NEASC-CIS Survey Analysis Prepared by: Niki Lamberg & Ana Volpi (617) Page 1

Overview of survey response Response rates were quite high (typical customer/member response rates are 5-15%, higher ed response rates are ~33%) CIHE = 43% CPS = 51% CAISA = 67% CIS Head of School = 47% Response rate indicates that members are engaged with NEASC and want to have input into its future Abandon rates were low to average (typical abandon rates for surveys of this length are 15-25%) CIHE = 12% CPS = 23% CAISA = 11% (617) Page 2 *Response rate for CIS Head of School is not available because HOS cohort was sliced using responses to demographic questions at the end of the survey. Total CIS abandon rate was 18%.

Dedication to ongoing accreditation varies (617) Page 3 % of Responses In light of the school improvement activities outlined above that are competing for your attention, how do you view accreditation?

Clarity that participating in a visiting team is excellent professional development (617) Page 4 Rating “Participating on a visiting team is excellent professional development” (1 indicates “Strongly Disagree”, 5 indicates “Strongly Agree”)

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Participating on a visiting team is excellent professional development (617) Page 5 Q: How well do the following statements represent your perceptions about NEASC and its Commission on Independent Schools (CIS)? Participating on a visiting team is excellent professional development. N=123 N=79

NEASC’s K-16 breadth is valued... (617) Page 6 Rating “I value NEASC’s K-16 breadth – accrediting in public, independent, and international schools as well as higher education -- throughout New England and abroad.” (1 indicates “Strongly Disagree”, 5 indicates “Strongly Agree”)

... In fact, respondents want more shared discussion of common issues (617) Page 7 Rating “I wish NEASC would engage K-16 NEASC-accredited schools, colleges and universities in shared discussion of common issues, such as online/virtual education.” (1 indicates “Strongly Disagree”, 5 indicates “Strongly Agree”)

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Valuing breadth of NEASC (617) Page 8 Q: How well do the following statements represent your perceptions about NEASC and its Commission on Independent Schools (CIS)? I value NEASC’s K-16 breadth – accrediting in public, independent, and international schools as well as higher education -- throughout New England and abroad. N=123 N=79

A Closer Look: CIS Heads of School Respondents really value accreditation: 40%: it is more valuable than ever Only 5.8%: it is becoming less of a priority 93% agreed: “Accreditation matters.” 89% agreed: Accreditation gives institutional credibility 88% agreed: Self-study strengthened school community This finding is particularly striking, given the fact that many cited the time and effort involved as a negative. (617) Page 9

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: View of Accreditation (617) Page 10 Q: In light of the school improvement activities outlined above that are competing for your attention, how do you view accreditation?

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Accreditation Matters (617) Page 11 Q: How well does the following statement represent your beliefs about accreditation? Accreditation matters. N=123 N=79

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: A Catalyst for Change (617) Page 12 Q: How well does the following statement represent your beliefs about accreditation? Accreditation serves as a catalyst for change within our school. N=123 N=79

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Self-Study (617) Page 13 Q: How well do the following statements represent your beliefs about accreditation? The self-study component of accreditation strengthens our school community. N=123 N=79

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Even if accreditation had no impact on higher education admissions, we would continue to seek accreditation because there is great value in the process itself. (617) Page 14 Q: How well do the following statements represent your beliefs about accreditation? Even if accreditation had no impact on higher education admissions, we would continue to seek accreditation because there is great value in the process itself.

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Gives Credibility (617) Page 15 Q: How well do the following statements represent your beliefs about accreditation? Accreditation gives us credibility as an institution. N=123 N=79

A Closer Look: CIS Heads of School How respondents would like to be evaluated: 33% (majority): wanted balance between the extent to which they meet best practices and the extent to which they fully embody their mission Leaning somewhat toward mission-based side (3.28/5 agreement rating, with 5 being very focused on mission). Most valuable aspect of accreditation: 60%: opportunity to ask hard questions 15% (far second): unique mission definition (617) Page 16

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: NEASC-CIS Measuring Stick (617) Page 17 Q: Against which measuring stick would you prefer NEASC-CIS evaluate your school? N=123 N=79

A Closer Look: CIS Heads of School Balancing standards: best practices vs. flexibility? 41% (majority): keep standards where they are now Agreement rating 3.47/5, with 5 being highly flexible Respondents would like (in order of importance): 1.Help in sharing their accreditation with stakeholders 2.Individualizing interim reporting to focus on each improvement area 3.Going paperless (617) Page 18

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: How appropriate are: Standards for accreditation (617) Page 19 Q: How appropriate are the NEASC-CIS current standards, policies, and processes? Standards for accreditation N=123 N=79

CIS Elementary HOS vs. CIS Secondary HOS Comparisons: Ongoing relationship with NEASC-CIS (617) Page 20 Q: How well do the following statements represent your perceptions about NEASC and its Commission on Independent Schools (CIS)? I have a relationship with NEASC-CIS professionals that is ongoing and not just limited to the year(s) of our self-study and site visit. N=123 N=79

NEASC Actions to consider: Online presence Resource(s) managing content creation and management could be shared across commissions Need for ongoing push outreach to members Monthly newsletter for each commission sent out via Social media Does not need to be net new content, can just be used to alert followers to new content availability In future, creates a forum to engage members in discussion of common issues and interests Need for a user-friendly repository of resources (pull) Whitepapers Examples of plans, policies, etc. Best practices Show value by mining existing knowledge to showcase excellence and best practices and help members solve problems (617) Page 21

NEASC Actions to consider: K-16/20 thought leadership Show value by mining existing knowledge to showcase excellence and best practices and help members solve problems K-16/20 breadth is a unique attribute of NEASC, when compared to other accreditors (AdvancEd, other regional accreditors) Become the “go-to” resource for thinking and ideas about the real world challenges across the spectrum of education, not just for members, but policy makers and the public—a one-stop shop Become the facilitator/convener of a safe zone for members to have candid conversations with their peers across K-16/20 “It’s lonely at the top”—Principals/Heads of School/Presidents may not have peers they can commiserate with or bounce ideas off Have more small group, local peer-to-peer get-togethers and informal meetings (617) Page 22