Written by Elizabeth Johnson
Parents have more choices in the type of pasta sauce on their child’s spaghetti than they do in where their child receives their education. For decades, the public school system told families where they would attend school. In many places, voucher programs are giving some of that power back to parents. With the choice comes a responsibility to find out who can best serve them, along with a responsibility for administrators to know what parents want. While a school’s location and demographic can vary the order of preference, parents are most actively seeking private schools that offer . . .
1) A high quality of education
2) A safe learning environment
3) An exceptional school culture
Quality of Education
Not surprisingly, parents are interested in schools that offer great education. But the criteria that make up “quality” may be surprising. Most noteworthy is what does not influence parent decisions: standardized testing and Common Core (Bedrick, 2013). Bedrick (2013) encouraged private schools to consider how they prioritize these government-established programs. Most parents who choose a private school are already aware that heavy testing makes it difficult to teach to the child’s best interest. They are looking for something different.
This is consistent with what Wisconsin Evangelical Lutheran Synod (WELS) principals in the South Atlantic District reported as well. When four principals were asked their most common questions about the school, none mentioned standardized testing (Biesterfield et al, 2017).
What, then, is academic quality? Three factors stand out according to Bedrick (2013): class ratios, accreditation, and curriculum. Jeff Loberger, principal of Christ the King Lutheran School in Palm Coast, Florida, mentioned these same three when asked what parents inquire about on prospect tours (Interview, 2017). These conclusions would further encourage WELS schools to pursue steps in accreditation, perhaps even as a higher priority than finding the best standardized testing materials.
Safe Learning Environment
Parents want an environment that includes the security and procedures that make them confident that their children are protected. Following any deadly attack, parental worry spikes (Lyons, 2002). For an accredited WELS school, the advantage of this is that through the process, accreditation requires that schools meet specific standards for facilitating a safe space, including policies that comply with local, state, and federal codes.
Each polled South Atlantic District WELS principal had “safety” listed in their top three most common inquiries (Biesterfeld et al, 2017). WELS administrators can feel confident promoting their schools as exceptionally safe places with the added assurance that they are having a significant impact on a parent’s decision to enroll.
Exceptional School Climate
Perhaps the most important factor is something intangible. School climate can be a major indicator in the decision to stay—or ultimately leave—a school, and parents feel it in just moments. “A principal who greeted children as they arrived in the morning was far more likely to impress upper-middle-class white parents than the number of computers in the building” (Petronio, 1996, p. 36). A study in Cambridge looked at the reasons parents chose the schools their children attended. All looked to their peers for recommendations. Some parents even ranked a recommendation from a peer higher than being closer to home (1996, p. 34). Jeff Loberger would agree, estimating that 75% of prospective families seek out Christ the King through word of mouth.
Why WELS?
The importance of school climate has positive implications for WELS schools overall. While not every school can provide a tablet for each child, every school has a principal capable of personally greeting families! When principals were asked why those who struggle to pay tuition choose to stay enrolled, every response included a reason pertaining to climate. Tim Biesterfeld of Divine Savior Academy in Doral, Florida, stated, “I think they stay because they see that we are different. They have full access to the teachers and see that the whole staff truly cares about their child” (Email Interview, 2017).
It makes sense that parents think our synod schools offer something different. They do. With God’s law and gospel permeating everything teachers do, the power of the Holy Spirit is evident. Families may not always realize the cause for the loving atmosphere, but they do feel it.
Parents work hard to make the choice that will offer the most positive future impact. Many schools are able to provide a rigorous academic experience, safe facilities, and a happy environment; a WELS school even more so, offering an education for this life and the next.
Elizabeth Johnson (’10) is currently serving as a second grade teacher at Christ the King-Palm Coast FL. She is also pursuing a Master of Science in Education with an emphasis in instruction.
Bedrick, J. (2013, November 13). New Study Explains How and Why Parents Choose Private Schools. Retrieved July 27, 2017, from https://www.cato.org/blog/new-study-explains-how-why-parents-choose-private-schools
Biesterfeld, T., Schmiege, J., & Rathje, J. (2017, July 23). Why Parents Choose WELS [E-mail interview].
Loberger, J. (2017, July 20). Why Parents Choose WELS [Personal interview].
Lyons, L. (2002, September 17). Parents Concerned About School Safety. Retrieved July 27, 2017, from http://www.gallup.com/poll/6808/Parents-Concerned-About-School-Safety.aspx
Petronio, M. A. (1996). The Choices Parents Make. Educational Leadership, 54 (October), 2nd ser., 33-36. Retrieved July 23, 2017, from http://www.ascd.org/publications/educational-leadership/oct96/vol54/num02/The-Choices-Parents-Make.aspx