Private schools

This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.

This study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such organizations and the cautions and problems inherent in their development. The methodology involved use of two extensive survey questionnaires sent to twelve selected State Education Agency officials in the public sector of education, and the heads of eight selected existing statewide organizations of private schools. The analysis of collected data and formulation of generalizations and conclusions from those data led to the suggested process for development of statewide organizations of private schools. Conclusions drawn from the study included the following: (1) Private education is growing, is more diverse than ever, and is coming together into statewide associations of private schools. Twenty-five such statewide associations of private schools are now formally organized. (2) Communication among private schools and between the private and public sectors of education is a serious problem in most states surveyed and must be improved. (3) Private school leadership within each state must work together to meet common needs and resolve common problems. They must then join hands with public educators forming a partnership to improve educational opportunities for all the state's children. (4) Wide variation exists within the states surveyed in regards to the amount and type of state regulation of private education, state aid to private education, and the state's knowledge about private schools within each state. (5) Private school organizations within states must be broadly representative of all private education within the state. (6) Private school organizations should avoid becoming overly aggressive in seeking state and federal aid in goods and services. (7) Private education leaders must take the initiative in establishing communication and working relationships first among themselves and then with their counterparts in public education. (8) The state education agencies must view private education as a partner in education, must establish a liaison office within the department, and must take seriously the several laws mandating assistance for private schools and their students within the states. The model includes a study of factors influencing effective organizational development, recommendations for membership, a discussion of potential organizational goals and objectives, and a step-by-step plan for beginning such an organization. Implementation of the model is shown to vary from state to state due to differences in state laws and regulations, the political climate of the state, and the nature of and working relationships among private schools within each state.