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A Robust 3-Factor Model for Thinking About
How Best To Enhance “School Attraction”
for Prospective Woodland Families
(A Wo...
Question: Does School Enrollment Correlate with the
Concept of “School Attraction”? So What If It Does?
2
(+ 50) (+ $1M)
F...
Recap: Woodland School’s New Mission and Vision
3
a  W A*
… develops collaborative, creative,
and confident learners wi...
Every Family’s Hopes and Dreams for Their Child(ren):
4
a  W A*
How might one think of a school’s DNA, culture and valu...
Let’s View the School as a Social Organism (Say “W”):
5
W = X · Y
Genotype Phenotype
1 2
School as
an Organism
Now think a...
We Can Think of “X” as “Genetic Markers of eXcellence”
That Signals School Quality, Thus Making It Look Attractive
6
X1
※ ...
And “Y” Represents “Observable Traits” in its Student Body
as a Result of Interactions within the School Environment
7
Y2
...
How Parents Love To Talk About Schools & Kids
8
Z3
※ Z represents “reputation” outside of school (spread by “parental peer...
How Bay Area Parents Love To Talk About
Schools & Kids When They Get Together
9
※ At various inter-school or community eve...
We’re Now Ready To Assemble Together the “XYZ”
Components Underpinning “School Attraction” (Call It a):
10
a = X · Y · Z
Q...
So We’ve Got Ourselves a Nice Conceptual Model to Help
Unpack the Meaning of “School Attraction” (“a”):
11
a = X · Y · Z
N...
Inspiration: How a Few Good Words Saved a Pig’s Life
12
“Humble?” said Charlotte. “'Humble' has two meanings. It means
'no...
Think: How Might “Strategic Mismatch” Apply Here?
(Especially When Engaging with Prospective Woodland Families)
13
※ Hint:...
Q1: Open House “Battle Fronts”: Do More or Better?
14
C
B
A
“School of
Rock”
MIT
Hiller Aviation
Museum
※ The school is in...
Q2: What Do We Know About The “Motivational
Direction” of Prospective Woodland Families?
15
A Prospective Woodland Family’s
Q3: What Do We Know About The “Standards of
Reference” of Prospective Woodland Families?
16
“Internally Referencing” vs. “...
Example: Let’s Calibrate One Model Instance to
Illustrate How This Works for “Zuckerman’s Farm”:
17
a = X · Y · Z
Superb S...
Now Cue Multi-Modal Communications in a Matching Style
(e.g., Avoid the Fate of Becoming “Bacon” & Learn to Spell Like Wil...
Getting Back on Track Here: Let’s Also Not Forget to
Connect with the Many “K-5 Feeder Schools” Nearby
19
“K-5”
“K-8”
One Last Question: Which Funnel Optimizes Enrollment?
2020
Feedback and comments to: john.cheong@gmail.com.
K 1 2 3 4 5 6 ...
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A Robust 3-Factor Model for Thinking About How Best To Enhance “School Attraction” for Prospective Woodland Families

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A Woodland Parent’s Perspective on How to Think About Improving School Enrollment.

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A Robust 3-Factor Model for Thinking About How Best To Enhance “School Attraction” for Prospective Woodland Families

  1. 1. A Robust 3-Factor Model for Thinking About How Best To Enhance “School Attraction” for Prospective Woodland Families (A Woodland Parent’s Perspective on How to Think About Improving School Enrollment) By: John F.C. Cheong Feedback and comments to: john.cheong@gmail.com.Rev.2017.0929 School Attraction
  2. 2. Question: Does School Enrollment Correlate with the Concept of “School Attraction”? So What If It Does? 2 (+ 50) (+ $1M) Filling the last 15% (or ~50) empty seats contributes ~$1M directly to the bottom line! School Attraction Then We’ve Learned How to Kick Start Woodland’s Flywheel of School Attraction. Increased Enrollment Stronger Financials
  3. 3. Recap: Woodland School’s New Mission and Vision 3 a  W A* … develops collaborative, creative, and confident learners with the strength of voice to follow their hearts and make a difference. Innovative, compassionate stewards creating a joyful world.
  4. 4. Every Family’s Hopes and Dreams for Their Child(ren): 4 a  W A* How might one think of a school’s DNA, culture and values? And of its student body? Incoming New Students New Graduates
  5. 5. Let’s View the School as a Social Organism (Say “W”): 5 W = X · Y Genotype Phenotype 1 2 School as an Organism Now think about its DNA, culture and values, plus its student body. How does it look?
  6. 6. We Can Think of “X” as “Genetic Markers of eXcellence” That Signals School Quality, Thus Making It Look Attractive 6 X1 ※ X is the equivalent of a school’s “genotype” (i.e., its DNA, culture and values).
  7. 7. And “Y” Represents “Observable Traits” in its Student Body as a Result of Interactions within the School Environment 7 Y2 ※ Y is the equivalent of a school’s “phenotype” (expressed through its student body).
  8. 8. How Parents Love To Talk About Schools & Kids 8 Z3 ※ Z represents “reputation” outside of school (spread by “parental peer effects”).
  9. 9. How Bay Area Parents Love To Talk About Schools & Kids When They Get Together 9 ※ At various inter-school or community events (e.g., sports meets, camps, etc.).
  10. 10. We’re Now Ready To Assemble Together the “XYZ” Components Underpinning “School Attraction” (Call It a): 10 a = X · Y · Z Quality Signaling Ambassador Effect Parental Peer Effect 1 2 3 School Attraction ※ We coin “ambassador effect” after observing how current students (aka “work-in- progress”) and graduates (aka “finished products”) are often the best spokespersons and ambassadors for their alma mater beyond parental word-of-mouth.
  11. 11. So We’ve Got Ourselves a Nice Conceptual Model to Help Unpack the Meaning of “School Attraction” (“a”): 11 a = X · Y · Z Now What? How Does That Help Anyone Plan & Execute? ※ Note the synergistic “multiplier” effect amongst the 3 factors School Attraction
  12. 12. Inspiration: How a Few Good Words Saved a Pig’s Life 12 “Humble?” said Charlotte. “'Humble' has two meanings. It means 'not proud' and it means 'near the ground.” That's Wilbur all over. He's not proud and he's near the ground.” — Charlotte’s Web
  13. 13. Think: How Might “Strategic Mismatch” Apply Here? (Especially When Engaging with Prospective Woodland Families) 13 ※ Hint: The idea of “Strategic Mismatch” is a central theme in Colonel Blotto’s Game. vs. “How Do We Even Hope To Win At This Game?”
  14. 14. Q1: Open House “Battle Fronts”: Do More or Better? 14 C B A “School of Rock” MIT Hiller Aviation Museum ※ The school is in the business of educating minds — young or old — and is thus best situated to practice “multi-modal” communications to engage prospective families during Open Houses. After all, proof of the pudding…
  15. 15. Q2: What Do We Know About The “Motivational Direction” of Prospective Woodland Families? 15 A Prospective Woodland Family’s
  16. 16. Q3: What Do We Know About The “Standards of Reference” of Prospective Woodland Families? 16 “Internally Referencing” vs. “Externally Referencing”
  17. 17. Example: Let’s Calibrate One Model Instance to Illustrate How This Works for “Zuckerman’s Farm”: 17 a = X · Y · Z Superb Spelling Curriculum Signals Quality! Show Up and Be Counted! Maintain a Visible Presence! News Worthy Events to Write Home About! School Attraction 1 2 3
  18. 18. Now Cue Multi-Modal Communications in a Matching Style (e.g., Avoid the Fate of Becoming “Bacon” & Learn to Spell Like Wilbur!): 18 Incoming New Litter New Graduate ※ Execution Tips: Engage with prospective Woodland families using Multi-Modal communications in a Matching Style (e.g., proficiency or excellence?), spontaneously citing vivid case examples drawn from current students and recent graduates. b  W B
  19. 19. Getting Back on Track Here: Let’s Also Not Forget to Connect with the Many “K-5 Feeder Schools” Nearby 19 “K-5” “K-8”
  20. 20. One Last Question: Which Funnel Optimizes Enrollment? 2020 Feedback and comments to: john.cheong@gmail.com. K 1 2 3 4 5 6 7 8 K 1 2 3 4 5 6 7 8 K 1 2 3 4 5 6 7 8 A V H Source (Losing Enrollment in Upper Grades?) Sink (Gaining Enrollment in Upper Grades?) Equilibrium (Stable Enrollment) ECC ECC ECC

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