recommendations

Findings Awareness: Build awareness for Barrie School Name
Website:
Include and reposition key information in viewbook and on website
• Some key information difficult to find
Physical environment
Class size and teacher/student ratio Familiarity: Ensure that Barrie’s story is known with a positive perception
School and faculty awards/accolades

Viewbook Shape messaging around recognition, awards, achievements and campus environment
• Missing hard facts
• Parents feel lost in its structure Consideration: Increase number of qualified inquiries
• Website and viewbook are visually
Enhanced website and viewbook experience aimed at increasing campus visits
appealing
Provide consistent message
Convey school culture and philosophy Evaluation: Increase number of qualified applications and contracts

• Average household income to Prominence of school, student and alumni achievements will enhance the reputation
increase by 23% by 2015 to $150,000

Conversion/Acquisition: Increase number of contracts
• Average school aged population to
grow by 2.8% by 2015 to 48,000

4

Agenda

• Industry Analysis
Demographic Data

Survey Data Analysis

• Competitive Analysis
Website Analysis

Viewbook Analysis

• Recommendations
Strategy

• Appendix

5

Industry Analysis: Demographics

Barrie School Target Market

• Montgomery County
• Prince George’s County
Hyattsville
Beltsville
College Park
Laurel
Greenbelt
• Washington DC
20012
• Howard County
Highland

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

Montgomery County
• Middle to upper middle-class of income earners.
$200,000 • Currently, the median income in Montgomery
$180,000 County is $96,402.00. This is expected to rise
$160,000 almost 13% in 2015 to $108,787.00
$140,000
$120,000
• The average household income, $134,441.00, is
$100,000 expected to rise almost 29% to $173,405.00.
$80,000 • In Highland, Howard County, the average income is
$60,000
$207,619.00, which is expected to rise by 41% to
$40,000
$293,482.00 by 2015.
$20,000
$0
Montgomery County Median Income Montgomery County Average Income

2010 2015
Washington D.C.
Howard County

160,000 350,000

140,000 300,000

120,000
250,000

100,000
200,000

80,000
150,000
60,000

100,000
40,000

50,000
20,000

0 0
Median Income Average Income Median Income Average Income

8

PG County Current and Projected Household Income

120,000
Average Household Income

100,000

80,000 • For the five cities in Prince George’s
County that were chosen, the average
60,000
income is $74,878.20, which is expected
to rise an average of 18% in 2015 to
$88,879.80.
40,000

20,000

0
Hyattsville Beltsville College Park Laurel Greenbelt
Median Household Income
2010 2015
90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0

2010 2015

9

Montgomery and PG Counties Current and Projected Population
Montgomery County

300,000

250,000
• The school-aged population in Montgomery
200,000 County is currently 247,322 and this is
predicted to rise almost 7% to 263,894 by 2015.
150,000

100,000

50,000

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

2010 2015
6,000

Prince George's County
5,000

4,000
• In the Prince George’s County cities we looked
at, the average number of the school-aged
3,000
population is 4,050 and is expected to rise only
.2% to 4,067 in 2015.
2,000

1,000

0

10

Howard County and D.C. Current and Projected Population
1200
Howard County

1000

800

600
• In Highland, Howard County the number of
school-aged population is 996 and is
expected to rise 0.1% to 997 by 2015.
400

200

0
Households w/School‐aged Population School‐aged Population 0‐17
2010 2015 2,500
Washington D.C.

2,000

1,500

1,000

500

0
Households w/School‐aged Population School‐aged Population 0‐17
2010 2015

11

Demographically Targeted Online Advertising

Prince George’s Suite Washington Parent:
• Average readership income is $125,000/yr • 97% are female
• 60% are between the ages of 30 and 39
Washingtonian
• 56% have incomes over $100,000
• Mean subscriber income is $185,000/yr • 90% have a college degree
• Educated with college degrees • 43% have masters or other post-graduate degrees
• More than ½ of readers are women and most of them work • 68% work outside the home
• Most readers are homeowners
Bethesda Magazine
Washington Life
• Average income of readership is $223,000.
• 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

12

Washington Post Digital Advertising

Education Section
Answer Sheet Blog Afternoon Buzz Email
Front

13

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

14

Industry Analysis: Survey Data

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

16

Survey Results: Secondary Research Corroboration

Why Providence Parents Send Their Children to Private Schools, and What Would Bring Them Back
Brown 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 qualifications
Student achievements
Curriculum
Class size, teacher-student ratio
Environment

17

Survey Results: Parent Opinions

The Most Important Categories of Information to Include on a Web Site
12

10

8

6

4

2

0
Curriculum Tuition Awards, School Culture Special Athletics Faculty, Staff Arts
Accreditations Educational Informaiton
Opportunities

18

Survey Results: Parent Opinions

• Please provide a brief description of the image you feel the school is trying to convey through
its website:
Exclusive institution
Experiential learning
Diversity and free learning
Independence, creativity and self-learning
Open to different styles of learning

Does the Message Appeal to You?

No

Yes

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

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

19

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

20

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 Competitor Website Ratings: 3.47

Developing trending towards Exemplary Developing trending towards Exemplary
Visually engaging with effective visual messaging Georgetown Day School: 3.67

Thoroughly informational The Sheridan School: 3.42

“Experience Learning” – strong school message Charles E. Smith Jewish Day School: 3.33

22

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 provided
School 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 provided
Curriculum
• 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 suggested
Audience
• Site addresses needs and interests of community members, parents, students,
and teachers
• Site includes students' work
• Site features students' and teachers' classroom activities and projects
Sensitivity
• Site addresses sensitivity to cultural diversity
• Site addresses little or no sensitivity to language needs
• Site addresses little or no sensitivity to special needs
Links
• Site provides some educational links for students
• Site provides some links for parents
• Site provides some links for teachers

23

Georgetown Day School Website

Developing: 3 Exemplary: 4.5 Exemplary: 4 Exemplary: 4 Developing 2.5 Exemplary: 4
• School philosophy or • Site is relevant to the • Exemplifies best • Site addresses needs • Site addresses • Site provides variety
mission stated and school community practices of and interests of sensitivity to cultural of relevant
evident in content of • Location and type of technology use in community members, diversity educational links for
website school are provided in education parents, students, and • Site addresses little or students
• Academic standards text and visually • Full description of teachers no sensitivity to • Site provides variety
evident • School personnel and curriculum provided • Site includes students’ language needs of relevant links for
• Links to district policies their contact info are • Limited description of work • Site addresses little or parents
and resources not provided Special Programs • Site includes students’ no sensitivity to
provided • Info such as school provided and teachers’ special needs
• The school acceptable calendar is provided • Full description of classroom activities
use policy is provided • Some school policies are extracurricular and projects
provided activities provided
• Unique characteristics
of school suggested

24

The Sheridan School Website

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

Philosophy:
• Academic standards evident
School Information:
Curriculum
• Suggests best practices of technology use in education
• Unique characteristics of the school suggested
Audience
and teachers
Sensitivity
• Site addresses sensitivity to cultural diversity
• Site addresses little or no sensitivity to language needs
• Site addresses little or no sensitivity to special needs
Links
• Site provides some educational links for students
• Site provides some links for parents
• Site provides some links for teachers

25

Charles E Smith Jewish Day School Website

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

Philosophy:
• Academic standards stated and consistent with state standards
School Information:
Curriculum
• Exemplifies best practices of technology use in education
• Unique characteristics of the school are clearly evident
Audience
and teachers
Sensitivity
• Site addresses some sensitivity to cultural diversity
• Site addresses sensitivity to language needs
• Site addresses some sensitivity to special needs
Links
• Site provides few or no educational links for students
• Site provides few or no links for parents
• Site provides few or no for teachers

26

Competitive Analysis: Viewbook

Let Students Tell Their Stories…

28

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

29

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 scattering
School Information:
• Viewbook is somewhat relevant to school community
• School contact information and some school policies are
provided
Curriculum
• 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 stated
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 way but didn’t state in text
Sensitivity
• 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

30

The Sheridan School Viewbook
Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 2

Philosophy:
• Academic standards are stated
School Information:
provided
Curriculum
• 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
projects in a visually appealing way
Sensitivity

31

Sandy Springs Friends School Viewbook
Exemplary: 4 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 3

Philosophy:
• Academic standards are evident
School Information:
• Viewbook is relevant to school community
provided
Curriculum
• Unique characteristics of the school are evident
Audience
• Viewbook addresses needs and interests of community members,
parents, students, and teachers
Sensitivity
• Viewbook addresses some sensitivity to language needs
• Viewbook addresses some sensitivity to special needs

32

The Laurel School Viewbook
Exemplary: 5 Exemplary: 4 Exemplary: 4.5 Exemplary: 4 Developing: 2

Philosophy:
• Academic standards are evident
School Information:
provided
Curriculum
• Unique characteristics of the school are evident and visually
appealing
Audience
• Viewbook addresses needs and interests of community members,
parents, students, and teachers
Sensitivity

33

Barrie School IFE-EFE Analysis Model

IFE – Internal Factors EFE – External Factors
Strengths Weight Rating Score Opportunities Weight Rating Score
Lower and middle school perception .15 4 .60 Social networking .15 4 .60
Conveyed Image .15 3 .45 Web ads .05 4 .20
Quality .10 3 .30 Growing population .10 3 .30
Project-focused .05 3 .15 Growing income .10 4 .40
Individualistic .10 4 .40 Diverse population .05 3 .15

Weaknesses Weight Rating Score Threats Weight Rating Score
Lacks perceived credibility .10 1 .10 Other influencers .075 2 .15
High School perception .15 1 .15 Public Schools .15 1 .15
Elitist perception .05 2 .10 Private Schools .15 1 .15
Price .10 1 .10 Larger High School experience .125 1 .125
Educational approach .05 2 .10 Economic uncertainty .05 2 .10
TOTAL 1 2.45 TOTAL 1 2.32

35

Barrie School IE Model

4.0 Grow And Build

Hold And Maintain

EFE 2.32

Harvest And Divest

1.0

4.0 1.0
IFE 2.45

36

Website and Viewbook Recommendations

Website Tactics Viewbook Tactics

• Emphasize teacher, school quality up front • More narrative structure (beginning, middle, end)

• School recognitions, awards • Correlation between photos and copy

• Teacher, faculty profiles, accolades • Add more data – teacher-student ratio, curriculum

• Emphasize student achievement up front • More focus on student and alumni achievements

• College placements • School-wide awards, accolades and achievements

• Awards • Additional imagery of Barrie environment, horses,

• Alumni recognitions buildings, grounds

• 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

37

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

Prince George’s County Diversity
2010

16,000

14,000

12,000

10,000

8,000

6,000

4,000

2,000

0

White Black Asian Other

2015 (Projected)

16,000

14,000

12,000

10,000

8,000

6,000

4,000

2,000

0

White Black Asian Other

40

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 •School philosophy or mission is stated, but is •School philosophy or mission is not present and is not
content of web site inconsistent with content of web site reflected in the content of the site
Philosophy

•Academic standards are stated and are consistent with •Academic standards or state standards are evident •Neither academic standards nor state standards are
state standards •Limited links to district policies and resources are listed
•Links to district policies and resources are provided provided •Links to district policies and resources are not provided
•The school Acceptable Use Policy is clearly stated for •The school Acceptable Use Policy is provided •The school Acceptable Use Policy is not provided
students, parents and teachers

•Site is relevant to the school community •Site is somewhat relevant to the school community •Site is not relevant to the school community
School Information

•Location and type of school are provided in text and •Location and type of school are stated •Location and type of school are not listed
visually •Some school personnel and their contact information •School personnel and their contact information are not
•School personnel and their contact information are are provided provided
provided •Minimal school information is provided •Little or no school information is provided
•Information such as the school calendar and lunch •Some school policies are provided •School policies are not provided
menus is provided
•School policies (for example, attendance, discipline, or
grading) are provided

•Exemplifies best practices of technology use in •Suggests best practices of technology use in education •Does not mention best practices of technology use in
education education
Curriculum

•A limited description of curriculum is provided
•A full description of curriculum is provided •A limited description of Special Programs is provided •A description of curriculum is not provided
•A full description of Special Programs is provided •A limited description of extracurricular activities is •A description of Special Programs is not provided
•A full description of extracurricular activities is provided provided •A description of extracurricular activities is not
•Unique characteristic of the school are clearly evident •Unique characteristic of the school are suggested provided
•Unique characteristic of the school are not evident

•Site addresses needs and interests of community •Site addresses needs and interests of some, but not all •Site does not address needs and interests of community
Audience

members, parents, students, and teachers audiences members, parents, students, and teachers
•Site features students' work •Site includes students' work •Site does not include students' work
•Site features students' and teachers' classroom activities •Site includes students' and teachers' classroom activities •Site does not include classroom activities or projects
and projects and projects
Sensitivity

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

•Site provides a variety of relevant educational links for •Site provides some educational links for students •Site provides few or no educational links for students
Links

students •Site provides some links for parents •Site provides few or no links for parents
•Site provides a variety of relevant links for parents •Site provides some links for teachers •Site provides few or no links for teachers
•Site provides a variety of relevant links for teachers

Source: alicechristie.org 41

Barrie Website/Viewbook Survey

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

Response Response
Percent 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 Response
Percent Count

Public 41.7% 5

Private 66.7% 8


skipped question 0

1 of 11

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

Response Response
Percent 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 Response
Percent Count

Yes 91.7% 11

No 8.3% 1

Don't remember 0.0% 0


skipped question 0

2 of 11

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

Response Response
Percent 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

3 of 11

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

Response Response
Percent 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 Response
Percent 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 Response
Percent Count

Yes 58.3% 7

No 41.7% 5


skipped question 0

4 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 Response
Percent 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 Response
Percent Count

Yes 90.9% 10

No 9.1% 1

If yes, what message/value is that?
8


skipped question 1

5 of 11

13. Do those message/values appeal to you?

Response Response
Percent 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 Response
Percent 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?

Rating Response
1 2 3 4 5
Average 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

6 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 Response
Percent 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 its
website:

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

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

7 of 11

, Q1. 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.?

1 It seems like a competitive environment however it also seems like an Mar 28, 2011 7:19 AM
environment that is geared towards a very particular social class.

2 I think the image Barrie School is trying to promote is that they subscriba to a Mar 28, 2011 9:23 AM
montessori approach to education.

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 environment Mar 29, 2011 7:52 PM
for that student's academic and personal development

6 Seems like athletics, team, outdoors seem most important. It also seems to Mar 30, 2011 11:47 AM
emphasize teaching to learn in high level messaging.

7 Social Conciousness Mar 30, 2011 9:47 PM

8 Looks like the image the school is trying to convey is diversity, excellent Apr 5, 2011 6:29 AM
education, and well grooming.

9 I think the The Barrie School website emphasis is on independance, creativity Apr 5, 2011 6:47 AM
and self-learning.

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 project Apr 7, 2011 6:21 PM
based learning, world view. Seems to be a compelling alternative to normal
public (and private) school education. Arts seem kind of weak.

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

8 of 11

, 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 in Apr 5, 2011 6:47 AM
learning. While I think creativity and independanc are important, they should not
be at the center of education.

8 it says to me that my son will be welcomed and accepted, and will earn a great Apr 5, 2011 9:44 AM
education

9 Because I'm a big believer in project based learning that stress things like Apr 7, 2011 6:21 PM
problem solving, making things, creative as well as critical thinking and good ol'
fashioned collaboration.

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 information
you 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 teaching Mar 28, 2011 7:19 AM
students not just the academics but social consciousness.

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) Mar 30, 2011 11:47 AM
once I got to some places that seemed thin.

5 Most information was easily accessible; however, I could find no information Apr 5, 2011 6:29 AM
listing core school (class) hours.

6 I was interetse din finding exact class/grade sizes and total student body size. Apr 5, 2011 6:47 AM
As well, I wanted to know the student/teacher ratio.

7 I found the top level menu kind of confusing. Is the Montessori institute separate Apr 7, 2011 6:21 PM
or is it the program for the lower grades. Unclear. Also, to much content on the
site. I had to wade through a lot of options and content to find the meaty parts I
was looking for: Tuition, Philosophy, Teacher Profiles, Accolades, Culture

9 of 11

, 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 hard Apr 5, 2011 6:32 AM
data.

6 Well, yes and no. I think the message of individuality is imporatant, but it Apr 5, 2011 6:50 AM
shouldn't be the center of education.

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

10 of 11

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

1 I would not have individual cards. Put what they want to convey as being most Mar 28, 2011 9:30 AM
important, first.


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 by Mar 30, 2011 11:52 AM
which we learn of the school, and it should motivate one to act (apply or visit) in
the end.

5 I liked the focus on values, but adding statistics to back up claims would be Apr 5, 2011 6:32 AM
helpful.

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 the Apr 5, 2011 9:47 AM
actual book. the pdf was grainy, some words were cut off, etc.

8 None. Very nice. At this point I'm looking for an impression. I'll want to go to the Apr 7, 2011 6:24 PM
school and speak to people for the important stuff.

Page 3, Q6. Did you find all of the information you expected to find in the viewbook? If not, what other
information 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 an Apr 5, 2011 9:47 AM
introduction to the school

6 I was only looking to get a feel for the school and if it matched my values on Apr 7, 2011 6:24 PM
education. I can usually tell that from a few words and images.

11 of 11

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