The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
This briefing book reviews the current state of play of the charter school movement, recent accomplishments, and opportunities and challenges going forward.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
This briefing book reviews the current state of play of the charter school movement, recent accomplishments, and opportunities and challenges going forward.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
The document discusses findings from the Programme for International Student Assessment (PISA) tests regarding student performance in reading, mathematics, and science. Some key findings include:
1) Over half a million 15-year-old students from 74 countries took the PISA tests to assess their ability to apply knowledge in novel situations.
2) Test results show differences in average performance and equity across countries as well as changes over time for some countries.
3) High-performing education systems tend to have ambitious and aligned goals, well-established instructional practices, high-quality teachers, and balanced accountability systems.
The document discusses Hartford, Connecticut's education reform efforts to address low performance and high dropout rates. It overhauled the school system using a "managed performance empowerment" approach, creating schools of choice including career academies modeled after the National Academy Foundation. These reforms aimed to improve outcomes through rigorous college-preparatory curricula, specialized themes, autonomy, and close student-teacher relationships. Early results showed improved graduation rates, with NAF schools graduating over 70% of students compared to Hartford's 29% baseline rate.
A School Leader’s Guide to Effective Stakeholder EngagementTanya Paperny
Families, teachers, and communities all have varying perspectives on what
the school year can and should hold for students. School leaders need to
balance these voices in decision-making through effective and authentic
stakeholder engagement.
Stakeholder engagement is essential for school leaders confronting change
and uncertainty. And yet there are better and worse ways for school leaders
to engage stakeholders in their decision-making processes: It’s far too easy to
neglect important groups, spend too much time with some groups and not
enough with others, or fail to take into account how past decisions and
community context may affect the perception of leadership decisions.
“A School Leader’s Guide to Effective Stakeholder Engagement” [LINK TK]
can help school leaders avoid these pitfalls. This slide deck provides an
overview of stakeholder engagement and easy-to-understand steps, and a
linked workbook (on slide 5) provides a resource to support school leaders as
they implement their approach.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
This document discusses top education issues for 2021 according to the Public School Forum of North Carolina. It identifies 10 key issues: 1) Broadband access 2) Teacher and principal recruitment, retention and diversity 3) Social and emotional learning 4) Inclusive, culturally responsive curriculum and pedagogy 5) Flexibility for local school districts 6) Assessment and accountability 7) Afterschool programs and expanded learning 8) Early childhood education and literacy 9) Post-secondary attainment 10) Adequate and equitable state funding to support public education. For each issue, it provides background on why the issue matters and recommendations for policymakers. The overall goal is to address inequities in the educational system and ensure all students have access to a
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
This report summarizes data from the Connect OER platform between 2017-2019 about Open Educational Resources (OER) activities at over 120 academic institutions in the US and Canada. It finds that most institutions have library departments leading OER efforts, with faculty champions, teaching centers, and student governments also commonly engaged. About half of institutions have an OER task force. While awareness and adoption are primary campus strategies, efforts also focus on publication, adaptation, and programming like grants and incentives to support faculty.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
Board of Regents Strategic Goals 07-30-2015HigherEdUtah
The document discusses strategic directions and goals for higher education in Utah. It outlines that Utah has a system of 8 public colleges and universities ranging from research universities to community colleges. It notes that enrollment in higher education in Utah is growing faster than the national average and capacity challenges exist. It also highlights the economic return on investment of higher education, with higher levels of education correlating to higher incomes and lower unemployment and poverty rates. The document concludes by outlining strategic directions adopted by the Board of Regents to increase affordable participation, timely completion, and innovative discovery in higher education in Utah.
Key Elements of Student Success in Utah Higher EducationHigherEdUtah
The document outlines key elements that contribute to high student achievement in Utah's higher education system. It discusses how Utah leverages a market-driven and affordable system, innovative uses of technology, and strong state support to accommodate growing student enrollment capacities while maintaining educational quality and affordability. State funding helps keep tuition low and college accessible for Utah residents.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Digital Finance and Innovations in Education: Workshop ReportCGAP
CGAP’s Digital Finance Plus initiative convened a workshop in Nairobi on 7 April 2016 aimed at bringing together stakeholders interested in the opportunities for digital finance to improve the affordability of education for low-income households. This document captures themes from the workshop presentations and design thinking session.
A Guide to Overcoming Private School Fundraising Challenges.pdfBig Fundraising Ideas
Fundraising for private schools is not just about meeting budgetary needs. Effective fundraisers are a cornerstone in building a thriving educational environment that nurtures the full potential of each student.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
OECD School Resources Review - Responsive School SystemsEduSkills OECD
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems to be highly responsive to new patterns of demand and adapt their provision accordingly. The organisation of school facilities, sectors and programmes plays a key role in doing so and in providing students with a high-quality education where they need it. The report aims to assist governments in organising school infrastructures and services to achieve their education policy objectives and to ensure that resources are used effectively and equitably. It offers a systematic analysis of the governance of school networks, their adaption to demographic changes and student needs in urban, rural and remote areas, as well as the vertical and horizontal co-ordination of education services to improve students’ transitions. This report was co-funded by the European Commission.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
The document discusses findings from the Programme for International Student Assessment (PISA) tests regarding student performance in reading, mathematics, and science. Some key findings include:
1) Over half a million 15-year-old students from 74 countries took the PISA tests to assess their ability to apply knowledge in novel situations.
2) Test results show differences in average performance and equity across countries as well as changes over time for some countries.
3) High-performing education systems tend to have ambitious and aligned goals, well-established instructional practices, high-quality teachers, and balanced accountability systems.
The document discusses Hartford, Connecticut's education reform efforts to address low performance and high dropout rates. It overhauled the school system using a "managed performance empowerment" approach, creating schools of choice including career academies modeled after the National Academy Foundation. These reforms aimed to improve outcomes through rigorous college-preparatory curricula, specialized themes, autonomy, and close student-teacher relationships. Early results showed improved graduation rates, with NAF schools graduating over 70% of students compared to Hartford's 29% baseline rate.
A School Leader’s Guide to Effective Stakeholder EngagementTanya Paperny
Families, teachers, and communities all have varying perspectives on what
the school year can and should hold for students. School leaders need to
balance these voices in decision-making through effective and authentic
stakeholder engagement.
Stakeholder engagement is essential for school leaders confronting change
and uncertainty. And yet there are better and worse ways for school leaders
to engage stakeholders in their decision-making processes: It’s far too easy to
neglect important groups, spend too much time with some groups and not
enough with others, or fail to take into account how past decisions and
community context may affect the perception of leadership decisions.
“A School Leader’s Guide to Effective Stakeholder Engagement” [LINK TK]
can help school leaders avoid these pitfalls. This slide deck provides an
overview of stakeholder engagement and easy-to-understand steps, and a
linked workbook (on slide 5) provides a resource to support school leaders as
they implement their approach.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
This document discusses top education issues for 2021 according to the Public School Forum of North Carolina. It identifies 10 key issues: 1) Broadband access 2) Teacher and principal recruitment, retention and diversity 3) Social and emotional learning 4) Inclusive, culturally responsive curriculum and pedagogy 5) Flexibility for local school districts 6) Assessment and accountability 7) Afterschool programs and expanded learning 8) Early childhood education and literacy 9) Post-secondary attainment 10) Adequate and equitable state funding to support public education. For each issue, it provides background on why the issue matters and recommendations for policymakers. The overall goal is to address inequities in the educational system and ensure all students have access to a
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
This report summarizes data from the Connect OER platform between 2017-2019 about Open Educational Resources (OER) activities at over 120 academic institutions in the US and Canada. It finds that most institutions have library departments leading OER efforts, with faculty champions, teaching centers, and student governments also commonly engaged. About half of institutions have an OER task force. While awareness and adoption are primary campus strategies, efforts also focus on publication, adaptation, and programming like grants and incentives to support faculty.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
Board of Regents Strategic Goals 07-30-2015HigherEdUtah
The document discusses strategic directions and goals for higher education in Utah. It outlines that Utah has a system of 8 public colleges and universities ranging from research universities to community colleges. It notes that enrollment in higher education in Utah is growing faster than the national average and capacity challenges exist. It also highlights the economic return on investment of higher education, with higher levels of education correlating to higher incomes and lower unemployment and poverty rates. The document concludes by outlining strategic directions adopted by the Board of Regents to increase affordable participation, timely completion, and innovative discovery in higher education in Utah.
Key Elements of Student Success in Utah Higher EducationHigherEdUtah
The document outlines key elements that contribute to high student achievement in Utah's higher education system. It discusses how Utah leverages a market-driven and affordable system, innovative uses of technology, and strong state support to accommodate growing student enrollment capacities while maintaining educational quality and affordability. State funding helps keep tuition low and college accessible for Utah residents.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Digital Finance and Innovations in Education: Workshop ReportCGAP
CGAP’s Digital Finance Plus initiative convened a workshop in Nairobi on 7 April 2016 aimed at bringing together stakeholders interested in the opportunities for digital finance to improve the affordability of education for low-income households. This document captures themes from the workshop presentations and design thinking session.
A Guide to Overcoming Private School Fundraising Challenges.pdfBig Fundraising Ideas
Fundraising for private schools is not just about meeting budgetary needs. Effective fundraisers are a cornerstone in building a thriving educational environment that nurtures the full potential of each student.
This document discusses the causes and consequences of poverty and proposes solutions. It defines poverty and notes that lack of education is a main cause. High school dropouts face higher risks of poverty and homelessness. The document proposes more engaging activities and funding in schools, shorter school days, intramural sports, and adult education programs to help keep students motivated and address poverty issues. Equal funding for all public schools is also advocated to break the cycle of underfunding schools with lower-income students.
A College Education Has Become An Essential Part Of The American Dreamnoblex1
A college education has become an essential part of the American Dream for millions of families. Indeed, extensive polling and focus group research conducted by our coalition of higher education associations in the last year clearly demonstrates that the public overwhelmingly believes higher education is vitally important for personal success. Furthermore, they believe that all children should have the chance to attend postsecondary education and, despite the high price, that college is a "good value" for the money.
On the other hand, the public also is greatly concerned about the affordability of higher education, believes it is too expensive, and thinks that the price can be brought down without affecting academic quality. The public vastly overestimates the price of higher education at all types of colleges and dramatically underestimates the amount of financial aid that is available to help meet college bills. They don't know where student aid comes from or how to apply for it. Nor does the public understand why college prices increase. Most worrisome, perhaps, they think college leaders are indifferent to their concerns about the price of attending college. Our research also demonstrates that Americans worry about financing a college education. The lack of knowledge about paying for college is most acute among at-risk populations — first-generation college students, low-income families, and members of minority groups.
The great divergence between the value that the public places on having access to higher education and the lack of information they have about what it costs and how to afford it — what we call "the knowledge gap" — is deeply troubling. No one with a commitment to higher education can be satisfied with the news that the public is so poorly informed about issues of choice and access. It is surely a danger signal that the public believes college officials are indifferent to their fears about being able to afford a postsecondary education for their children.
THE NEED FOR A NATIONAL COALITION
What can be done? We believe that two related steps are absolutely essential. First, colleges and universities must redouble their efforts to explain college costs, the prices that students are charged, the amount and sources of financial aid that are available, and the options for financing a college education. We must reach out to a broad range of business, community, and religious organizations and solicit their support in improving public understanding.
Second, and no less important, colleges and universities must take strong steps to manage and contain costs, share innovative and successful cost management strategies, expand efforts to explain why costs increase on campuses, and talk candidly about the steps that have been taken to reduce costs and improve efficiency.
Source: https://ebookschoice.com/a-college-education-has-become-an-essential-part-of-the-american-dream/
Profiles in School Leadership_Leveraging Student-Based Budgeting_ReportLauren Rapp
The document discusses Chicago Public Schools' transition from a quota-based budgeting system to Student-Based Budgeting (SBB) in 2013-2014. Under SBB, schools receive per-pupil funding based on student characteristics rather than staffing quotas, giving principals control over 45% of their school's budget. However, SBB was implemented as CPS faced budget challenges from flat revenues and increasing costs like pensions. The document profiles four principals who have leveraged SBB flexibility innovatively despite budget constraints.
In the summer of 2013, The Missouri Board of Education
posed the question: what is the appropriate role for
the state in the support of and possible intervention
in unaccredited school districts, if the goal is achieving
dramatic student achievement gains? This report
provides recommendations to answer that question
and represents a comprehensive vision for an urban
school system that fosters the conditions schools,
educators, parents, and students need for success.
While we focus here on the Kansas City Public Schools
(KCPS), these recommendations could also guide state
intervention in other unaccredited districts.
The default privatization of Peruvian education and the rise of low-fee priva...PERIGlobal
This presentation addresses the societal consequences of the rise of private education provision in Peru, especially its impact on widening patterns of segregation within the school system that operate against poorer families and its impact on broader ideas about the role of education for social justice and as vehicle for strengthening citizenship and social cohesion.
The presentation also examines the regulatory and accountability framework within which private education provision operates and the consequences this has for poor families and discuss how families from poor backgrounds make educational decisions and how and why they choose to send their children to private schools.
The document discusses the rising costs of higher education in the United States. It notes that tuition has increased by more than 60% in six states and more than 20% in 29 states since 2008. It then discusses several reasons for increasing tuition, including growing demand for degrees due to their impact on earnings, costs of new technology and facilities, higher salaries for top faculty, and decreased state funding. Finally, it proposes some solutions to control costs, such as online courses, dual enrollment programs, three-year degree programs, renting textbooks, and earning income while in school.
Addressing the Equity Gap in Education Bridging Socioeconomic Disparities in ...Birtikendrajit
This blog explores the pressing issue of the equity gap in education, which refers to the unequal distribution of resources and opportunities among students from different socioeconomic backgrounds. It identifies challenges such as inadequate funding, unequal access to resources, and limited support for students facing economic hardship. The blog then outlines strategies for bridging the gap, including equitable funding, targeted interventions, access to technology, culturally responsive teaching, community partnerships, professional development, and policy advocacy. By prioritizing equity and implementing these strategies, we can create a more inclusive and equitable education system where all students have the opportunity to succeed.
This document discusses the changing landscape of higher education and the rise of distance learning options. It notes that over 6.7 million students took an online course in 2012, representing about a third of all postsecondary students. Distance learning is becoming more embedded in traditional programs and available as a standalone option. The document discusses how for-profit schools were early adopters of online education and helped drive demand. It also outlines different online and hybrid models that are available today and profiles Penn Foster as an example of an online career focused institution. The document argues that students' options should be framed more broadly than just traditional four-year colleges given the growth of alternatives like community colleges, vocational programs, certificates and apprenticeships.
Charter schools began in the 1970s as an idea for groups of teachers to explore new educational approaches with more flexibility. The first charter school law was passed in Minnesota in 1991, and by 2004, 42 states had passed such laws. Charter schools are publicly funded, independently run schools that are held accountable for student performance. They provide an alternative choice to traditional public schools and are free from some regulations. However, critics argue they take funding from public schools and may not adequately serve all student needs.
International school systems differ greatly in their funding structures and educational approaches. Some key differences include: Chinese schools emphasize rote learning, while French schools ban religious dress; Irish schools are mostly Catholic but France separates religion from schools. Schooling also looks different depending on environment - in Bangladesh, some schools are on boats to continue operating during floods. Funding models also vary, with most countries publicly funding education but some like South Africa requiring parental contributions. Overall, this document outlines 10 differences in international education approaches and emphasizes that funding policies play a key role in directing resources and supporting high-quality, equitable learning opportunities.
Globalization poses challenges to school stakeholders like administrators, teachers, and students. Schools must actively respond to these challenges by developing an international outlook in their students through curriculum, activities, and language education. This will help prepare students as global citizens. Some key challenges for administrators include responding to trends like increasing enrollment, improving learning environments, and addressing issues like facilities, funding, technology, and unfunded mandates. Teachers face challenges like adapting to increasing diversity, managing time, and helping students meet long-term goals. Students deal with academic pressure, competition, health issues, peer pressure, addictions, and financial stability concerns.
This document summarizes a study on whether publicly funded private school choice programs save money. It finds that 10 school voucher programs have saved $1.7 billion over 20 years, serving over 500,000 students. On average, vouchers cost $5,637 per student while the estimated public school cost is $9,647. However, some voucher students would have attended private school anyway, so the average savings per voucher student is estimated to be $3,375. The return on investment for voucher programs ranges from 20.9% to 167.1% and averages around 50-60% over time. However, the impact of vouchers on public school systems is still relatively small at around 1% of students nationally.
Educational systems serve to transmit knowledge and social norms to members of society. Over time in many countries, education has expanded to include more of the population. However, inequalities still exist in access to quality education based on factors like family income, race, gender and location. Conflict theorists argue that schools perpetuate social inequalities and reproduce the existing social structure rather than providing equal opportunity for all students.
This document discusses defending the fiscal savings of school choice programs. It begins by introducing the founders of a school choice advocacy organization. It then addresses common arguments made against school choice saving money, such as rising overall K-12 spending disproving savings. It argues that savings can still occur even if spending increases elsewhere. It also discusses how school funding formulas can hide true savings. The document provides checklists for estimating the fiscal effects of school choice programs and calculating savings accurately based on average costs and the number of students utilizing vouchers. It emphasizes the need for cautious estimates and that underlying savings can exist despite other policy choices.
Educational systems aim to transmit knowledge and social norms to members of society. They play a key role in socializing people and fostering social integration. However, conflict theorists argue that schools often reproduce social inequalities by providing different quality of education based on students' social backgrounds. Significant disparities exist between urban and suburban schools, and tracking systems tend to benefit more affluent students. While access to education has increased over time, inequalities still persist in educational opportunities and outcomes.
Similar to Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students (20)
Wide Open Spaces: Schooling in Rural America TodayJeremy Knight
Rural communities and schools face many challenges but also have significant assets. While rural areas on average have higher poverty rates and lower incomes and education levels than urban areas, there is great diversity among rural communities. Some rural areas, particularly in parts of the Midwest and Great Plains, have higher rates of economic mobility than urban areas. Rural schools have common challenges like declining enrollment and transportation issues but vary widely. Overall, focusing only on challenges overlooks the strengths of rural communities, including strong social networks, civic engagement, and local commitment that can help drive meaningful change.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...Jeremy Knight
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retent...Jeremy Knight
About 90 percent of public school teachers today are enrolled in defined benefit pension plans operated by their state. Most of these state-run plans were created decades ago, and they have not adjusted to serve the mobile teaching workforce in today’s modern society. While they do serve some long-serving veteran teachers well, the plans also leave many short- and medium-term teachers with less-than-adequate benefits.
In “Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retention, and Equity,” we look at the history of these plans and how they interact with key education issues facing our schools today, including attracting and retaining high-quality teachers and providing equitable resources for disadvantaged students. While there are no easy or one-size-fits-all solutions, this deck concludes with examples of states that have re-designed their retirement systems to better meet the needs of teachers, taxpayers, and the general public.
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The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
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The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Overview of the History and Status of Teachers’ UnionsJeremy Knight
Teachers’ unions are a powerful force in local, state, and federal politics, but Janus vs. the American Federation of State, County, and Municipal Employees (AFSCME) could change that. At the heart of this case is a key source of union revenue: agency fees.
Public sector unions, including teachers’ unions, collect revenue from the professionals they represent. From members, they collect membership dues that can be used for a wide range of activities, including political advocacy. In 22 states and D.C., unions can collect so-called “agency fees” from nonmembers. These fees are typically less than full membership dues and enable workers to opt out of supporting unions’ political activities while still supporting unions’ collective bargaining activities that benefit all workers.
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The deck begins with an overview of the history of public and private sector unions dating back to the early 1900s. It then provides a summary of the history and current status of teachers’ unions specifically: major successes related to collective bargaining, controversy and criticism surrounding their increasing political activities, and their response to the increasing accountability in federal education legislation. We then offer current data and information on the nation’s two largest teachers’ unions, including membership data, financial data, a description of their organizational structure and the services they provide, and an overview of recent activities including teacher strikes and walkouts. We conclude the deck by summarizing the Janus case and its potential impacts on teachers’ unions and offering questions yet to be answered about the future of teachers’ unions post-Janus.
This analysis offers an accurate and objective set of information to those wanting to inform their understanding of this historic case.
Measuring Educational Opportunity in Juvenile Justice SchoolsJeremy Knight
Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
Retaining High Performers: Insights from DC Public Schools’ Teacher Exit SurveyJeremy Knight
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In order to better understand why teachers leave the profession, we analyzed teacher exit survey data from the District of Columbia Public Schools to determine what could have retained them or what would have had no effect. Because we believe that retention efforts should be focused on effective teachers, we broke down teachers’ responses by their latest teacher evaluation performance rating and focused our analysis on high-performing teachers.
Although DCPS is unique in some ways, lessons about what could have retained high-performing teachers may be transferable to other urban districts. The slide deck below presents our findings and offers considerations for other urban school districts.
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students
1. July 2019
Juliet Squire, Melissa Steel King, Justin Trinidad
Working Toward Equitable Access and Affordability:
How Private Schools and Microschools Seek to Serve
Middle- and Low-Income Students
2. 2
Introduction
For the past several decades, private schools have steadily served about one in ten students in the
United States. However, the student population enrolled in private schools has changed. Thousands of
Catholic schools, which often serve less affluent urban communities, have closed; meanwhile, tuition
increases in independent schools have outpaced inflation and wage growth, making them less
accessible to those with limited means. This suggests an emerging gap in affordable options and
merits a fresh look at private schools that still seek to serve middle- and low-income families. In this
report, we sought to understand the landscape of private schools that are working to remain
affordable, the approaches they are taking, and how some are revisiting traditional operating models.
Those private schools that have a mission to serve middle- and low-income families often struggle to
find a sustainable financial model. Some rely on reducing the costs to families (i.e., tuition) by
providing significant financial aid or partnering with scholarship programs; some have found inventive
new revenue streams; and some have streamlined operations and leveraged technology to reduce
their per-pupil expenditures. Another category of private schools — microschools — has upended the
modern conception of schooling. Serving fewer than 150 students, these intentionally small learning
communities offer very different educational experiences and constitute a bold experiment in scale.
Their profoundly different operational and financial profiles may also have potential to provide
affordable options.
This deck provides an overview of private schools’ enrollment, an analysis of the strategies private
schools use to be accessible to middle- and low-income families, and an analysis of microschools, in
particular. It ends by surfacing questions regarding the role of private schools in serving middle- and
low-income students, the lessons they might hold for others, and their potential to scale and innovate.
3. 3
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
4. 4
Trends in private school enrollment raise questions about
access and affordability
0%
5%
10%
15%
20%
25%
1970 1980 1990 2000 2010
Studentsenrolledin
privateschool(%)
15k
0
5k
10k
2007-082003-04 2011-12
Averageprivate
schooltuition($)
1999-00
7.1k
8.6k
9.8k
11.5k
From 1999 to 2011, the
average private school
tuition increased significantly
(in 2016 dollars)
The enrollment rate of
middle-income families has
declined steadily since the
late 1960s; the enrollment
rate of low-income families
has remained low
Sources: DiPerna & Shaw, 2018, Figure 9; Murnane et al.,
Education Next, Winter 2018, Figure 2; NCES, 2017 Digest of
Education Statistics, table 205.50 (NCES has not collected data on
tuition since 2011).
High-income
Middle-income
Low-income
Private schools historically have served an average of 10% of all U.S. students. However, 40% of
parents said they would prefer to send their child to a private school
The low percentages of low-income students and declining percentage of middle-income students
enrolled in private school coincides with the rising average private school tuition
Executive summary
5. 5
A single definition of private school “affordability” is elusive,
but is limited for low- and middle-income families
What does it mean to be affordable?
There is no consensus on the definition
of affordability for private school tuition. It
is difficult to define partly because the
threshold for “affordability” varies
depending on each family’s
circumstances
Schools typically take family
conditions into account to determine
how much the family can afford to
contribute to tuition. Factors that private
schools consider when calculating
family contribution include:
• Household income
• Number of children (and number in
college or private school)
• Assets, such as a house
• Debt, such as a mortgage
• Non-retirement savings
One way to think about affordability is as a percentage of
family income:
• A family earning $200K would only need to spend 6%
of annual income to afford the national average 2011
private school tuition of $11.5K*
• If we extrapolated 6% of income as a benchmark for
affordability, then a tuition of $3.7K would be
“affordable” for a family earning the 2017 national
median income of $61.4K
• For a family living below the poverty line, even a
tuition of a few hundred dollars could be out of reach
Calculating Family Financial Need
100K
0
50K
200K
150K
250K
Sample
High Income
25%
Sample
Low Income
18%
2017 Median
Household
Income
6%
45.2K
61.4K
200K
Total Annual Income
Average Private School
Tuition ($11,450)
Affordability as Proportion of Family Income
Executive summary
Sources: NCES, 2017 Digest of Education Statistics, table 205.50; School and
Student Services; U.S. Census. *Note: Private School Review, which collects
and publishes data on a subset of private schools, indicates a median annual
tuition of $10.7K in 2018, which does not substantially alter this analysis.
6. 6
We identify and examine a variety of strategies private
schools use to improve affordability
Publicly funded programs, such as vouchers, tax-credit scholarships, and education savings
accounts, provide public funding for private-school tuition
Subsidize cost with public funds1
Find alternative revenue streams
Schools identify and sustain creative revenue streams, such as a work-study program or a
teacher training program
3
Reduce expense of the model
Schools leverage low overhead and minimal staffing models to reduce per-pupil school
expenditures
4
Private donations and endowments help schools provide financial aid to low-income students,
or a scholarship program may help low-income students access private schools
Subsidize cost with private funds2
Microschools are an emerging model with a strikingly different financial profile, driven by
intentionally small scale. They have potential to provide affordable private school options.
Executive summary
7. 7
We explore the potential of microschools as an option for
affordable private schooling
Could microschools offer a new option for affordable private schooling?
In our research, we found:
• 42% of microschools in our survey reported annual
tuition within range of the average Catholic school and
other religious school tuitions; 60% of microschools in
our survey cited per-pupil expenditures below $10K/year
• 24 out of 37 microschools in our survey indicated that
reaching disadvantaged students is part of the school’s
mission, but microschools tend to enroll relatively few
low-income students and students of color. More than
half of those surveyed serve less than 25% students of
color or students who qualify for free/reduced lunch
Microschools are schools
intentionally designed to be small
but, other than size, there is little
consensus on what characteristics
define a microschool
We interviewed dozens of microschool
leaders and experts and surveyed 37
microschool leaders
We found that the most common
traits of microschools include:
multiage classrooms
seeking freedom from traditional
accountability structures
personalized approach to
instruction
use of blended learning and
technology
student-led learning
Similar to other private schools, microschools’ goal to
serve middle- and low-income families is in tension with
financial sustainability
“Our intent is to get to something like 1/3 low-income
students. To date we are generating $125K in tuition
revenue. The rest has to be made up in grants. We are
trying to figure out a funding model.”
Executive summary
Sources: Microschool survey conducted by authors;
interviews with school leaders and thought leaders
8. 8
Our research on low-cost private schools and microschools
raised a number of questions for consideration
1
2
3
4
5
Schools could replicate cost-saving practices such as alternative
revenue streams, use of blended learning and technology, and
streamlined staffing structures. However, laws and regulations may
prohibit schools from doing so and some strategies may have limited
potential for schools whose students require more support
Can other schools learn from private
schools’ efforts to increase revenue,
reduce costs, and serve middle- and
low-income students?
Unique educational approaches of microschools include multigrade
classrooms, teacher as “guide on the side,” city as the classroom, and
commitment to intentional inclusivity. Other schools could learn from
these models, and how microschools pilot them at a small scale.
However, many microschools do not administer standardized tests and
have very small populations, making it difficult to measure impact
Can other schools learn from private
schools’ innovative design features,
especially as implemented in
intentionally small learning
environments?
A number of practices in the private school sector demonstrate potential
for increasing access to low- and middle-income families. However,
absent more and better funded public programs, the options available
now are unlikely to reach significant scale. Especially as schools-within-
schools, microschools in the public sector could help pilot new ideas
What is the potential for private
schools to serve middle- and low-
income students at scale? For
microschools?
Important considerations include providing equal access to private
schools for students and families who want it, providing students and
families with a diverse set of school options, and providing space to
innovate and iterate on new school models
How should policymakers,
researchers, and others consider the
role of private schools in American
education today, and in the future?
Several topics merit further discussion, including lack of high-quality,
publicly available datasets on private schools, potential for replication in
the public school sector, lessons from low-cost private schools abroad,
and consideration of unbundled schooling models
What questions merit further research
into this sector of private schooling?
Executive summary
9. 9
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
10. 10
Private schools have historically served ~10% of students; in
2015, 35K private schools enrolled 5M students
20
15
0
10
5
25
30
35
40
45
50
55
200019901940 20151900
NumberofStudents(M)
1910 1920 1930 1950 1960 1970 1980 2010
Private Schools Students
Charter Public Schools Students
District Public Schools Students
Sources: Historical data on district and private school enrollment (1900-1990) is from NCES, 120 Years of American Education: A Statistical Portrait,
Table 9; data on recent enrollment (2000-2015) is from NCES (private schools, table 205.15; district schools, table 203.10; charter schools, table
216.30). Number of private schools is from Digest of Education Statistics, 2017, table 205.80. Data excludes enrollment in prekindergarten.
11. 11
In recent decades, within the private school sector, Catholic
schools declined in proportion to nonsectarian schools …
0
5
10
15
20
25
30
35
40
45
50
1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
PercentofPrivateSchools
Private School Universe Survey begins
to include schools with kindergarten as
their highest grade in its school count
Other religious
Nonsectarian
Catholic
NCES, Private School Universe Surveys, from
1993 to 2017
12. 12
Race and ethnicity of private school students have shifted
slightly during this period …
78% 78% 76% 75% 73% 70% 67%
0%
20%
40%
60%
80%
100%
1993 1997 2001 2005 201720132009
2+ races
AI/AN
Pacific Islander
Asian
Hispanic
Black
White
The student enrollment in private schools has become slightly more diverse over the past
15 years, but still serves a percentage of white students higher than public schools
% of public
school students
who are white
66.1 63.5 60.3 57.0 54.1 50.3 47.6
Sources: Private school student demographic data is from NCES, Private School Universe Surveys, from 1993 to 2017 (note: NCES did not
provide different categories for Asian and Pacific Islander students or provide a category for students of two or more races until 2005; public
school student demographic data is from NCES, Digest of Education Statistics, 2018, table 203.60; 1999, table 45; and 1995, table 44
Private school
students by race/
ethnicity
13. 13
... And the private school enrollment rates of students from
different socioeconomic backgrounds has changed
0%
5%
10%
15%
20%
25%
1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015
Middle-income
Low-income
Percentofstudentsenrolledinprivateschool
High-income
Low-income students have enrolled in private schools at a low and steady rate of about
5%, while the percent of middle-income students enrolled in private schools has declined
by nearly half since the 1960s
Sources: Murnane et al., Who Goes to Private School?,
Education Next, fall 2018
14. 14
Some of the changes in private school enrollment may be
at least partially attributed to the rising cost of tuition
7,140
8,610
9,800
11,450
0
2,000
4,000
6,000
8,000
10,000
12,000
2011-122003-041999-00 2007-08
Averageprivateschooltuition
(2016dollars)
+60%
Unfortunately, the National Center for Education Statistics has not collected data on
private school tuition since 2011-12
From 1999 to 2011, the average private school tuition increased significantly
Source: NCES, Table 205.50, 2017; data is from the 1999-2000,
2003-04, 2007-08, and 2011-12 Schools and Staffing Surveys and
data on tuition has not been collected since.
15. 15
In particular, the decline in Catholic schools has meant
fewer schools with the lowest tuitions
30% 26%
40%
17%
30%
47%
33%
19%
20% 17%
26%
7%
7%
13%
14%
44%
0%
0%
CatholicOverall Nonsectarian
5%
6%
Other Religious
Less than $3,500
$3,500 to $5,999
$6,000 to $9,999
$10,000 to $14,999
$15,000 or more
In 2011-12 (the most recent data available), the average Catholic and other religious
schools had average tuitions significantly lower than the average nonsectarian schools
Average
Tuition
$11,450 $7,350 $9,270 $22,940
Source: NCES, Table 205.50, 2017; data is from the 2011-12
Schools and Staffing Survey and NCES has not collected data on
private school tuition since
% of schools with tuitions
in each range
16. 16
And tuition increases at independent schools* have
outpaced inflation and income growth
Over the past decade, median tuition at independent schools increased by 48%
while median income increased by 17%
20
0
60
40
10
50
30
2010-11
2006-07
2014-15
2007-08
2008-09
49.8
2011-12
2012-13
2013-14
2009-10
24.5
50.3
2015-16
22.720.9
48.2
51.0
56.5
16.6
50.2
17.7 18.6 19.3
49.3
20.0
50.1
21.8
51.9 53.7
23.6
Dollars(K)
+48%
+17%
Median Income Median Tuition
Source: National Association of Independent Schools, Trendbook Excerpt: Tuition
Increasing as a Percentage of Family Income, 2017-18. *Independent schools refer to
those with independent boards while nonsectarian schools refer to those that do not have a
religious affiliation. There is significant but not perfect overlap between these categories.
17. 17
As affordable schools close and independent school tuition
increases, many families still want a private school education
10%
13%
82%
36%
10%
40%
Public Charter School
Private School
Actual Enrollment
3%
Schools Parents
Would Prefer
NA* 5%
Public School District
Homeschool
Source: Paul DiPerna and Michael Shaw, Schooling in America
Survey, Figure 9, 2018. *NA includes survey respondents who
didn’t know, refused to answer, or who skipped the question in
the online version of the survey.
40% of Americans would prefer to send their children to a
private school, but only 10% actually enroll their children
in private schools
Many private
schools want to be
more affordable
and accessible to
middle- and low-
income families
18. 18
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
19. 19
For schools that seek to provide an “affordable” education,
there is no consistent threshold for what families can pay
Similar to the factors that determine
financial aid for higher education, private
primary and secondary schools often
consider family conditions when deciding
how much the family can afford to contribute
to tuition:
“I think any tuition below the median
could fall into the affordability category”
“Between $6K and $10K might be considered payable for
families that aren’t covered by public assistance”
“ ‘Affordable’ should probably be calculated as a
percentage of the income that the family brings in”
In interviews with sector and school leaders, no consensus emerged about
how to define “affordable”
• Household income
• Number of children (and number in college or
private school)
• Assets, such as a house
• Debt, such as a mortgage
• Non-retirement savings
The definition is elusive partly because the threshold for “affordable” varies
depending on each family’s circumstances
“Annual income of $250K is the rule of thumb,
[below which] schools will give financial aid to”
Source: Interviews with school and sector leaders;
School and Student Services
20. 20
School and Student Services (SSS), which helps schools
assess families’ financial need, provides some benchmarks
2nd Quintile
$24.6K
3rd Quintile
$47.1K
4th Quintile
$77.6K
5th Quintile
$126.9K
Family 2Family 1
Using many of the factors described on slide 19, SSS provides some case studies of
how a variety of family characteristics affect its estimates of what a family can afford
• Household income $100K
• One child
• Home value $400K
• Mortgage debt $250K
• Non-retirement savings $30K
Estimated ability to pay:
$18.6K
• Household income $60K
• Two children, one in college
• Home value $120K
• Mortgage debt $80K
• Non-retirement savings $8K
Estimated ability to pay:
$3.4K
Household income 2017
Sources: School and Student Services; U.S. Census
Bureau, Table H-1 Income Limits for Each Fifth and Top
5 Percent of All Households: 1967 to 2017.
21. 21
Affordability can also be thought of in terms of the
percentage of income a family would pay for tuition
● The Pew Research Center defines
“middle-income” as adults whose
annual household income falls
between two-thirds of and twice the
national median, after adjusting for
household size. Their research
shows that in 2016, the range for
middle income fell between $45,200
and $135,600 annually for a three-
person household.
● Eligibility for free/reduced lunch is
another way to define “low-income.”
The U.S. Department of Agriculture
sets the threshold at 185% of the
federal poverty level, or $46,435 for
a family of four.
How are “middle-income” and
“low-income” defined?
A family earning $200K would only need to spend 6% of annual
income to afford the national 2011 average private school tuition
of $11.5K — a significantly smaller percentage compared to a
middle- or low-income family paying the same tuition
If we extrapolated 6% of income as a benchmark for affordability, then a tuition of $3.7K would be
“affordable” for a family earning the median income—suggesting that very few non-parochial private
schools are truly “affordable.” Meanwhile, for a family living below the poverty line, even a tuition of a few
hundred dollars would be out of reach.
Sources: Federal Register Notice Vol. 83, No. 89, 2018; NCES, Table 205.50; U.S. Census Bureau, Income and Poverty in the United States: 2017;
Pew Research Center, The American Middle Class Is Stable in Size, But Losing Ground Financially to Upper-Income Families, 2018.
0
150k
50k
100k
200k
250k
Sample
Low Income
25% 18%
2017 Median
Household Income
200k
6%
Sample
High Income
45.2k
61.4k
Total Annual Income
Average Private School
Tuition ($11,450)
22. 22
Schools can use a variety of strategies to improve
affordability for middle- and low-income families
Publicly funded programs, such as vouchers, tax-credit scholarships, and education savings
accounts, provide public funding for private-school tuition
Subsidize cost with public funds1
Find alternative revenue streams
Schools identify and sustain creative revenue streams, such as a work-study program or a
teacher training program
3
Reduce expense of the model
Schools leverage low overhead and minimal staffing models to reduce per-pupil school
expenditures
4
Private donations and endowments help schools provide financial aid to low-income students,
or a scholarship program may help low-income students access private schools
Subsidize cost with private funds2
What about microschools? Do they have a role in affordable private schooling?
Microschools’ academic models are built on intentionally small learning communities.
Their bold experiment with scale also yields different financial profiles. Starting on slide
41, we explore whether microschools have potential to provide affordable private options
23. 23
A private school may rely on one strategy more than others,
but typically uses multiple strategies to maximize affordability
Decrease Expenditures
Streamlined staffing
Efficient facilities
Technology
Increase Revenue
Fundraising
Public funding
New revenue streams
24. 24
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
25. 25
In this section, we profile private schools that illustrate how
each of these four strategies can improve affordability
Subsidize cost with public funds1
Alternative revenue streams3
Reduce expense of the model4
Subsidize cost with private funds2
This report focuses on domestic
education in the U.S., but it is
worth noting that low-cost private
schools, like Bridge International
Academies and Omega Schools,
have emerged to provide
education in many developing
countries. James Tooley, a
prominent advocate for low-cost
private schools abroad, has also
helped launch a low-cost private
school in Durham, England.
Sources: Bridge International Academies Website; Omega
Schools Website; Independent Grammar School: Durham
Website
26. 26
Sixty-six private school choice programs, across 29 states
and D.C., help many families afford private school tuition
Note: Size of the wedge indicates proportion of type of program in state agencies (e.g., Louisiana has two voucher programs, one individual tax
credit/deduction program, and one tax credit scholarship program). Source: EdChoice, “School Choice in America Dashboard,” 2019.
ESA
Voucher
Tax-Credit
Scholarship
Individual Tax
Credit/Deduction
1
Public funds
Of the 66 private school choice programs, 57 are education savings accounts, tax-credit scholarships,
or voucher programs. Unlike individual tax credit/deduction programs (which allow families to receive
tax relief for approved educational expenses), these programs provide families with additional funding
to put toward their child’s education
27. 27
These programs have grown significantly in the past two
decades, and now serve about 500K students
Source: Up-to-date data provided by EdChoice; Note: TCS = Tax-Credit Scholarship; ESA = Education Savings Accounts
192,660
289,260
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
500,000
550,000
1993
2017
1991
2007
Number of Students
1996
2004
1992
1994
1997
1995
2014
1998
1999
2000
501,029
2001
2002
2003
2005
2006
2008
2009
2010
2018
2011
2012
2013
2015
2016
19,109
2019
TCS ESAVoucher
Public funds
1
28. 28
Many publicly funded private school choice programs
specifically serve students with special needs
1
Public funds
Among 57 education savings accounts, tax credit scholarships, and voucher programs,
eligibility for 19 programs is limited to students with special needs
Program Type
Total # of
programs
# limited to special
needs students
# not limited to special
needs students
Education Savings Accounts
Parents receive a deposit of public
funds into government-authorized
accounts, which they can use for an
approved set of education expenses
6 4 2
Vouchers
Parents receive a government-
funded voucher, which they can use
to cover some or all of their child’s
tuition at a private school
28 12 16
Tax-Credit Scholarships
Individuals or corporations receive
tax credits for donations to nonprofit
organizations, which then provide
scholarships to students
23 3 20
Source: Author’s analysis of EdChoice, “School Choice in America Dashboard,” 2019.
29. 29
And it is unlikely that publicly funded programs alone can
sufficiently increase affordability in participating schools
2
6
12
10
4
0
8
14
OK-TCS
VT-Voucher
MT-TCS
AZ-TCS
AZ-TCS
AL-TCS
AveragePer-PupilPublicFunding
(inthousandsofdollars)
RI-TCS
IL-TCS
PA-TCS
PA-TCS
FL-TCS
OH-Voucher
ME-Voucher
LA-Voucher
KS-TCS
SD-TCS
AZ-ESA
FL-TCS
LA-TCS
IA-TCS
NC-Voucher
OH-Voucher
MD-Voucher
IN-TCS
OH-Voucher
NV-TCS
NH-TCS
WI-Voucher
FL-Voucher
GA-TCS
IN-Voucher
VA-TCS
TN-Voucher
DC-Voucher
WI-Voucher
WI-Voucher
Avg. Tuition (All Private Schools) – $11.5K
Avg. Catholic School Tuition – $7.4K
Avg. Other Religious School Tuition – $9.3K
Among 38 programs serving general education students, the average funding amounts in education
savings account, voucher, and tax-credit scholarship programs fall short of average tuition, suggesting
many of the 7.7K participating schools must rely on supplemental revenue. Even if more funding were
available, many private schools are reluctant to participate because of perceived threats to
independence due to testing and other requirements
1
Public funds
Source: EdChoice, School Choice in America Dashboard
Note: TCS = Tax-Credit Scholarship; ESA = Education Savings Accounts; chart excludes individual tax-deduction programs as well as programs
that target special education students
30. 30
Private schools, especially those that lack access to public
programs, rely on fundraising and development revenue
In independent day schools,
median per-pupil net tuition
revenue (tuition and fees minus
financial aid) of $17,723 covers
81% of median costs per pupil
of $21,795
In Catholic secondary
schools, the average tuition
of $11,239 covers about
74% of actual costs per
pupil of $15,249
58% of independent schools
increased their investment in
fundraising in 2017
There is limited public data on private schools’ financials, but interviews with sector experts and data
collected by two private school associations suggest a significant focus on raising private funding
The National Catholic Education
Association (NCEA) reports that schools
subsidize tuition using direct subsidies
from the parish, diocese, or congregation
or through fundraising and development
The National Association of Independent
Schools (NAIS) reports that schools also
subsidize tuition and are increasing their
investments in fundraising and
development
74%
In Catholic elementary
schools, the average tuition
of $4,841 covers about 82%
of actual costs per pupil of
$5,936
82%
81%
58%
2
Private funds
Sources: NCEA Annual Statistical Report on Schools,
Enrollment and Staffing, 2017-18, p. 18; NAIS Trendbook
2017-18, p. 83; email communication with NAIS.
31. 31
Partnership Schools operates seven Catholic schools; it uses
fundraising and efficiency to defy trends in school closure
2
Private funds
The mission of Partnership Schools, located in New York City, “is to develop outstanding Catholic
elementary schools that provide low-income students with the academic preparation, values and skills they
need to break the cycle of poverty and lead fulfilling, productive lives”
Quick facts
2010 Year founded
7 Schools
$9.7K
Avg. per-pupil
expenditure
$2.7K
Avg. parent
contribution
100%
Students receiving
tuition support
68% Hispanic students
28% Black students
70% Low-income
67%
27%Tuition
6%
Philanthropy
Public & Other
67%
18%
15% Operations/
facilities
Instructional/
School
Admin/
development
Partnership Schools
“maximizes every dollar with
over 80% going directly into
its schools and students”
“Without philanthropic
support, none of the important
work Partnership Schools is
doing … would be possible”
As many Catholic schools close, Partnership Schools is on a mission to prove that — with the right
support and a healthy dose of thrift — Catholic schools can be financially sustainable and high-quality
REVENUE EXPENSES
Sources: Partnershipnyc.org, “Who We Are,” “How It All Adds Up,” Financial Report, and email correspondence with network leadership; Disclosure:
Partnership Schools has been a Bellwether client.
32. 32
Similarly, among three nonsectarian schools we identified,
tuition ranges from just 10 to 20% of revenue
“City Academy transforms children,
families and our community
through exceptional education and
bold expectations that empower
children to overcome barriers.”
50%
30%
17%
Fundraising
Revenue
Tuition Public (2%)
Endowment
St. Louis Providence
“We empower our diverse student
body to reach full academic and
leadership potential while building
a Beloved Community.”
42%
30%
20%
Rent income
Tuition
Fundraising
8%
Revenue
Public (1%)
Endowment
New York City
“Harlem Academy drives equity of
opportunity for promising students,
guiding them to thrive at the
highest academic levels and one
day make a mark on the world.”
220 Students, preK-gr6 126 Students, gr4-8 124 Students, gr1-8
83% Tuition covered by aid 80% Tuition covered by aid 88% Tuition covered by aid
$20K Per-pupil expenditure $20K Per-pupil expenditure $32K Per-pupil expenditure
100% Receive financial aid 90% Receive financial aid 100% Receive financial aid
87%
Tuition
Revenue
11% Public (2%)
Fundraising
Sources: City Academy; Community Preparatory School; Harlem Academy; interviews with school leaders; Disclosure: Harlem Academy has been a
Bellwether client.
2
Private funds
33. 33
Other private schools enroll middle- and low-income
students with the help of private scholarship programs
A Better Chance
For example:
Jack Kent Cooke Foundation
(JKC)
A Better Chance’s mission is “to increase substantially
the number of well-educated young people of color who
are capable of assuming positions of responsibility and
leadership in American society”
JKC’s mission is “advancing the education of
exceptionally promising students who have
financial need”
• Founded in 2000, the national JKC Scholarship
Program accepts scholars in 7th grade and
supports them through graduate school
• JKC helps students across the country find the
best high school placement for them, including
public/charter (50%), independent day schools
(~25%), boarding schools (~25%), or a handful of
homeschooling or alternative options
• For private schools, JKC provides last-dollar
scholarships to subsidize the family contribution
after financial aid
• JKC funds summer experiences and
counseling to boost skills and prepare students
for college
• Founded in 1963, A Better Chance recruits students of
color in grades 4 through 9 across the country and
helps place them into independent schools
• The unique program currently serves 2,222 scholars
nationally, placing approximately 500 scholars yearly
• Over 90% of participants receive financial aid. The
organization helps scholars access financial aid at
their admitting school; $19 million in aid for new scholars
was leveraged in 2018. And the program provides a
limited number of last-dollar scholarships to support
families most in need
• As middle-class families are increasingly seeking
financial aid to afford private schools, A Better Chance
has instituted an income cap of $250,000 for
eligibility for the program
2
Private funds
Sources: Interviews with organization leaders; A Better
Chance Website; Jack Kent Cooke Foundation Website
34. 34
The Cristo Rey Network’s innovative revenue stream also
provides students with workplace experience
Cristo Rey Network – Corporate Work Study Program
37 schools
24 states
12,000 students
Over 18,000 high school graduates
“The Cristo Rey Network empowers thousands of students from underserved, low-income communities
to develop their minds and hearts to become lifelong contributors to society. By providing students an
extraordinary college preparatory education and a unique four-year, integrated corporate work study
experience, we seek to transform urban America one student at a time”
$14.5K avg. per-pupil expenditure
$1K to $2.5K in tuition per pupil,
depending on family need
2/3 students are Latino
1/3 are African American
2/3 students are low-income
Cristo Rey Schools uses its Corporate Work Study
Program to supplement revenue and reduce cost to
families
• Partner with local businesses, such as law firms,
banks, and other firms where students can build
professional skills
• Each student works five full days per month; four
students equal one full-time employee
• Each full-time job generates about $31K; instead of being
paid wages, students’ earnings go directly to the school
to supplement tuition
• 50% of revenue comes from Corporate Work Study
Program; 40% from fundraising or publicly funded school
choice programs; 10% comes from family contribution
Alternative revenue streams
3
Sources: Interview with school leader; Cristo Rey Website; Disclosure: The
Cristo Rey Network has been a Bellwether client.
35. 35
At Ron Clark Academy, a fee-based teacher training
program helps generate significant revenue
Alternative revenue streams
Since 2007, over 60K educators have
visited RCA to observe master teachers,
participate in workshops, and observe
school culture
RCA Teacher Training
RCA charges $525 for one-day trainings
and $995 for two-day trainings, which allows
the school to generate revenue while also
extending its impact
RCA Revenues
Tuition varies by family income:
• For families ~$45K: $1.2K per year
• For families ~$58K: $1.4K per year
• For families ~$100K: $7.2K per year
• For families >$170K: $18K per year
Ron Clark Academy (RCA) in Atlanta, GA enrolls 120 students in grades 4 through 8; a significant and
growing proportion of its revenue comes from its nationally renowned trainings for teachers
Teachers can receive continuing
education credits for the training
RCA Students and Staff
150 students, gr4-8
$37K/year average family income for
70% of families
3
Fundraising from individuals, corporations,
and foundations, and some RCA students
participate in the Georgia Tax Credit
Scholarship program, which averages
$3.5K per pupil
6%
4%
12%
78%
RCA seeks to enroll students with a
variety of academic backgrounds,
including those who have struggled
RCA employs 17 full-time staff and 3
part-time staff, including 17 classroom
teachers; all staff support teacher
training program
A capital campaign will allow RCA to move
to a new, larger facility in 2020$24M
3% from school merchandise; 3% from
other sources
Sources: Interview with school director of development; Ron Clark Academy Website
36. 36
Build UP helps low-income students toward home
ownership, while gaining job skills and associate degrees
Build UP – Apprenticeship Program
• Founded in 2018 in Birmingham, AL
• 70 students, grades 9 and up
“Build UP is the nation’s first and only workforce development model that provides low-income youth
career-ready skills through paid apprenticeships with industry-aligned secondary and early-
postsecondary academic coursework, leading them to become educated, credentialed, and
empowered civic leaders, professionals, homeowners and landlords”
• Full tuition is $25,000, but the
student/family out-of-pocket contribution
is limited to $1,500 annually
• Build UP receives additional revenue
from tax credit scholarships
• Half of student pay from their
apprenticeship goes to tuition
• The remaining expenses are
fundraised
Build UP works with the Birmingham Land Bank
Authority to purchase blighted homes the students will
one day own.
• Students receive an educational stipend of
$15/hour, half of which they earn as “take-home
pay”
• Students split their time between receiving
academic instruction, gaining industry-recognized
credentials, and renovating abandoned homes
through paid apprenticeships
• Student coursework includes financial literacy,
entrepreneurship, and justice-based leadership
• Upon beginning a high-wage job ($40K+ salary),
enrolling toward a 4-year college degree, or
launching their own business, graduates take over
the deeds to an owner-occupied home and a
rental property
3
• Students earn a high school diploma
and associate degree in 6 years
Alternative revenue streams
Sources: Interview with school leader; Build UP Website
37. 37
Thales Academy is a network of eight schools that pursues
affordability primarily through efficiency
Students: 3,000 students
across 8 schools (six preK-5
and two 6-12) Mission
Founding Story
Thales Academy was founded in 2007 by Bob Luddy, the president and founder of the
commercial kitchen ventilation company, CaptiveAire Systems. Driven by a strong belief
in the power of education, Luddy set out to create a high-quality, affordable option for
students. The first school was opened in the rear of Luddy’s corporate office in Raleigh,
NC, with just 30 students. The model was highly successful and quickly grew to eight
locations in the Raleigh area. In the 2020-21 school year, the organization will open two
incubator locations in Richmond, VA and Nashville, TN.
Thales Academy seeks “to provide an excellent
and affordable education for students in Pre-K to
12th grades through the use of Direct Instruction
and a Classical Curriculum that embodies
traditional American values.”
Tuition: $5,000-$6,000,
depending on location & grade
Location: Multiple sites in
NC; soon in TN & VA
Reduce cost of the model
4
Sources: Interview with school leader; Thales Academy
Website
38. 38
Commitment to
Affordability
Thales benchmarks tuition at a third
of the average price of local day
schools. For example, if the average
tuition in the local market is $15,000,
the local Thales will not set tuition
above $5,000.
Luddy, the founder, also provides
about $450,000 in scholarships
across the eight schools, which is
disbursed to families in increments of
$1,000, $2,000, and $3,000. Between
those scholarships and a North
Carolina state Opportunity
Scholarship, 5-10% of students at
each school receive scholarships to
attend.
Financial Model
In a fully enrolled Thales school, per-pupil expenditures are
about $3,500*. Operational costs are covered by tuition. The
purchase or construction of each facility is underwritten by
the founder, who is paid back gradually over time with
proceeds from tuition.
With minimal private funding, Thales uses efficient facilities,
a lean staffing model, and technology to reduce expenses
4
Focus on Efficiencies
In order to keep tuition low, the leaders focus on efficiencies
to minimize per-pupil costs. Staffing is one area that leaders
monitor carefully to control costs. The student-teacher ratio
(about 1:25 in elementary and 1:20 in junior high) is designed
to maximize class size without sacrificing quality, while keeping
salaries competitive with the local county. Administrative costs
are also streamlined, with only one administrator and an
administrative assistant at schools under 500 students. Thales
also invests in both systems and pedagogical technology to
maximize efficiency and reduce the administrative burden on
teachers. For example, they reduced materials costs by
investing in iPads and online curricula.*Thales does not serve IEPs or 504s, students who
generally require more resources to serve well.
Reduce cost of the model
39. 39
Mission Dolores Academy, in partnership with Seton
Education Partners, uses blended learning to reduce costs
4
Sources: Mission Dolores Website; Seton
Education Partners Website; Smarick and
Robson, “Catholic School Renaissance,” 2015
“Seton provides partner
schools with the know-how,
training, and fundraising
required to convert to
blended learning. [Its] goal
is to substantially improve
the academic performance
and reduce the operating
costs of financially
struggling urban Catholic
schools.”
Seton partners with 14
schools in 9 cities, serving
4.1K students, 95% of
whom are low-income
85% students
receive aid
“The economics of education technology follows that of
other forms of technology: Costs continue to drop as
products also become more powerful. Additionally, with half
the class working independently online, the cost of a teacher
can be spread out across larger class sizes while delivering
more effective, individualized instruction.”
As of 2019, blended learning helped Mission Dolores reduce
its staffing of lead teachers from a 14:1 student-teacher ratio
in 2011 to 27:1. It also helped reduce per-pupil expenditures
from $15K in 2010 to $11K in 2019.
65% low-
income
$5.1K
tuition
San Francisco, CA since 1852
Reduce cost of the model
40. 40
As many private schools seek new revenue and lower costs,
others’ bold experiments in scale may offer a new path
Microschools have emerged over the past decade, with academic models
built to leverage intentionally small learning communities
Microschools’ sizes also yield vastly different financial profiles. Do
they have a role in affordable private schooling?
41. 41
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
42. 42
Research and data on microschools is very limited
Note: See Appendix for a summary of our
survey methodology
Interviews With and Survey of
Microschool Leaders
Interviews With Thought Leaders
We asked thought leaders in education about
microschools, including the following:
• How do you define a microschool?
• What do you think are the common
characteristics of microschools?
• Why do you think microschools have emerged?
• Where did microschools come from, and
how have they grown?
• How do microschools track student learning
and school effectiveness?
• How does being a private school help a
microschool innovate and/or bypass
regulatory burdens?
• What can microschools do to make
themselves affordable to more students
and families?
• What should the K-12 education sector learn
from microschools?
Interviews and a survey of microschool leaders
included the following questions:
• How do you define a microschool?
• What is the mission/vision for your school?
• What is the school’s pedagogical approach?
• What is the role of a teacher at your school?
• What sources of data do you use to
understand whether your school is meeting
its goals?
• How does your school track student
learning?
• What is tuition for your school? Aside from
tuition, how is your school funded?
• Do you seek to serve a particular
population of students?
• What percentage of your student population
is low-income?
• Do you have aspirations to scale?
We interviewed dozens of school and sector leaders, and collected data
through a brief survey of microschool leaders
43. 43
We identified almost 200 microschools across the country
We identified microschools through our networks, funders, and extensive internet research.
Nonetheless, the lack of a microschool hub or comprehensive directory — or even a common
definition of a microschool — means there are likely microschools missing from this collection
Note: In July 2019, AltSchool announced that its four schools will change
management while the organization pursues the growth of its learning platform
44. 44
There is little consensus on the defining characteristics of
microschools …
Personalized approach
to instruction
• Mentioned by 10 interviewees
• Students often set individualized goals and work at their own pace
Use of blended
learning/technology
• Mentioned by 10 interviewees
• Technology is often used to personalize instruction and augment the
small staff size
Student-led learning
• Mentioned by 10 interviewees
• Learning is driven by student interests, with teacher serving as a
“guide on the side” rather than “sage on the stage”
Intentionally small
• Mentioned by 21 interviewees*
• Microschools are purposefully small, with a low teacher-student ratio
Multiage classrooms
• Mentioned by 9 interviewees
• Students are often grouped together across age, sometimes with no
grade level assigned
Autonomous
• Mentioned by 11 interviewees
• Microschools seek freedom from traditional accountability structures
*We conducted a total of 27 interviews about
microschools (14 school leaders; 13 thought leaders)
45. 45
… Except that they are intentionally small
Survey respondents’ reported student
enrollment ranges from 4 to 162
38%
30%
19% 14%
0%
20%
40%
60%
80%
100%
71-162
Students
41-70
Students
20 or
Fewer
Students
21-40
Students
An enrollment threshold of 150 students is often tagged to research that suggests 150 people
is the maximum size of a community in which everyone still has personal relationships with
every other individual; most microschools currently serve fewer than 70 students
Note: See the research, for instance, of Robin Dunbar, as
summarized in The New Yorker, October 2014; Sources:
Microschool survey conducted by authors; interviews with
school leaders and thought leaders
Characteristics of microschools, by
frequency cited by sector/school leaders
46. 46
Many school leaders cite autonomy and the agility of small
size as key enablers to innovation and iteration
A substantial majority of microschool leaders
who responded to our survey indicate their
schools are independent schools
“They’re not bound to a larger charter
school network or district. They tend to
have autonomy. Smallness in size
extends to their DNA. They are
autonomous from the ‘mothership.’ ”
Independent schools are not bound to the
same rules and regulations as charters, or
to norms of religiously affiliated institutions
8%
78%
0%
20%
40%
60%
80%
100%
5%
3%
Private Religious School
Other
Which of the following most closely
describes your school? (n=37)
5%
Independent School
Homeschool
Charter School
“There is a certain agility that
accompanies size. With [larger] size
comes rigidity. You have to be more
systematized and process oriented.”
Sources: Microschool survey conducted by authors;
interviews with school leaders and thought leaders
47. 47
The small size allows microschools an environment
conducive to specific programmatic features …
Social-emotional learningMultiage classrooms Alternatives to testing
92% of survey respondents
report their schools use
multiage classrooms
“Multiage grouping is
really important. A 6-year-
old who reads at 8th-
grade level will be more
successful. For a 10-year-
old reading at 1st-grade
level, it’s easier at
microschools to put
these students together
and teach them together.”
86% of survey respondents
indicate their schools
focus on character/social-
emotional learning
“… emphasis on
relationships between
students and between
students and adults. Such
a family feel with deep
personal relationships
that’s much different
culturally from a regular
school. Their kid is really
known.”
“We have a competency-
based taxonomy that
leverages best work
across the country to build
a set of milestones across
grade levels in each
subject area. Alongside of
that are students setting
their own learning goals
and capturing evidence.”
43% of survey respondents
indicate using formative or
summative assessments to
monitor student learning
Sources: Microschool survey conducted by authors;
interviews with school leaders and thought leaders
48. 48
… But microschools’ size also translates into very different
financials, especially regarding salaries, facilities, and tech
“We have a lean business model. We can charge less.”
“One of the advantages of having a school
that occupies a less than 10,000-square-
foot footprint [is that] you can pay less for
space. …You can dramatically lower
per-pupil facilities costs.”
Facilities
Staffing
“There are no administrators. Teachers
… tend to have a real entrepreneurial
drive. They want to be in the position to
make decisions about the administrative
things.”
Technology
Microschools in survey:
• 11% in school buildings
• 40% in storefronts/office bldgs
• 16% in churches
One microschool:
• 140 kids
• 1 admin
• 5 full-time staff
14 of 37 microschools:
• About 40% of survey
respondents reported using
blended learning
“There’s a way to leverage learning tech to
individualize [instruction] and make
schools work more efficiently.”
“Disruptive innovation of online learning
pushes the tuition cost down.” Sources: Microschool survey conducted by authors;
interviews with school leaders and thought leaders
49. 49
Not all microschools are affordable, but many have tuition
amounts in line with Catholic and other religious schools
33%
27%
13% 13%
3% 3%
7%
42%
29%
10%
6% 6% 6%
0%
10%
20%
30%
40%
50%
$30,001+$10,001-
$15,000
$25,001-
$30,000
How much is annual tuition per student? (n=31) and
What is your average per-pupil expenditure per year? (n=30)
$15,001-
$20,000
Percentofmicroschoolsurveyrespondents
$1,000-$5,000 $20,001-
$25,000
$5,001-
$10,000
Per-pupil expenditure
Tuition
Average Catholic School Tuition: $7,350
Average Other Religious School Tuition: $9,270
Average Nonsectarian School Tuition: $22,940
42% of microschools reported annual tuition within the same range as average Catholic school and
other religious school tuitions; 60% of microschools cite per-pupil expenditures below $10K/year
Sources: Microschool survey conducted by authors; NCES, Table 205.50
50. 50
Many microschools that responded to our survey aspire to
serve disadvantaged students
“We’re looking to shift a small private school to
something that can hold greater amounts of diversity.“
“Part of what we’re excited about is socioeconomic
diversity. We aim to achieve 1/3 lower-income, 1/3
middle-, and 1/3 higher-income.”
“What we’re finding is students coming from public
schools are low-income. We’ve been a little hesitant to
market hard to our private schools. We’re bringing
students from different schools together.”
“At every open house, we lead with an intentionally
diverse environment …”
microschools in our
survey indicated that
reaching disadvantaged
students is part of the
school’s mission
24
out of
37
microschools in our
survey indicated that
one of their school’s key
design features is to be
intentionally inclusive/
diverse
17
out of
37
Source: Microschool survey conducted by authors
51. 51
Even so, microschools tend to enroll relatively few low-
income students and relatively few students of color
57%
30%
0%
20%
40%
60%
80%
100%
26-50%
What percentage of your student population
are students of color? (n=37)
25%
or less
51-75%
8%
75-100%
5%
57% of survey respondents indicate their
schools serve less than 25% students of
color
*Low-income is defined
by eligibility for the
National School Lunch
Program, as estimated
by school leaders
60%
23%
10%0%
20%
40%
60%
80%
100%
25%
or less
What percentage of your student population
is low-income?* (n=30)
75-100%26-50% 51-75%
7%
“Microschools do not typically focus on basic literacy and
numeracy, which does not bode well for democratizing
access, as both scaling and equity require accepting students
with a broad range of experiences and incoming abilities.”
Some experts we spoke with questioned whether microschools could be a credible vehicle for equity
“If the business model is paying tuition,
then by definition you can’t have a
diverse population. Even with a sliding
scale, you cater to those paying money.”
60% of survey respondents indicate their
schools serve less than 25% students who
qualify for free/reduced lunch
PercentofSchools
PercentofSchools
Sources: Microschool survey conducted by authors; interviews with school leaders and thought leaders
52. 52
Like other private schools, many microschools increase
affordability by offering financial aid; some seek public funds
“Our intent is to get to something like 1/3 low-
income students. To date we are generating $125K
in tuition revenue. The rest has to be made up in
grants. We are trying to figure out a funding
model. Is there a way to secure public funding?”
54%
29%
11% 7%0%
25%
50%
75%
100%
What percentage of students receive
financial aid? (n=28)
30%
or less
31-50% 51-75% 76-100%
In the survey sample, microschool tuition ranged from $5,000 to $35,000, with less than half charging
$10,000 or less (see slide 49). To make themselves affordable, most microschools offer financial aid
“The business model is $15K per student per
year. That is unaffordable for many families and
… part of what we’re excited about is
socioeconomic diversity: 1/3 lower-income, 1/3
middle-income, 1/3 higher-income. … We agreed
$15K was doable for middle-income families.
Financial aid can go a long way with that
number, too. That’s the way we’re able to achieve
the 1/3 1/3 and 1/3 mix.”
54% of microschools in our survey
report that 30% or less of students
receive financial aid
PercentofSchools
Sources: Microschool survey conducted by authors;
interviews with school leaders and thought leaders
53. 53
Similar to other private schools, microschools rely on other
funding sources to increase revenue and reduce tuition
*Other sources of revenue include: Equity investors, in-kind facilities, venture
capital, and founders’ personal contributions. Sources: Microschool survey
conducted by authors; interviews with school leaders and thought leaders
While many microschools
are still in start-up phase
and have not yet settled into
predictable revenue
patterns, only 10 of the 37
schools that responded to
our survey operate on tuition
revenue alone
68%
13%
14%
6%
Tuition
EndowmentPublic Funds
Philanthropy
Other* 0%
Microschools that responded to our
survey report receiving an average of
68% of their revenue from tuition
What percent of your funding comes from
each of the sources listed below? (n=37)
54. 54
Several microschools may be affordable; some rethink the
notion of “school”; some operate within public schools
55. 55
The Forest School, an Acton Academy, launched in
Fayetteville, Georgia in 2018
Students: 31 students,
grades 1-12 (max 140)
Approach
Founding Story
Joy and Tyler Thigpen launched The Forest School in August of 2018 in
Pinewood Forest, an emerging town for creators, entrepreneurs, and
storytellers in Fayetteville, GA. While looking for a school model that would be
a fit for their four kids, they teamed up with leaders of Pinewood Forest to
open a new school. Tyler proposed starting a microschool. Inspired by the
model and reputation of Acton Academy, Tyler and Joy began the process of
starting the school in November 2017. Tyler continues his job as partner at
Transcend, a national nonprofit focused on innovative school design, and
summer instructor at University of Pennsylvania Graduate School of
Education while running the Forest School.
“The Forest School at Pinewood Forest is a 21st-century microschool with learner-
driven technology, Socratic discussions, hands-on projects, and real-world
apprenticeships in an intentionally diverse and character-forging community."
Tuition: $9,975
Facility: House
and modular units
Financial aid: 20% of
students, avg of $4K
Staff: 5 full-time, 5
contractors
Model: Diverse by
design
Acton Academies
Founded in 2009 in Austin, TX,
Acton Academy is often cited
as one of the first microschools
in the country. Parents Laura
and Jeff Sandefer created the
school to offer students a tech-
enriched, learner-driven
education. Eventually Acton
began offering “kits” for others
to launch similar Acton models
— becoming a key engine for
the growth of microschools
around the U.S. and
internationally.
Sources: Interviews with school leader; Forest School Website;
Disclosure: Transcend has been a Bellwether client.
56. 56
The Forest School, along with 90+ other microschools
across the country, leverages the Acton Network
Acton Model
The Acton Network has been an
invaluable resource for Forest School co-
founders Joy and Tyler. From the
beginning, Acton provided a toolkit to
launch the school, which included a to-do
list of items accompanied by a timeline.
While offering clear guidance, the Acton
model provides autonomy, empowering
the school leaders to make decisions that
would best fit in the context of their
community and vision and the students
they serve. Acton also provides a network
that allows school leaders to share
resources with one another through an
online forum.
Acton Toolkit
When an individual receives approval to
begin an Acton Academy, the school leader
receives a new owner’s kit that includes
tested frameworks, tools, and systems. The
kit also includes best practices, curriculum,
and a catalog of learning challenges for
guides.
School leaders are able to customize
various components of the toolkit that are
most suitable for the students and
community with whom they work.
57. 57
Blyth-Templeton Academy, an offshoot of the Blyth
Academy network in Canada, launched in D.C. in 2015
Mission
Founding Story
Blyth-Templeton Academy (BTA) is a partnership between the Blyth Academy network of
microschools in Canada and Templeton Learning, an organization founded by the Keller family
to build high-quality, highly accessible K-12 education models for 21st-century learners.
Templeton Learning and BTA Co-Founder Temp Keller had spent over a decade leading
innovative organizations that support teachers and schools. He was inspired to start a quality
affordable private school while serving as an Entrepreneur-in-Residence at the Acton Academy
in Austin, TX. In collaboration with Blyth Academy, he launched BTA in 2015.
“To transform the lives of its students by providing highly individualized, experiential education
in small classes with dedicated and skilled educators.”
Students: 50 students,
grades 9-12 (max 150)
Facility: Community
center
Model: Diverse by
design
Tuition: $14,850, is
100% of revenue
Financial aid: 30% of
students, avg of $5K
Growth: Goal to open
additional schools
Sources: Interviews with school leader; Blyth-Templeton
Website
58. 58
Blyth-Templeton Academy uses a unique schedule and its
location in D.C. to rethink schooling for a diverse student body
Unique
Schedule
Socio-
economically
Diverse
Students take just two classes a day per semester, with an average class
size of eight. This allows them to delve deeply into each subject, and also
provides time for excursions out into the city. Sitting around a table with the
teacher, students spend two and a half hours every day engaging in
discussion, hands-on learning, critical thinking, and collaborative work to
gain a deep understanding of a single subject.
BTA strives to make a high-quality education accessible to students at every
income level. Although full tuition at BTA is $14,850, the school offers financial
aid. The financial model is designed to support the goal of enrolling roughly
one-third low-income students, one-third middle-income, and one-third higher-
income. Currently, 30% of BTA’s students are students of color and an
estimated 25% are low-income.
Expeditionary
Learning
The school views the city and resources of Washington, D.C., as part of its
campus. Students take trips to locations such as the U.S. Capitol, American
History Museum, National Building Museum, and a local community garden
to support and enrich their learning in various subjects.
59. 59
Our research also surfaced a number of educational
resources that challenge the very definition of a school
Prenda is a network of 40 organically grown
microschools, each serving 5-10 students.
Prenda serves more than 200 K-8 students
all over Arizona, with a goal of reaching 400
students in 30 additional microschools by
August 2019. Prenda microschools are
small groups meeting in person every day
in informal settings, funded by state
education revenue through partnerships
with charter or district schools, or through
the Empowerment Scholarship Account
program. Prenda's model combines
mastery learning through technology with
collaborative activities and creative projects.
“Prenda is halfway between homeschool
and an innovative charter/private school.”
Sources: Interviews with school leaders
Workspace Education is a co-learning
community in Bethel, CT. Families pay for a
membership: $3K for a family with one child
and $1K for each extra child. Upon
beginning at Workspace, families complete
ten hours of onboarding. From this
onboarding, parents and staff then develop
curriculum customized for their children.
Workspace Education also hosts embedded
microschools including an Acton Academy.
“I think what we are is a co-learning
community. And then we have
embedded microschools within.”
60. 60
Some microschools are starting to emerge in the public sector,
often as schools within schools rather than stand-alone entities
“We can be an incubator … [one of the] core reasons charter schools exist is to find
promising factors that can move the system. We consider it an important part of our work.”
15-20 boys, gr4-6
100% of students are
students of color
85% of students are
low-income
CICS Boy’s Lab is a microschool that co-locates with the Chicago
International Charter School Network’s Longwood Campus. It is “designed
to serve boys of color, empowering them to close the artificial achievement
gap through positive relationships amongst their peers and teachers, and to
create an academic environment that promotes a safe, joyful and engaging
learning community.” While CICS Boy’s Lab required philanthropic support
to get started, it is sustainable long term on public per-pupil revenue.
Identity affirmation
Peer-to-peer
relationships
Experiential learning
Other public sector microschool efforts are underway. For example, Edgecomb County Public Schools
in North Carolina is using a microschool to pilot a new school model with 30 8th- and 9th-graders,
developed in partnership with Transcend. The Wildflower network of Montessori microschools also
includes a small handful of public charter schools.
Sources: Interview with school leaders, microschool survey data, CICS Website, ECPS Website; Disclosure: CICS has been a Bellwether client.
61. 61
Many private microschools’ goal to serve middle- and low-
income families is often in tension with financial sustainability
“It’s a very challenging financial model. Having
run schools before, I was surprised. ... Schools
are already small so maximum tuition is capped
for you because you’re talking about between 35
and 100 students.”
“Once you figure public funding out, and the
schools operate in a high-quality way, that is a
more sustainable funding stream.”
“Our focus on low-income students and
financial sustainability means not a lot of
microschools have met our criteria.”
“We discount if there is a family in need. We
are already doing it for under cost. … We
try to do the lowest price possible. No one
is making a profit here.”
“[There is] very little wiggle room when dealing with a microschool financial model. It needs to be
very precise. Each of the ingredients — number of students, staffing ratio, real estate — need to be
conservatively planned from the beginning. [You need] just the right equilibrium for each one.”
Microschools are still relatively rare and new, so it remains to be seen how their financial
models will settle out over time. At this stage of development, similar to other private schools,
many microschools struggle with financial sustainability and rely on philanthropy or private
investment to serve middle- and low-income students
Sources: Interviews with school leaders and thought leaders
62. 62
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
63. 63
Our research on low-cost private schools and microschools
raised a number of questions for future consideration
• To serve middle- and low-income students, many private schools are constantly
working to increase revenue and reduce expenditures. Can other schools, in both the
private and public sectors, learn from these efforts?
• Many schools implement innovative approaches, such as multigrade classrooms, and
microschools in particular cite their size as an important element of strong
implementation. What can other schools learn from these approaches, and the scale at
which many schools have piloted them?
• For private schools and microschools, the desire to serve diverse student populations
is often in tension with financial sustainability. What is the potential for low-cost private
schools to serve middle- and low-income students at scale? For microschools?
• Private schools have played a significant historical role in education in the U.S. How
should policymakers, researchers, and others consider the role of private schools in
American education today, and in the future?
• What questions merit further research into this sector of private schooling?
64. 64
Increasing
Revenues
Reducing
Expenditures
Can other schools adopt strategies to increase revenue and
reduce expenditures, to serve middle- and low-income students?
While efforts to fundraise private dollars and access increased public dollars are already
common across the education sector, other schools could potentially replicate the
alternative revenue streams like those of Cristo Rey, Ron Clark Academy, and Build UP.
The partnerships and philanthropy necessary to support these models are likely to limit
their scale in the private sector. In the public sector, laws and regulations (such as
those around seat time) would create obstacles to their implementation.
Many public and private schools already use blended learning and other technologies
to extend the reach of teachers, leverage data, and create operational efficiencies, but
there may be lessons for other schools when it comes to facilities and staffing.
Several low-cost private schools and microschools occupy nontraditional facilities, such
as storefronts; at least one uses a pre-fab facility design to reduce costs. In the public
sector, charter schools often make similar trade-offs. Schools need and should have
spaces that meet the needs of their educational program, but there may be a middle
ground that meets needs and cuts costs.
Schools we studied tended to have streamlined staffing structures, in which teachers
have greater leadership and autonomy. Other schools could learn from efforts to
streamline administrative staffing to send more resources directly to classrooms.
Private schools may be more primed for this because they have fewer compliance
requirements requiring staff time. Application in the public sector may also be more
limited because, without selective admissions processes, public schools likely require
more staff dedicated to the needs of at-risk or special education students.
65. 65
Can others learn from innovative educational approaches,
especially the scale at which many schools have piloted them?
Educational
Approach
What we heard …
Multigrade
classrooms
• Because of their small size and individualized approach, microschools often include students of
different grades in one classroom, allowing students with diverse abilities and skills to share their
strengths and learn from one another
Teacher as
“guide on the
side”
• Many microschools position the teacher as a facilitator who guides educational investigations
rather than as an expert who delivers knowledge
• Students feel more agency over and engagement in their learning
City as
classroom
• Several microschools extend students’ education outside of the classroom on a regular basis by
drawing on public institutions and community or business partners
• Students deepen and apply their learning in real-life situations
Commitment
to intentional
inclusivity
• Among low-cost private schools with an explicit mission to serve low-income students, most were
deliberate about creating a culture where no students feel excluded — for example, by
fundraising so that all students can go on field trips at no cost, or by not singling out students who
receive free or reduced lunch; when schools do not explicitly commit to inclusivity, socioeconomic
differences can be very apparent and make students feel unwelcome and disengaged
These practices are not the exclusive domain of microschools, nor private schools generally. But many
microschool leaders cited school size as an important element for strong implementation, and crucial to the
iterative process. The impact of these design features deserves further research, as does the importance of
scale in their success. Other schools could learn a great deal, not only about the value of these approaches but
also about the scale at which private schools pilot and refine them. Of course, many microschools do not
administer standardized tests and have very small populations, making evidence-based evaluations difficult.
66. 66
What is the potential for low-cost private schools to serve
middle- and low-income students at scale?
A number of practices in the private school sector demonstrate potential for increasing access to
low- and middle-income families. However, absent more and better funded public programs, the
options available now are unlikely to reach significant scale.
1
3
4
2
Subsidize cost with public funds. While publicly funded school choice programs benefit an
increasing number of students, such programs are only available in certain states, and the
majority fall short of average tuition rates.
Subsidize cost with private funds. A number of private schools and programs provide financial
aid to low-income students, but lack of fundraising capacity, donor fatigue, and dependence on a
few high-paying sponsors prevent this funding source from assisting students at scale.
Find alternative revenue streams. A handful of private schools receive funding from innovative
partnerships that also serve as professional and workforce development experiences. While
there is promise in this approach, the results are yet unclear and occur at a very small scale.
Reduce cost of the model. Some private schools reduce costs to families with limited outside
funding, by using efficient facilities, lean staffing structures, and technology to streamline school
operations and instruction. However, such lean models may not be suitable to meeting the needs
of at-risk or special education students.
Private schools currently implement a number of different strategies to help
increase access to low- and middle-income families, but scale remains elusive
67. 67
Scaling microschools to serve middle- and low-income students may require public funding …
… But publicly funded microschools face challenges for standard accountability
• Microschools serve small numbers of students, so a large number of schools would be necessary to
educate a substantive proportion of K-12 students; private sources of start-up funding may not be
sufficient to support an investment of that size
• Several microschools like the North-Phillips Micro School of Innovation and the Boy’s Lab at Chicago
International Charter School are microschools in the public sector
• Policymakers have a responsibility to ensure that microschools operating in the public space are
serving their students well. However, most microschools share a commitment to autonomy over their
instructional approach, and emphasize a highly individualized approach that often aligns poorly to
standardized testing. Meanwhile, accountability systems require some standardization of programs and
measures so that district leaders and other stakeholders can assess schools’ relative performance
• If microschools are to become a viable public option, school leaders and policymakers will have to
wrestle with fair and transparent measures of quality that do not compromise the model
What is the potential for microschools to serve middle- and
low-income students at scale?
Public sector microschools would require school leaders, policymakers, and authorizers to grapple with the
tension between standardized accountability structures and microschools’ highly customized and
context-dependent designs; in lieu of this, microschools’ role in the public sector may be as “schools
within schools,” where new approaches can be tested and refined before broader implementation
68. 68
How should policymakers, researchers, and others consider
the role of private schools today, and in the future?
Currently, middle-income and
low-income students and
students of color are
underrepresented in private
schools. Given that private
schools historically serve as a
pathway to positions of
leadership and power, it is
important to ensure that all
students who want to can have
an equal opportunity to access
private education and networks
Microschools are an option for
families interested in the size
and level of individualized
attention, but who don’t have the
capacity or resources to pursue
homeschooling
The scale of public charter and
district schools require more
uniformity and accountability
structures across schools,
whereas smaller private schools
have more freedom to create
unique environments that may
suit different families’ specific
tastes
Microschools in particular offer
nontraditional academic
settings, and may appeal to
families looking for a focus on
characteristics such as
personalized learning, social-
emotional learning, project-
based learning, or a small
teacher-to-student ratio
Private schools are limited by
fewer policies and
regulations, allowing them
increased opportunities to
innovate
Some experts and school
leaders see microschools as
providing a venue to pilot
innovative ideas such as
emerging instructional
technology, or competency-
based approaches. Some
school leaders explicitly
express the desire to scale up
their programs or see their
approaches widely adopted,
with the goal of providing
innovative options for all
children
Providing equal access to
students and families
Providing students and
families diverse options
Providing space to
innovate and iterate
69. 69
Several topics and questions merit further consideration
Private school
data desert
Public sector
replication
Lessons from
abroad
Unbundled
schooling
Quality public datasets on private schools, and microschools in particular, is
lacking; to identify lessons for others, it would be valuable to analyze data on
private schools, particularly their budgets, how they manage costs, and how
streamlined staffing affects roles and compensation
Private schools are subject to fewer regulations than charter and district
schools, and therefore have more room to experiment and evolve new
school models; further research is needed to understand if and how these
private-sector innovations could be replicated in the public sphere or how
microschools-within-public schools could help pilot new practices
Low-cost private schools and microschools are not just an American
endeavor, but have popped up all over the world. There is an opportunity to
explore whether domestic operators might learn from these models —
especially those in the U.K.
The emergence of platforms for educators to offer and families to select
educational programming à la carte may align to the needs of
homeschooling families and the individualization of younger generations.
These platforms deserve further examination
70. 70
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
71. 71
Conclusion
Private schools in the United States serve many middle- and low-income families, but trends in tuition
and enrollment suggest it is becoming more difficult for them to do so. In an effort to reduce costs to
families, private schools are in a continuous battle to raise revenue and cut expenses — all while
providing families with compelling, high-quality options. We identified many private schools that are
doing so successfully, but most have limited potential to scale without public funding.
A new element in the private school space, microschools, also has potential for increasing affordability.
In addition to their distinctive academic models, their bold experiment in scale has potential to unlock a
new branch of low-cost private schools. However, we found that microschools are not a silver bullet for
affordability. Some do not focus on serving middle- and low-income families, charging tuitions that are
out of reach for all but the most affluent. Many microschools do serve less affluent families, but often
rely on financial aid and philanthropic support to make ends meet — just like their more traditionally
sized peers.
Just a fraction of low-income families enroll students in private schools, and middle-income enrollment
has declined since the 1960s. Beyond the expansion of publicly funded choice programs, are there
opportunities for more private schools to serve these populations? If not, how can the public sector
learn from how private schools, and microschools in particular, pilot and implement new approaches
and models? Our research leaves us with these and other questions meriting further exploration.
As is the case with so many models and practices in education, neither low-cost private schools nor
microschools are a panacea for providing more families with access to private school education. They
may, however, be part of a patchwork of schools providing options and new ideas.
72. 72
Table of Contents
Executive summary
Trends in private school enrollment and cost
What does it mean for a private school to be “affordable”?
How do private schools try to be affordable?
Does the emerging sector of microschools have potential for providing more affordable
options?
What are microschools?
How do access and affordability in microschools differ from other private schools?
Are microschools affordable?
Questions, challenges, and implications
Conclusion
Appendix
73. 73
Survey Methods: We identified almost 200 microschools, and
sent a survey to as many as possible, via multiple pathways
We distributed the survey through multiple pathways, including: email outreach to individual school
leaders, contact forms on school websites, partners at organizations that work with microschools, and
microschool networks’ email listservs. Thirty-seven schools responded from 20 states. The small
sample size cautions against extrapolating sector-wide trends from the data reported in this deck
Sunnyside Microschool
AltSchool
Khan Lab
School
Brightworks
Acton Placer
Rock Tree Sky Learning
Community
Prenda
Highlands
Micro School
Acton Academy at
Workspace Education
Blyth-Templeton
Academy
MYSA School
Acton Academy of
Washington, DC
Real Life ALC
Acton Buckhead
The LIFE School
Heartwood ALC
The Forest School:
An Acton Academy
Alyssum
Montessori
CICS Boy’s Lab
One Stone
Magnolia
Montessori
NOLA Micro Schools
The Village
School
Philly ALC
Hudson Lab School
AltSchool
Wisteria Montessori
Marigold Montessori
Wildflower Montessori
Capucine Montessori
Gingko Montessori
Acton Academy
Tyler
Acton Academy
Acton Academy
Northwest Austin
The Downtown School
Acton Academy
Albuquerque
74. 74
Survey Methods: We asked microschool leaders to answer
questions on a wide range of school characteristics
Pedagogical approach
Basic Information
• School name
• City
• State
• Year founded
• Affiliated network, if
applicable
• Considers itself a microschool
• Instructional approaches
(e.g., personalized learning)
• Focus areas (e.g., STEM)
• Design features (e.g.,
multigrade classrooms)
School founding
• Defining objective of school
• Involvement of parents
• Mission to serve
disadvantaged students
Students
• Current enrollment
• Grade levels served
• Target student population
• % students of color
• % low-income students
• Maximum enrollment
School quality
• Measures of school quality
• Measures of student learning
Plans for growth
• Plan to start another school
• Plan to scale element of school
School operations and
finances
• School building
• Avg. per-pupil expenditure
• Avg. tuition
• Sources of revenue
• Financial aid amounts
• % students who receive aid
• Tax status (e.g., 501(c)(3))
School founder
characteristics
• Age, gender
• Racial or ethnic background
• Educational attainment
• Previous industry
• Experience in education
75. 75
Acknowledgments
Thank you to the many individuals who spoke with us about their schools and shared their
expertise on private school education, low-cost models, and microschools:
Erin Anderson, Spencer Babcock, Shannon Baldwin, Giuseppe Basili, Matthew Beaudreau, Dirk
Bedford, Janet Begin, Sue Belcher, Matt Candler, Mercer Carlin, Katherine Casey, Drew Catt, Matt
Clayton, Justin Cohen, Julia Cordero, Dan Corley, Don Danforth, Laura Deisley, Devanshi Desai, Paul
Diperna, David Dobson, Vincent Dotoli, Maureen Dowling, Susan Embury, Siri Fiske, Catherine Fraise,
Sam Franklin, Anthony Galloway, Raphael Gang, Tory Gattis, Marion Geiger, Sara Gensic, Clare
Gervasi, Richard Glass, Monica Green, Angela Griffiths, Trudy Hall, Tim Hall, Cate Han, Whitney
Harrell, Andrew Hart, Alan Heaps, Bruce Hermie, Michael Horn, Liz Jaroslow, Eric Jones, Temp Keller,
David Kirby, Germaine Koomen, Matt Kramer, Tony Lewis, Marty Lueken, Mark Martin, Neal
McCluskey, Dale McDonald, Myra McGovern, Frances McLaughlin, Mike McShane, Brian Melton,
Luma Mufleh, David O'Connor, Christine Ortiz, Teresa Poppen, Kathleen Porter Magee, Arianna
Prothero, Lauren Quinn, Whitney Retzer, Jade Rivera, Mary Rockett, Laura Sandefer, Abigail
Schumwinger, Michael Schuttloffel, Andrew Shahan, Elizabeth Shaw, Michael Shaw, Rachel Skiffer,
Kelly Smith, Heather Staker, Pam Stewart, Jamie Stewart, Mikala Streeter, Tyler Thigpen, Erica
Timmons, Graciela Trilla, Suzanne Ulmer, Tresha Ward, Marcus Washington, and Anne Wintemute.
Additional thanks to Kaitlin Pennington McVey, who contributed to this work during her time at
Bellwether.
Bellwether Education Partners would like to thank the Walton Family Foundation for their
support of this project. Any errors are the responsibility of the authors alone.
The following organizations are or were clients or funders of Bellwether: Harlem Academy, Cristo Rey Network,
Transcend, Partnership Schools, and Chicago International Charter School. Bellwether authors maintained editorial
control. Icons throughout this deck are from flaticon.com.
76. 76
About the authors
Juliet Squire is a Senior Associate Partner on the
Policy & Evaluation team at Bellwether
She can be reached at juliet.squire@bellwethereducation.org
Melissa Steel King is an Associate Partner on the
Policy & Evaluation team at Bellwether
She can be reached at melissa.king@bellwethereducation.org
Justin Trinidad is an Analyst on the Policy &
Evaluation team at Bellwether
He can be reached at justin.trinidad@bellwethereducation.org
5.9M students (10.4%) are enrolled in 34.6K private schools: https://nces.ed.gov/programs/digest/d17/tables/dt17_105.10.asp; https://nces.ed.gov/programs/digest/d17/tables/dt17_105.50.asp
Private and Public Data (thru 1990) Pg. 37: https://nces.ed.gov/pubs93/93442.pdf
Private School Data (2001 and 2011): https://nces.ed.gov/programs/digest/d16/tables/dt16_205.20.asp
Charter School Data (2000, 2010): https://nces.ed.gov/programs/digest/d18/tables/dt18_216.20.asp
Look for source for recent years. * when data source switches. After 1992 charter school data. End in 2000/2010. Change interval distance.
1992:
Private: 5351000
Public: 42250000
https://nces.ed.gov/programs/digest/d17/tables/dt17_205.50.asp
2018-19 enrollment data from https://www.privateschoolreview.com/tuition-stats/private-school-cost-by-state, converted to 2016 dollars here: http://www.in2013dollars.com/2018-dollars-in-2016?amount=10671
Follow-up questions. In addition to facilities space, what are the barriers to growth?
Follow-up questions. In addition to facilities space, what are the barriers to growth?
Follow-up questions. In addition to facilities space, what are the barriers to growth?
opportunities for teachers to advance are not limited to administrative positions, but includes opportunities to lead and maintain instruction responsibilities.
opportunities for teachers to advance are not limited to administrative positions, but includes opportunities to lead and maintain instruction responsibilities.