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Nigel AssamEmilie Bonano
Chi-Wen ChengMark Grutkowski
The Johns Hopkins Carey Business SchoolMarketing Capstone, Spring 2011Blair JohnsonMay 11, 2011
Barrie School Website and Viewbook Strategies for Greater Impact
2
Barrie School Acquisition and Development Lifecycle
1. Awareness2. Familiarity3. Consideration4. Evaluation5. Conversion/Acquisition
Build awareness for Barrie School NameEnsure that Barrie’s story is known and has a positive perceptionIncrease number of qualified inquiriesIncrease number of qualified applicationsIncrease number of contracts
1. AffirmationReinforce decision during 1st yearFocus on differentiation and happy kids
1. Awareness
2. Familiarity
3. Consideration
4. Evaluation
5. Conversion/Acquisition
1. Retention• Increase retention rate
2. Growth• Attract siblings• Build connection with entire family
3. Evangelism• Increase referrals
3
Scope and Methodology
1. Awareness
2. Familiarity
3. Consideration
4. Evaluation
5. Conversion/Acquisition
• Demographic analysis of greater community in order to focus messaging (NAIS website)
• Conducted both quantitative and qualitative research on website and viewbook
Surveyed parents on behaviors and attitudes12 Parents – consistent with other studies (Lynn University Website, 2010)Supported secondary research on the topic (Brown University)
Compared competitor websites and viewbooks to Barrie
4
Recommendations
Awareness: Build awareness for Barrie School Name
Include and reposition key information in viewbook and on website
Familiarity: Ensure that Barrie’s story is known with a positive perception
Shape messaging around recognition, awards, achievements and campus environment
Consideration: Increase number of qualified inquiries
Enhanced website and viewbook experience aimed at increasing campus visits
Evaluation: Increase number of qualified applications and contracts
Prominence of school, student and alumni achievements will enhance the reputation
Findings
Website: • Some key information difficult to find
Physical environment Class size and teacher/student ratioSchool and faculty awards/accolades
Viewbook• Missing hard facts• Parents feel lost in its structure
• Website and viewbook are visually appealing
Provide consistent messageConvey school culture and philosophy
• Average household income to increase by 23% by 2015 to $150,000
• Average school aged population to grow by 2.8% by 2015 to 48,000
Conversion/Acquisition: Increase number of contracts
5
Agenda
• Industry Analysis
Demographic Data
Survey Data Analysis
• Competitive Analysis
Website Analysis
Viewbook Analysis
• Recommendations
Strategy
• Appendix
Industry Analysis: Demographics
Barrie School Target Market
• Montgomery County• Prince George’s County
HyattsvilleBeltsvilleCollege Park LaurelGreenbelt
• Washington DC20012
• Howard CountyHighland
8
Montgomery, Howard and D.C. Current and Projected Household Income
Washington D.C.
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
Median Income Average Income
Howard County
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
Median Income Average Income
Montgomery County
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
$180,000
$200,000
Montgomery County Median Income Montgomery County Average Income
2010 2015
• Middle to upper middle-class of income earners.• Currently, the median income in Montgomery
County is $96,402.00. This is expected to rise almost 13% in 2015 to $108,787.00
• The average household income, $134,441.00, is expected to rise almost 29% to $173,405.00.
• In Highland, Howard County, the average income is $207,619.00, which is expected to rise by 41% to $293,482.00 by 2015.
9
PG County Current and Projected Household Income
Median Household Income
010,00020,00030,00040,00050,00060,00070,00080,00090,000
Hyattsvil le Beltsvil le College Park Laurel Greenbelt
2010 2015
Average Household Income
0
20,000
40,000
60,000
80,000
100,000
120,000
Hyattsvil le Beltsvil le College Park Laurel Greenbelt
2010 2015
• For the five cities in Prince George’s County that were chosen, the average income is $74,878.20, which is expected to rise an average of 18% in 2015 to $88,879.80.
10
Montgomery and PG Counties Current and Projected Population
Prince George's County
0
1,000
2,000
3,000
4,000
5,000
6,000
Hyattsvil le Beltsvil le College Park Laurel Greenbelt
Montgomery County
0
50,000
100,000
150,000
200,000
250,000
300,000
Households with School Aged population Households with School‐aged population 0‐17
• The school-aged population in Montgomery County is currently 247,322 and this is predicted to rise almost 7% to 263,894 by 2015.
• In the Prince George’s County cities we looked at, the average number of the school-aged population is 4,050 and is expected to rise only .2% to 4,067 in 2015.
2010 2015
11
Howard County and D.C. Current and Projected Population
Washington D.C.
0
500
1,000
1,500
2,000
2,500
Households w/School‐aged Population School‐aged Population 0‐172010 2015
Howard County
0
200
400
600
800
1000
1200
Households w/School‐aged Population School‐aged Population 0‐17
2010 2015
• In Highland, Howard County the number of school-aged population is 996 and is expected to rise 0.1% to 997 by 2015.
12
Demographically Targeted Online Advertising
Prince George’s Suite• Average readership income is $125,000/yr
Washingtonian• Mean subscriber income is $185,000/yr • Educated with college degrees• More than ½ of readers are women and most of them work• Most readers are homeowners
Washington Life• Average income of readership $350,000/yr• Gender percentage of readership is 52% female and 48%
male• Average readership age is 38• College graduates• Average readership home value is $1.5 million
Washington Parent: • 97% are female• 60% are between the ages of 30 and 39• 56% have incomes over $100,000• 90% have a college degree• 43% have masters or other post-graduate degrees• 68% work outside the home
Bethesda Magazine• Average income of readership is $223,000.
13
Washington Post Digital Advertising
Education Section
Front
Education Section
Front Answer Sheet BlogAnswer Sheet Blog Afternoon Buzz EmailAfternoon Buzz Email
14
Washington Post Online Advertising
Option 1 $15,000• Ad Size 300 x 250• Placement in Education Section Front Fixed Position for 3weeks (1 week per month) with expected total of
52,000 impressions• Run of Site Media Targeted to DC DMA from Sep. 1 to Nov 30 with 751,986 impressions• Run of Site Media Targeted to Montgomery County from Sep. 1 to Nov. 30 with 88,605 impressions
Option 2 $30,000• Ad Size 300 x 250• Placement in Education Section Front Fixed Position for 3weeks (one week per month) with expected total of
52,000 impressions• Answer Sheet Blog Fixed Position for 1 week, 20,000 impressions• Afternoon Buzz E-mail Sponsorships, 10 E-mails with 245,000• Run of Site Media Targeted to DC DMA from Sep. 1 to Nov 30 with 1,279,061 impressions• Run of Site Media Targeted to Montgomery County from Sep. 1 to Nov. 30 with 162,271 impressions
Industry Analysis: Survey Data
16
Survey Results: Participants
• Philadelphia, Pittsburgh, Baltimore, Maryland suburbs
• School-aged children (2-17)
• 68% attend private school
• Professions include designers, marketing executives, CEO, private school administrator and web
company executives
• Income $100,000 - $300,000
Survey Results: Secondary Research Corroboration
Why Providence Parents Send Their Children to Private Schools, and What Would Bring Them BackBrown University, 2001
• Survey of 423 private school parents in Providence, RI• Most important factors in decisions to send children to private schools
Teacher quality – 90%Personal attention – 89%Child safety – 86%Academic reputation – 84%
Our Survey for the Barrie School• 58% found what they were looking for• Information parents wanted, couldn't find (easily) on Barrie website:
Teacher qualificationsStudent achievementsCurriculumClass size, teacher-student ratioEnvironment
17
18
Survey Results: Parent Opinions
The Most Important Categories of Information to Include on a Web Site
0
2
4
6
8
10
12
Curriculum Tuition Awards,Accreditations
School Culture SpecialEducationalOpportunities
Athletics Faculty, StaffInformaiton
Arts
Survey Results: Parent Opinions
• Please provide a brief description of the image you feel the school is trying to convey through its website:
Exclusive institutionExperiential learningDiversity and free learningIndependence, creativity and self-learningOpen to different styles of learning
It would, but I need for it to be backed up by compelling credentialsDoesn't seem as focused and distinct as it could beWhile creativity and independence are important, they should not be at the center of educationSchool philosophy based on political correctness
19
Does the Message Appeal to You?
0% 10% 20% 30% 40% 50% 60% 70%
Yes
No
20
Online Survey Results: Viewbook Structure
• Some prefer a more narrative approach (beginning, middle, end)
• 70% found all of the information they expected
• 30% wanted more data
Competitive Analysis: Website
22
Competitor Web Analysis Summary
• Dr. Alice Christie’s School Website Evaluation Rubric
• Barrie website is comparable to competitors, minor tweaks needed
Barrie School Website Rating: 3.42
Developing trending towards Exemplary
Visually engaging with effective visual messaging
Thoroughly informational
“Experience Learning” – strong school message
Competitor Website Ratings: 3.47
Developing trending towards Exemplary
Georgetown Day School: 3.67
The Sheridan School: 3.42
Charles E. Smith Jewish Day School: 3.33
23
The Barrie School Website
Philosophy School Information Curriculum Audience Sensitivity Links
Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing 2.5 Developing: 3
Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards evident• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Exemplifies best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school suggestedAudience• Site addresses needs and interests of community members, parents, students,
and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses sensitivity to cultural diversity• Site addresses little or no sensitivity to language needs• Site addresses little or no sensitivity to special needsLinks• Site provides some educational links for students• Site provides some links for parents• Site provides some links for teachers
24
Georgetown Day School Website
Philosophy School Information Curriculum Audience Sensitivity Links
Developing: 3 Exemplary: 4.5 Exemplary: 4 Exemplary: 4 Developing 2.5 Exemplary: 4
• School philosophy or mission stated and evident in content of website
• Academic standards evident
• Links to district policies and resources not provided
• The school acceptable use policy is provided
• Site is relevant to the school community
• Location and type of school are provided in text and visually
• School personnel and their contact info are provided
• Info such as school calendar is provided
• Some school policies are provided
• Exemplifies best practices of technology use in education
• Full description of curriculum provided
• Limited description of Special Programs provided
• Full description of extracurricular activities provided
• Unique characteristics of school suggested
• Site addresses needs and interests of community members, parents, students, and teachers
• Site includes students’ work
• Site includes students’ and teachers’ classroom activities and projects
• Site addresses sensitivity to cultural diversity
• Site addresses little or no sensitivity to language needs
• Site addresses little or no sensitivity to special needs
• Site provides variety of relevant educational links for students
• Site provides variety of relevant links for parents
25
The Sheridan School Website
Philosophy School Information Curriculum Audience Sensitivity Links
Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing 2.5 Developing: 3
Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards evident• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Suggests best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school suggestedAudience• Site addresses needs and interests of community members, parents, students,
and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses sensitivity to cultural diversity• Site addresses little or no sensitivity to language needs• Site addresses little or no sensitivity to special needsLinks• Site provides some educational links for students• Site provides some links for parents• Site provides some links for teachers
26
Charles E Smith Jewish Day School Website
Philosophy School Information Curriculum Audience Sensitivity Links
Developing: 3 Exemplary: 4 Exemplary: 5 Exemplary: 4 Developing 3 Emerging: 1
Philosophy:• School philosophy or mission stated and evident in content of web site• Academic standards stated and consistent with state standards• Links to policies and resources not provided• The school acceptable use policy not providedSchool Information: • Site is relevant to school community• Location and type of school are provided in text and visually• School personnel and their contact information provided• Information such as the school calendar provided• Some school policies providedCurriculum• Exemplifies best practices of technology use in education• Full description of curriculum provided• Full description of Special Programs provided• Full description of extracurricular activities provided• Unique characteristics of the school are clearly evidentAudience• Site addresses needs and interests of community members, parents, students,
and teachers• Site includes students' work• Site features students' and teachers' classroom activities and projectsSensitivity• Site addresses some sensitivity to cultural diversity• Site addresses sensitivity to language needs• Site addresses some sensitivity to special needsLinks• Site provides few or no educational links for students• Site provides few or no links for parents• Site provides few or no for teachers
Competitive Analysis: Viewbook
28
Let Students Tell Their Stories…
29
Competitor Viewbook Summary
• Features of Viewbook
Most are in book format and strong features such as story-telling and visually appealing photos of parents,
teachers, students, and community
Clear mission statement and consistent image and message
Include curriculum and special program information
Location and type of school are provided in text and visually
School contact information is provided
• Modified Evaluation: Barrie School Viewbook Rating: 3.4
• Card format is special
• Visually appealing but photos and content don’t match
• Lack of hard data and focus
• Modified Evaluation: Competitor Viewbook Ratings: 3.7
• The Sheridan School: 3.4
• Sandy Spring Friends School: 3.8
• The Laurel School: 3.9
30
The Barrie School Viewbook
Philosophy School Information Curriculum Audience Sensitivity
Exemplary: 4 Exemplary: 4 Developing: 3 Exemplary: 4 Developing: 2
Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evident but scatteringSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are
providedCurriculum• Limited description of curriculum is provided• Limited description of Special Programs is provided• Limited description of extracurricular activities is provided• Unique characteristics of the school are statedAudience• Viewbook addresses some needs and interests of community
members, parents, students, and teachers• Viewbook featured students’ work, classroom activities and
projects in a visually appealing way but didn’t state in textSensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs
31
The Sheridan School Viewbook
Philosophy School Information Curriculum Audience Sensitivity
Developing: 3 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 2
Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are statedSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are
providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evident Audience• Viewbook addresses some needs and interests of community
members, parents, students, and teachers• Viewbook featured students’ work, classroom activities and
projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs
32
Sandy Springs Friends School Viewbook
Philosophy School Information Curriculum Audience Sensitivity
Exemplary: 4 Exemplary: 4 Exemplary: 4 Exemplary: 4 Developing: 3
Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evidentSchool Information: • Viewbook is relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are
providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evidentAudience• Viewbook addresses needs and interests of community members,
parents, students, and teachers• Viewbook featured students’ work, classroom activities and
projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses some sensitivity to language needs• Viewbook addresses some sensitivity to special needs
33
The Laurel School Viewbook
Philosophy School Information Curriculum Audience Sensitivity
Exemplary: 5 Exemplary: 4 Exemplary: 4.5 Exemplary: 4 Developing: 2
Philosophy:• School philosophy or mission is stated and evident in viewbook• Academic standards are evidentSchool Information: • Viewbook is somewhat relevant to school community• Location and type of school are provided in text and visually• School contact information and some school policies are
providedCurriculum• Full description of curriculum is provided• Full description of Special Programs is provided• Full description of extracurricular activities is provided• Unique characteristics of the school are evident and visually
appealing Audience• Viewbook addresses needs and interests of community members,
parents, students, and teachers• Viewbook featured students’ work, classroom activities and
projects in a visually appealing waySensitivity• Viewbook addresses some sensitivity to cultural diversity• Viewbook addresses little or no sensitivity to language needs• Viewbook addresses little or no sensitivity to special needs
Recommendations
Barrie School IFE-EFE Analysis Model
35
IFE – Internal Factors
Strengths Weight Rating Score
Lower and middle school perception .15 4 .60
Conveyed Image .15 3 .45
Quality .10 3 .30
Project-focused .05 3 .15
Individualistic .10 4 .40
Weaknesses Weight Rating Score
Lacks perceived credibility .10 1 .10
High School perception .15 1 .15
Elitist perception .05 2 .10
Price .10 1 .10
Educational approach .05 2 .10
TOTAL 1 2.45
EFE – External Factors
Opportunities Weight Rating Score
Social networking .15 4 .60
Web ads .05 4 .20
Growing population .10 3 .30
Growing income .10 4 .40
Diverse population .05 3 .15
Threats Weight Rating Score
Other influencers .075 2 .15
Public Schools .15 1 .15
Private Schools .15 1 .15
Larger High School experience .125 1 .125
Economic uncertainty .05 2 .10
TOTAL 1 2.32
Barrie School IE Model
Grow And Build
Hold And Maintain
Harvest And Divest
36
4.0
EFE 2.32
1.0
4.0 1.0
IFE 2.45
37
Website and Viewbook Recommendations
Website Tactics
• Emphasize teacher, school quality up front
• School recognitions, awards
• Teacher, faculty profiles, accolades
• Emphasize student achievement up front
• College placements
• Awards
• Alumni recognitions
• Social media push
• Parent chat room
• Feature Facebook and Twitter buttons, news
feed
• Add language option button
• More prominent information on class size, ratios
• Additional imagery of Barrie environment, horses,
buildings, grounds
Viewbook Tactics
• More narrative structure (beginning, middle, end)
• Correlation between photos and copy
• Add more data – teacher-student ratio, curriculum
• More focus on student and alumni achievements
• School-wide awards, accolades and achievements
• Additional imagery of Barrie environment, horses,
buildings, grounds
Appendix
References
• Lynn university website. (2010). Retrieved from http://www.userinsight.com/clients/client- success-stories/lynn-university-website/
• West, D. (2001). Why providence parents send their children to private schools and what would bring them back. Unpublished raw data, Taubman Center for Public Policy, Brown University, Providence, Rhode Island. Retrieved from http://www.brown.edu/Departments/Taubman_Center/polls/PrivSchParents.html
39
40
Prince George’s County Diversity
2010
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Hyattsvi l le Beltsvil le College Park Laurel Greenbelt
White Black Asian Other
2015 (Projected)
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Hyattsvil le Beltsvil le College Park Laurel Greenbelt
White Black Asian Other
41
K-12 School Web Site Evaluation Rubric Exemplary (5 or 4) Developing (3 or 2) Emerging (1 or 0)
•School philosophy or mission is stated and evident in content of web site
•Academic standards are stated and are consistent with state standards
•Links to district policies and resources are provided•The school Acceptable Use Policy is clearly stated for
students, parents and teachers
•School philosophy or mission is stated, but is inconsistent with content of web site
•Academic standards or state standards are evident•Limited links to district policies and resources are
provided•The school Acceptable Use Policy is provided
•School philosophy or mission is not present and is not reflected in the content of the site
•Neither academic standards nor state standards are listed
•Links to district policies and resources are not provided•The school Acceptable Use Policy is not provided
•Site is relevant to the school community•Location and type of school are provided in text and
visually•School personnel and their contact information are
provided•Information such as the school calendar and lunch
menus is provided•School policies (for example, attendance, discipline, or
grading) are provided
•Site is somewhat relevant to the school community•Location and type of school are stated•Some school personnel and their contact information
are provided•Minimal school information is provided•Some school policies are provided
•Site is not relevant to the school community•Location and type of school are not listed•School personnel and their contact information are not
provided•Little or no school information is provided•School policies are not provided
•Exemplifies best practices of technology use in education
•A full description of curriculum is provided•A full description of Special Programs is provided•A full description of extracurricular activities is provided•Unique characteristic of the school are clearly evident
•Suggests best practices of technology use in education•A limited description of curriculum is provided•A limited description of Special Programs is provided•A limited description of extracurricular activities is
provided•Unique characteristic of the school are suggested
•Does not mention best practices of technology use in education
•A description of curriculum is not provided•A description of Special Programs is not provided•A description of extracurricular activities is not
provided•Unique characteristic of the school are not evident
•Site addresses needs and interests of community members, parents, students, and teachers
•Site features students' work•Site features students' and teachers' classroom activities
and projects
•Site addresses needs and interests of some, but not all audiences
•Site includes students' work•Site includes students' and teachers' classroom activities
and projects
•Site does not address needs and interests of community members, parents, students, and teachers
•Site does not include students' work•Site does not include classroom activities or projects
•Site addresses sensitivity to cultural diversity•Site addresses sensitivity to language needs•Site addresses sensitivity to special needs
•Site addresses some sensitivity to cultural diversity•Site addresses some sensitivity to language needs•Site addresses some sensitivity to special needs
•Site addresses little or no sensitivity to cultural diversity•Site addresses little or no sensitivity to language needs•Site addresses little or no sensitivity to special needs
•Site provides a variety of relevant educational links for students
•Site provides a variety of relevant links for parents•Site provides a variety of relevant links for teachers
•Site provides some educational links for students•Site provides some links for parents•Site provides some links for teachers
•Site provides few or no educational links for students•Site provides few or no links for parents•Site provides few or no links for teachers
Source: alicechristie.org
Philo
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1 of 11
Barrie Website/Viewbook Survey
1. How old is/are your child/children?
Response
Percent
Response
Count
2-5 33.3% 4
6-10 66.7% 8
11-13 16.7% 2
14-17+ 16.7% 2
answered question 12
skipped question 0
2. 2. Is/are your child/children enrolled in a public or private school/pre-school?
Response
Percent
Response
Count
Public 41.7% 5
Private 66.7% 8
answered question 12
skipped question 0
2 of 11
3. How did you find out about the school your child/children attend(s)?
Response
Percent
Response
Count
Word of mouth 77.8% 7
Family attendance 11.1% 1
Advertisement (radio, TV) 0.0% 0
Web search 33.3% 3
Billboard 0.0% 0
Print Ad 0.0% 0
Other (please specify)
5
answered question 9
skipped question 3
4. Did you look at school websites while researching schools to send your child/children?
Response
Percent
Response
Count
Yes 91.7% 11
No 8.3% 1
Don't remember 0.0% 0
answered question 12
skipped question 0
3 of 11
5. If yes, choose the 3-4 most important categories of information you feel a school should have on its website:
Response
Percent
Response
Count
Tuition 63.6% 7
Curriculum 100.0% 11
Awards/Accreditations 27.3% 3
School culture 63.6% 7
Special educational opportunities 27.3% 3
Athletics 18.2% 2
Faculty and staff 63.6% 7
Extracurricular activities 0.0% 0
Arts 18.2% 2
Other feature
2
answered question 11
skipped question 1
6. Please provide a brief description of the image you feel the school is trying to convey through its website. For
example, is the emphasis on a competitive environment, athletics, teamwork, discipline etc.?
Response
Count
12
answered question 12
skipped question 0
4 of 11
7. Does this message appeal to you? Why or why not?
Response
Percent
Response
Count
Yes 58.3% 7
No 41.7% 5
Comments
10
answered question 12
skipped question 0
8. How easy was it to navigate the Barrie School website and find the information that was important to you as a
parent?
Response
Percent
Response
Count
Very easy 66.7% 8
Fairly easy 33.3% 4
Somewhat difficult 0.0% 0
Very difficult 0.0% 0
answered question 12
skipped question 0
9. Did you find all of the information you were looking for?
Response
Percent
Response
Count
Yes 58.3% 7
No 41.7% 5
answered question 12
skipped question 0
5 of 11
10. If you did not easily find the information that was important to you, please tell us what information you were
looking for that you did not find, or had difficulty finding.
Response
Count
7
answered question 7
skipped question 5
11. Is there a consistency in the school's message and image on the website and in the viewbook?
Response
Percent
Response
Count
Yes 66.7% 8
No 16.7% 2
Don't know/couldn't tell 16.7% 2
answered question 12
skipped question 0
12. Does the Barrie School viewbook convey certain messages/values to you?
Response
Percent
Response
Count
Yes 90.9% 10
No 9.1% 1
If yes, what message/value is that?
8
answered question 11
skipped question 1
6 of 11
13. Do those message/values appeal to you?
Response
Percent
Response
Count
Yes 58.3% 7
No 41.7% 5
Why or why not?
8
answered question 12
skipped question 0
14. How easy is it to read and understand the Barrie School viewbook?
Response
Percent
Response
Count
Very easy 36.4% 4
Fairly easy 45.5% 5
Fairly difficult 9.1% 1
Very difficult 9.1% 1
answered question 11
skipped question 1
15. How would you rate the format/construction of the viewbook, 1 being least appealing, 5 being most
appealing?
1 2 3 4 5Rating
Average
Response
Count
Format 0.0% (0) 16.7% (2) 33.3% (4) 33.3% (4) 16.7% (2) 1.67 12
What suggestions would you have for improvement?
8
answered question 12
skipped question 0
7 of 11
16. Did you find all of the information you expected to find in the viewbook? If not, what other information would
have been helpful?
Response
Percent
Response
Count
Yes 72.7% 8
No 27.3% 3
If not, what other information would have been helpful?
6
answered question 11
skipped question 1
Page 1, Q3. How did you find out about the school your child/children attend(s)?
1 Friend Mar 28, 2011 7:15 AM
2 mother's employer Mar 28, 2011 9:19 AM
3 Friends Mar 29, 2011 11:44 AM
4 Thru a friend Mar 30, 2011 9:43 PM
5 It's the one in our neighborhood Apr 7, 2011 6:10 PM
Page 1, Q5. If yes, choose the 3-4 most important categories of information you feel a school should have on itswebsite:
1 higher education preparedness Mar 30, 2011 11:44 AM
2 Faith based curriculum Mar 30, 2011 9:43 PM
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Page 2, Q1. Please provide a brief description of the image you feel the school is trying to convey through itswebsite. For example, is the emphasis on a competitive environment, athletics, teamwork, discipline etc.?
1 It seems like a competitive environment however it also seems like anenvironment that is geared towards a very particular social class.
Mar 28, 2011 7:19 AM
2 I think the image Barrie School is trying to promote is that they subscriba to amontessori approach to education.
Mar 28, 2011 9:23 AM
3 exclusive institution with high education standards Mar 29, 2011 11:45 AM
4 experiential learning, individualistic approach Mar 29, 2011 7:08 PM
5 Emphasis on providing each student with the best possible learning environmentfor that student's academic and personal development
Mar 29, 2011 7:52 PM
6 Seems like athletics, team, outdoors seem most important. It also seems toemphasize teaching to learn in high level messaging.
Mar 30, 2011 11:47 AM
7 Social Conciousness Mar 30, 2011 9:47 PM
8 Looks like the image the school is trying to convey is diversity, excellenteducation, and well grooming.
Apr 5, 2011 6:29 AM
9 I think the The Barrie School website emphasis is on independance, creativityand self-learning.
Apr 5, 2011 6:47 AM
10 warm, collegiate, center of excellance, open to different styles of learning Apr 5, 2011 9:44 AM
11 A school that stresses EQ as well as IQ. Emphasis seems to be on projectbased learning, world view. Seems to be a compelling alternative to normalpublic (and private) school education. Arts seem kind of weak.
Apr 7, 2011 6:21 PM
12 An image of diversity and free learning Apr 15, 2011 4:35 AM
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Page 2, Q2. Does this message appeal to you? Why or why not?
1 I don't want raise an entitled child. Mar 28, 2011 7:19 AM
2 I am not a believer in that approach to education. Mar 28, 2011 9:23 AM
3 It does but I would need for it to be back by compelling credentials to believe it. Mar 29, 2011 11:45 AM
4 Focuses on how each child learns Mar 29, 2011 7:52 PM
5 Doesn't seem as focused and distinct as it could be. Mar 30, 2011 11:47 AM
6 maybe if it was based less on idea of political correctness Mar 30, 2011 9:47 PM
7 I struggle with the idea that students pick the areas they are most interested inlearning. While I think creativity and independanc are important, they should notbe at the center of education.
Apr 5, 2011 6:47 AM
8 it says to me that my son will be welcomed and accepted, and will earn a greateducation
Apr 5, 2011 9:44 AM
9 Because I'm a big believer in project based learning that stress things likeproblem solving, making things, creative as well as critical thinking and good ol'fashioned collaboration.
Apr 7, 2011 6:21 PM
10 It works Apr 15, 2011 4:35 AM
Page 2, Q5. If you did not easily find the information that was important to you, please tell us what informationyou were looking for that you did not find, or had difficulty finding.
1 More of the culture. Is there an emphasis on community service and teachingstudents not just the academics but social consciousness.
Mar 28, 2011 7:19 AM
2 I do not think they had a strong description of curriculum. Mar 28, 2011 9:23 AM
3 Information on student achievements and teacher qualifications. Mar 29, 2011 11:45 AM
4 Overall, the navigation was exceptional. It was the content (both text and visual)once I got to some places that seemed thin.
Mar 30, 2011 11:47 AM
5 Most information was easily accessible; however, I could find no informationlisting core school (class) hours.
Apr 5, 2011 6:29 AM
6 I was interetse din finding exact class/grade sizes and total student body size.As well, I wanted to know the student/teacher ratio.
Apr 5, 2011 6:47 AM
7 I found the top level menu kind of confusing. Is the Montessori institute separateor is it the program for the lower grades. Unclear. Also, to much content on thesite. I had to wade through a lot of options and content to find the meaty parts Iwas looking for: Tuition, Philosophy, Teacher Profiles, Accolades, Culture
Apr 7, 2011 6:21 PM
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Page 3, Q2. Does the Barrie School viewbook convey certain messages/values to you?
1 message of educating children holistically Mar 28, 2011 9:30 AM
2 Did not see the viewbook Mar 29, 2011 11:47 AM
3 We care about the all-around development of each child Mar 29, 2011 7:57 PM
4 The idea of teaching how to learn. Mar 30, 2011 11:52 AM
5 The message of individuality and making the most of that through education. Apr 5, 2011 6:50 AM
6 warmth, excitement, core values for learning Apr 5, 2011 9:47 AM
7 Same as what I wrote for website Apr 7, 2011 6:24 PM
8 It is a solid educational institution Apr 15, 2011 4:36 AM
Page 3, Q3. Do those message/values appeal to you?
1 Yes and no. I want to hear more about curriculum Mar 28, 2011 9:30 AM
2 Did not see the viewbook Mar 29, 2011 11:47 AM
3 Academics are important but so is personal development Mar 29, 2011 7:57 PM
4 I question how distincltly unique this is campared to other similar schools. Mar 30, 2011 11:52 AM
5 The viewbook seemed mostly to be comprised of "fluff" and offered little harddata.
Apr 5, 2011 6:32 AM
6 Well, yes and no. I think the message of individuality is imporatant, but itshouldn't be the center of education.
Apr 5, 2011 6:50 AM
7 these are the things i expect my son to experience Apr 5, 2011 9:47 AM
8 Same as website. Apr 7, 2011 6:24 PM
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Page 3, Q5. How would you rate the format/construction of the viewbook, 1 being least appealing, 5 being mostappealing?
1 I would not have individual cards. Put what they want to convey as being mostimportant, first.
Mar 28, 2011 9:30 AM
2 Did not see the viewbook Mar 29, 2011 11:47 AM
3 only viewed the PDF so tough to give full commentary Mar 29, 2011 7:09 PM
4 there is no reason to NOT have a beginning, middle and end. It is a process bywhich we learn of the school, and it should motivate one to act (apply or visit) inthe end.
Mar 30, 2011 11:52 AM
5 I liked the focus on values, but adding statistics to back up claims would behelpful.
Apr 5, 2011 6:32 AM
6 It's hard to tell with the PDF file Apr 5, 2011 6:50 AM
7 i viewed the pdf...i think i would give it a higher rating if i were to look at theactual book. the pdf was grainy, some words were cut off, etc.
Apr 5, 2011 9:47 AM
8 None. Very nice. At this point I'm looking for an impression. I'll want to go to theschool and speak to people for the important stuff.
Apr 7, 2011 6:24 PM
Page 3, Q6. Did you find all of the information you expected to find in the viewbook? If not, what otherinformation would have been helpful?
1 tuition, staff/student ratio, course offerings, class sizes Mar 28, 2011 9:30 AM
2 Did not see the viewbook Mar 29, 2011 11:47 AM
3 More of the specifics found on the website. Mar 30, 2011 11:52 AM
4 Statistics, including demographics, test scores, graduation rates, etc. Apr 5, 2011 6:32 AM
5 i actually wasn't looking for any specific information...i viewed it as anintroduction to the school
Apr 5, 2011 9:47 AM
6 I was only looking to get a feel for the school and if it matched my values oneducation. I can usually tell that from a few words and images.
Apr 7, 2011 6:24 PM
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