Parent Survey Results

1

• 2006-07
• Parent Survey Results

2
Overall Experience with GPS 84 of 6th grade
parents said their experience was 4 or 5
(excellent) on a 5-point scale, compared to 85
of 8th grade parents. 85 of 10th grade parents
rated their experience as a 4 or 5, and 93 of
12th grade parents. Because the size of the
survey audience is so small, the study should not
be interpreted to be significant in differences
of this degree. Across all grades surveyed, 7
respondents (4) rated their experience below
satisfactory, the mid-point.
Overall
3
Factors important to an independent school
experience Items rated above 4.0 should be
considered important to parents. Because the
research pool is small, it is important to note
differences in scores of 3-4 tenths of a point,
rather than 1 or 2 tenths. Considered from this
perspective, there is a great deal of consistency
among responses from each grade.
Overall
4
Experience at GPS rated by criteria Items rated
4.0 or above should be considered assets for GPS.
If parents rated items 4.0 or above in
importance, GPS should focus on ensuring the
quality rating is as high as possible. Each item
and its score are listed in the order of
importance according to parents. Look for
alignment in the scores and their order of
importance. For example, students respect for
one another rated a 4.9 in importance to 8th
grade parents. Yet their experience at GPS rated
a 3.7.
Overall
5
Experience at GPS rated by criteria 6th and
10th grade parents report a similar disconnect
concerning students respect for one another.
12th grade parents, however, rated this 4.1,
slightly stronger.
Overall
6
One word about their experience 6th grade
parents spoke positively about GPS. 33 chose the
most favored term challenging in a good way.
Only 7 chose other. Of 8th grade parents 30
chose somewhat negative terms stressful (20),
tough (8), and intense (2). 30 chose the most
favored term, challenging in a good way. Of
10th grade parents 41 chose challenging in a
good way, a huge jump from the 16 of last year.
27 chose somewhat negative terms demanding
(9), intense (9), stressful (6) and
frustrating (3).
Overall
7
One word about their experience Of 12th grade
parents, 14 chose challenging in a good way,
up slightly. Stressful was the most frequent
choice again, but jumped to 24 from last years
13. These were followed by wonderful (12) ,
transformational (10), and a growth experience
(10).
Overall
8
Biggest surprise 6th grade parents were
surprised at the ease of adjustment (21), and
16 had no surprise, double the number who chose
that response last year. Another 11 were
surprised at how much their daughter loves
it. Among 8th grade parents, 22 had no
surprises, but 12 said too much homework. All
other choices were positive. 26 of 10th grade
parents had no surprises, 18 said independence
of girls, 12 noted the positive impact of an
all girls environment, and 9 said better than
expected. In the 12th grade, 15 of parents had
no surprises, down from 24 last year, and the
other responses were slightly more positive than
last year.
Overall
9
One thing to change Slightly fewer 6th grade
parents chose too much homework (12). Aspects
of Cat/Rat and more opportunities for parents
to meet both dropped to 4. The top choice this
year was more athletic opportunities for
non-varsity athletes (13). Other frequent
responses were strengthen advising (12) and
more activities to develop leadership
relationshiops (12). Assigning less homework was
requested by 15 of 8th grade parents. Only half
as many as last year asked for more support for
the learning center (12). Strengthen advising
program (12) and start school later in the
morning (10) both dropped slightly. 42 of 10th
grade parents wanted less homework, up from 30
last year. Strengthen advising program (12)
remained about the same.
Overall
10
One thing to change 12 grade parents wanted
more information on financial aid and
scholarships (21), up from 2 last year, and to
reduce stress about college admissions (15).
However, encourage more openness to spiritual
growth dropped from 14 to 3 this year.
Overall
11
Best part about the year 6th grade parents
chose being challenged and succeeding (21)
most often, followed by academic, athletic and
social growth (12) and overall GPS
environment (11). 8th grade parents echoed
similar sentiments with her being challenged and
succeeding at 15 and overall GPS environment
at 13. Another 10 chose stepping out of
comfort zone, discovering who she is. Among
10th grade parents 28 chose exceptional
academic and athletic opportunities, up from 17
last year. Other choices were academic standards
(16), opportunities (12), and friendships
(12). Caring faculty dropped to 3 from 13
last year.
Overall
12
Best part about the year 12th grade parents
again noted the girls confidence, maturity and
growth (39). Academics (15) was way up from 2
last year, and how girls support one another
was at 12 this year.
Overall
13
Value of all-girl environment Most parents
impression of the value of an all-girl
environment rose this year. 6th grade parents
89 chose extremely valuable or very valuable,
with 50 choosing extremely valuable. 8th grade
parents 88 said extremely valuable or very
valuable, and fully 58 of all respondents chose
extremely valuable. 10th grade parents
responses were a little lower this year, with 44
choosing extremely valuable and 76 choosing a
4 or 5. 12th grade parents again had the highest
response 62 chose extremely valuable, and no
answers were below midpoint. 93 chose a 4 or 5
in response.
Overall
14
Encouraged to be a leader 6th grade parents
47 chose 4 or 5, with 35 choosing the mid-point
(3). 8th grade parents 48 chose 4 or 5, with
40 choosing the mid-point. 10th grade parents
62 chose 4 or 5, with 29 choosing the
midpoint. 12th grade parents 67 chose 4 or 5
with 14 choosing the mid-point.
Overall
15
Level of academic challenge 6th grade parents
56 chose mid-point -- not too much, not too
little, up from 42 lasts year. 42 chose
somewhat too much or too much, down from 58
last year. 8th grade parents 35 chose mid-point
-- not too much, not too little. 66 chose
somewhat too much or too much, up from 61
last year. 10th grade parents 26 chose
mid-point -- not too much, not too little, down
from 40 last year. 74 chose somewhat too much
or too much, a big jump from 56 last
year. 12th grade parents 52 (same as last year)
chose mid-point -- not too much, not too little.
46 chose somewhat too much or too much,
similar to the 43 last year.
Overall
16
Importance of GPS services The same 10-12
services rank most highly in importance to
parents, moving up or down slightly among the
different groups. Most differ slightly from the
2006 parent survey, but not significantly. The
important content here is to understand what
parents value and ensure the school strongly
delivers on these services. College guidance
increased in importance from 2.4 to 2.9 on a
3-point scale among parents of 10th and 12th
grade students.
Overall
17
Quality of GPS services Although the level of
importance of GPS services remains similar
through the grades, last year 10th and 12th grade
parents tended to score services such as use of
technology in teaching, advising program,
learning center and college guidance lower than
the 6th and 8th grade parents. This year scores
for all services but college guidance were
similar throughout the grades. College guidance
dropped from 2.8 in 6th grade to 2.2 in 12th
grade, on a 3-point scale.
Overall
18
Describing GPS to others Parents across the
grades used these terms academically
challenging college preparatory excellent
reputation benefits of all-girl environment
tough competitive disciplined
extracurricular activities excellent campus
outstanding resources encouraging excellent
faculty
Overall
19
How often they receive information from GPS For
6th grade parents, the web site (4.1) and email
to student (3.6) and parent (3.6), then mailed
information (2.9) rank highest in frequency.
Phone calls and meetings with guidance
counselors, teachers, administrators or other
parents are seldom to quarterly. Email from other
parents jumped from 1.6 to 2.1. 8th grade parents
are receiving information in much the same way,
about the same amount of emails, phone calls and
individual meetings with teachers,
administrators, staff and guidance counselors.
Email from other parents, however, jumped from
1.6 to 2.4. For 10th grade parents, things are
much the same. For 12th grade parents
communication with guidance staff is up compared
to other grades, and meetings with teachers
increased this year. An interesting note is that
the frequency of using the web site for
information declined in all grades except 8th
grade.
Overall
20
How they prefer to get information from GPS For
6th grade parents the web site (3.9, dropped .5)
is most preferred, then email to student (3.6,
dropped .3) and parent (3.6), then mailed
information (2.5), group meetings (2.5) and email
from other parents (2.4). They would like more
phone calls from and individual meetings with
teachers, communication from guidance staff and
information sent home with students. Similar to
6th grade, 8th and 10th grade parents ranked
email to student (3.8, 3.6)) right behind the
web site (4.0, 3.9 respectively) in how they
prefer to receive information. Email to parents
is also important (3.8, 3.6 respectively). They
would prefer much more communication from
guidance staff, as well as more individual phone
calls and meetings with teachers and other GPS
personnel.
Overall
21
Transitions The transition from elementary to
middle school was smoother than for last years
6th grade. Only 12 of parents described it as
somewhat difficult or difficult. 87 ranked it at
the mid-point or smooth. The same is true for
this years 10th grade class. Only 3 of 10th
grade parents deemed the transition from middle
school to high school difficult to any degree.
97 ranked it at the mid-point (15) or smooth.
82 called it smooth or very smooth.
Overall
22
Friends 84 of 6th grade parents felt their
daughter had made as many or more close friends
at GPS this year than in prior years. This is a
very strong outcome for girls entering middle
school from elementary school. 8th grade parents
(90) believed their daughters made as many or
more friends than in prior years, as did 10th
grade parents (91). Only 3 12th grade parents
reported their daughter had made fewer friends
than usual. 91 indicated she had as many or more
close friends than in prior years.
Overall
23
Two most important challenges 6th grade parents
identified these challenges learning better
study skills (57) time management (54)
making friends (25) managing her school work
(23) managing extracurricular activities
(14) By 8th grade, the primary issues are
managing schoolwork (45), time management (45)
and learning better study skills (38). Emotional
issues rose 8 as a significant challenge (28)
and managing extracurricular activities (22)
doubled from last years results.
Overall
24
Two most important challenges Emotional issues
(18 from 31 last year) and health isues (3
from 10) both dropped in importance. Managing
schoolwork jumped to 52 from 31. Students still
struggle with time management (36)
connecting with teachers (27, up from 15)
managing extracurricular activities (21)
learning better study skills (18) By 12th
grade, time management (48, down from 57) is
still a major challenge, along with managing
extracurricular activities (40, up from
30). Students still struggle with emotional
issues (19), learning better study skills (19),
and managing schoolwork (19).
Overall
25
Recommendations For marketing and communications
purposes, the results of these surveys should be
valued in the broad stroke, rather than the
detail. By understanding what parents and
students value most about an independent school
experience, and seeking to satisfy those needs
first, GPS will align its program and service
array to be most successful over the long term
with its constituents, thereby building loyalty
and support. By understanding the perceptions of
parents and students, you are able to address
areas of dissonance in the brand image you most
desire and the reality you now experience. As you
market GPS, you will be most successful in having
as key messages those attributes parents find
most important and in which GPS is already
successful.
Overall
26
Recommendations Addressing areas such as
preferences in communications media and
frequency, as well as strengthening areas parents
rate less highly, will only improve the strong
appreciation parents have of their daughters GPC
experience. Parents desire to receive email from
GPS has increased, while use of the Web site has
decreased. We recommend driving parents to the
Web site with regular emails that contain links
featuring an item of strong interest or for more
information. Without detailed knowledge of the
services or programming GPS may already have in
place, we respectfully recommend exploring how
GPS could support parents and students to best
meet these challenges.
Overall