1. Patrick F. Bassett, NAIS President
The New Normal:
A Game-Changing Model for Financially Sustainable Schools
Patrick F. Bassett, NAIS President

2. Outline Taking the Pulse Nationally: How Are NAIS Schools Doing?
All Reality Is Local: Reading the Map
Case Studies: Easy Street Prep vs. Copasetic Academy
Navigating Your Path through “The New Normal”
Taking the Pulse Locally: Where are Your Schools Headed?
If You Think Life Is Hard for You….

3. Tuitions vs. CPI: Luxury-End Pricing

4. Mixed Market / Changing Profile

5. Markers of Success: Giving (Day)
Alumni %
Parent %
Trustee %
Alumni
Avg Gift
Parent
Trustee
Average Gift
Percentile(25) 4%
48%
93%
$135
$556
$2,007
Percentile(50) 9%
64%
100%
$271
$916
$3,670
Percentile(75)
17%
80%
$447
$1,508
$6,288
Percentile(90)
29%
91%
$692
$2,388
$10,667
Alumni %
Parent %
Trustee %
Alumni
Avg Gift
Parent
Trustee
Average Gift
Percentile(25) 4%
49%
93%
$137
$508
$1,936
Percentile(50) 8%
64%
100%
$261
$860
$3,804
Percentile(75)
16%
79%
$427
$1,438
$6,228
Percentile(90)
27%
91%
$612
$2,208
$10,486

6. Markers of Success: Giving (Boarding)
Alumni %
Parent %
Trustee %
Alumni
Avg Gift
Parent
Trustee
Average Gift
Percentile(25) 9%
32%
87%
$304
$711
$3,067
Percentile(50)
17%
51%
100%
$439
$1,136
$6,334
Percentile(75)
27%
69%
$645
$1,771
$10,306
Percentile(90)
39%
81%
$988
$3,048
$18,454
Alumni %
Parent %
Trustee %
Alumni
Avg Gift
Parent
Trustee
Average Gift
Percentile(25) 8%
28%
87%
$268
$688
$2,912
Percentile(50)
15%
48%
96%
$443
$1,166
$5,455
Percentile(75)
24%
65%
100%
$605
$1,699
$11,076
Percentile(90)
36%
78%
$875
$2,647
$18,814

7. Top 5% Incomes ($200K+): The X Factor

8. Map: Our Current & Future Prospects

9. Case Study #1: Easy Street Prep
Easy Street Prep is a school of 500 in a very affluent community: demand exceeds supply for quality independent schools, and it’s too expensive to build more schools, given the price of real estate.
In the down economy, so far, the school’s admissions seen barely a blip, maybe 5 instead of 7 applications per opening, but lots of margin there.
Its high octane board wants to keep driving hard on tuition increases, capital campaigns, and expensive renovations.
Some diversity of race and ethnicity, but not many Latino/a students in a state whose school-age demographics is moving strongly in that direction.

10. Case Study #1: Easy Street Prep
Strong support for financial aid, but not many middle class kids in the school (or even “the psychological middle class.”)
A growing number of X-Gen board members recently have been asking for “outcomes” analysis of how students and the school performs. And Some entrepreneurial parents wondering if the rather traditional curriculum is as innovative as it could be.
Lots of the kids seems stressed all the time, pressured by their parents and self-imposed expectations for an all-star resume. Some of those secretly are beginning to dread school.
What’s important for the leadership of Easy Street Prep?

11. Case Study #2: Copasetic Academy
Copasetic Academy, located in upscale suburbs of an urban area where the urban independent schools continue to prosper but Copasetic faces a very different market reality. 
A PS-Gr. 12 school, Copasetic was a school of 475 just eight years ago, when its lower school admissions started to falter: At first, the school maintained enrollment by increasing financial aid and by accepting students with some academic deficiencies.
Their planning consultant 5 years ago convinced the school and board that his firm’s formula for financial solvency should be adhered to:  offer great programming and facilities, and charge what it costs to deliver on that. 
Meanwhile, a lower-cost neighboring K-6 independent school was becoming competitive, siphoning off some of Copasetic’s admissions prospects, as was a new magnet school.

12. Case Study #2: Copasetic Academy
The result of that plan: exorbitant tuition increases, greater attrition and fewer applicants: enrollment goes down to 400 now, admissions numbers were looking weak for the coming year, and current full pay families were applying for financial aid in record numbers.
Market study showed that families with high incomes in the immediate area of the school were declining in numbers, and while there were plenty of high income families within an hour’s drive, the school had not been successful in attracting them to Copasetic Academy. 
While the school had successfully been using a “net tuition revenue” approach to filling empty seats, some on the board felt that one way to balance the budget was to cut back on financial aid. 
What options should the school be considering as it plans for the coming year and the future?

13. Has Your School Hit Its Price-Break Point?
Admissions Funnel Trends?
Financial Aid Application Trends?
Demographics Projections for your Area for Full-Pay Families with School-Age Children?
Growth of high quality, no-cost or low-cost school options in your area (public magnets and charters, parochial schools, other lower-cost private schools, home-school networks)?
Top 5% Incomes ($200K+) vs. CPI Trends? In the context of increased taxes and health care costs for this group (i.e., less discretionary income)?

14. A Game Changing Model for Financially Sustainable Schools

15. The Value Proposition Equation for Parents…and Donors
Perceived Outcomes Perceived Price
The Value Proposition Equation for Parents…and Donors
= Value
PFB Note: For prospective parents, as perceived price goes up, value goes down unless perceived outcomes increase proportionately.
For advancement, substitute “giving expectation” for “price” as the “value-proposition” for donors.

16. Old Normal: Budgeting for Excellence
“Old Normal” Assumptions:
our spending spree has no limits to it. We are America: We spend too much; we assume too much debt; we save too little.
high tuition increases are necessary to expand program and staff while at the same time sustaining both small classes and competitive faculty salaries.
top 5% income families will always be able and willing to pay whatever we ask.
all schools in a local market compete on product, not price.

17. Old Normal: Budgeting for Excellence
“Old Normal” Assumptions (cont.):
financial aid the fixed variable; enrollment the flexible variable.
primary purpose of a board is to maximize excellence for current students (in many cases, their own children).
Traditional Budgeting Process
starts with the needs: “nice to have” column migrates to the “must have” column.
ends with increasing tuition, usually well beyond inflation.

18. New Normal: Budgeting for Sustainability
New Normal Assumptions:
continued commitment to competitive salaries and “intimate environments” where each child is known.
excessive tuition increases have undermined demand (or will).
mantra: increase “productivity” without a decrease in quality (i.e., increase enrollment or decrease staff)

19. New Normal: Budgeting for Sustainability
New Normal Assumptions (cont.):
schools compete on prestige (“brand”), program (“uniqueness”), or price (“best value”)
enrollment the fixed variable; financial aid the flexible variable.
primary function of the board, to secure the future of the school (creating their children’s children’s school).
starting and ending points of budging process are reversed.

20. New Normal: Game-changing Vision
The New Discipline: Budgeting for Financial Sustainability (even if you are Easy Street Prep)
committing to increasing enrollment without increasing staff.
adopting a “sunset provision” of retiring an old program when introducing a new one so that no net staffing increases are required (and deciding which is which by value-proposition surveying (e.g., The NAIS Survey).

21. New Normal: Game-changing Vision
The New Discipline: Budgeting for Financial Sustainability (cont.)
rightsizing: re-thinking class size or workload or the number of teacher specialists and assistants or school size (e.g., Choate: downsize to become better & sustainable)
devoting 1/3rd of each fund-raising dollar raised (annual giving, special events, and capital giving) to endowment, ultimately the insurance policy of the school that will guarantee its future: “intergenerational equity.”

22. New Normal: Game-changing Vision
Outcome of New Model:
financially sustainable schools, “built to last.”
stable or improved value-proposition.

23. The Value Proposition Equation
Perceived Outcomes Perceived Price
The Value Proposition Equation
= Value
PFB Note:
Option 1: As perceived price goes down (projection of tuition increases as modest), value goes up, even if perceived outcomes don’t change.
Option 2: Up outcomes as up price (“more more,” including new technology & accountability).
What’s easier/better to manage: price or outcomes? What about, “Both”?

24. Projecting from our admissions funnel results so far this year compared to last, our enrollment should be the same or greater than this year.
Definitely
Probably
Maybe
Unlikely

25. Our best marketing strategy for the future will be to compete on…
Prestige (“brand”)
Program (“uniqueness”)
Price (“best value”)

26. Next year’s tuition compared to this year’s is…
Lower
Frozen at this year’s rate
Increased by CPI
Increased by CPI+1
Increased by CPI +2 or more

27. In the future we’ll consider a more aggressive net tuition discounting strategy to ensure full enrollment
Yes No

28. Our school is considering “right-sizing” by increasing enrollment without adding staff or by stabilizing enrollment and reducing staff or by merging.
Strongly Agree
Agree
Disagree
Strongly Disagree

29. If my school were “Easy Street Prep,” I’d…
Change nothing
Leverage perceived strengths
Take “school of the future” risks

30. Patrick F. Bassett, President NAIS (www.nais.org)
The End…
…Is the Beginning
Patrick F. Bassett, President
NAIS (

31. to face increasing competition for a decreasing number of students?
Are you prepared
to face increasing competition for a decreasing number of students?
2009/2010 is the inaugural year for the
St. Louis Virtual School.
“St. Louis Magnet Schools offer an EXCITING, TUITION FREE alternative for students of all ages and abilities.”

33. Raleigh, NC

34. SF-Metro, CA

35. LA-Metro, CA
Return

36. NAIS’s Value Proposition Surveys: Value/Performance Matrix
High Performance
High Value
Low Performance
Low Value
Leadership’s Responsibility: To assess all operations on the matrix, then reallocate resources