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Reflecting on 34 Years in Enrollment Management: The Five Pillars

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After a fulfilling 34-year journey in the field of enrollment management, culminating in my role as the Dean of Enrollment at Northfield Mount Hermon School, I am excited to announce my retirement. It has been an incredible experience, one that has shaped me both personally and professionally. As I step away from my current role, I am eager to embark on a new adventure: consulting with Enrollment Management for Schools (www.emforschools.com). Throughout my career, I have had the privilege of working with countless dedicated professionals and witnessing firsthand the evolving landscape of education. As I transition into this new chapter, I am committed to continuing my work in this field, helping schools navigate the complexities of enrollment management and fulfill their mission In my years of experience, I have experimented with a number of models for enrollment management professionals.  In 2010, based on the work of Sean D’Souza, I developed and taught a model that I believe can greatly benefit schools striving for excellence in enrollment management. Known as the Five Pillars, this framework encapsulates the core principles that have guided my work and can serve as a roadmap for schools aiming to enhance their marketing and recruiting strategies. While some of you are familiar with these concepts and have taken the course that I offered with AISAP, I hope this article serves as both a reminder and a resource for those who are new to it. Customer-Centric Approach: Understanding the specific challenges, needs, and problems faced by potential customers—students and their families—is the first step toward creating a successful enrollment strategy. This approach doesn’t fit into our mindsets. We take the school-centric approach, a “build and they shall come” or “take it or leave it” methodology. Demonstrate Expertise: Schools must show they are the best choice not just by saying it but by proving it through examples of excellence. Outstanding teaching, unique programs, and exceptional results are all part of demonstrating expertise. The goal is to start solving potential students’ educational problems even before they enroll. Solving the Customer’s Problem: Identifying why a family might consider leaving a free public school for a private option is essential. Schools must demonstrate that they can meet specific educational needs, showing that they provide a solution that aligns with what the family is looking for. Justifying the Cost: Proving that the education and benefits provided by the school are worth the tuition cost is vital. Beyond showcasing success stories like college placements, schools should collect various forms of evidence to highlight their value in meeting educational goals. Creating Disciples: Turning satisfied parents and students into advocates for the school is the final pillar. When people strongly believe in the value of the education they’ve received, they are likely to share their positive experiences with others, effectively promoting the school. Your brand will be secured. Schools who invoke the Five Pillars strategy in their marketing and recruitment efforts will find themselves formidable against the competition. Furthermore, a school who incorporates the Pillar mindset within their program to support current students and families needs will be almost invincible.  Looking Ahead: Continuing the Journey as a Consultant While I am retiring from my role at Northfield Mount Hermon, I am not stepping away from the field entirely. Through Enrollment Management for Schools, I will be available for consulting, eager to share my knowledge and experience with schools seeking to improve their enrollment strategies. I look forward to this new chapter and the opportunities it brings to continue making a positive impact on the field of education. Thank you to all my colleagues, students, and their families who have been part of this incredible journey. I am excited about the future and the chance to support schools in their pursuit of excellence in enrollment management.

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This Doesn’t Work: “I’m Calling to See If You Have Any Questions”

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Most schools should be in the business of chasing prospective families. At NMH, we used Unbounded360 to identify them early in the Admission Funnel, then the chase began. The hardest part of training someone to make those calls is to stop using the opening line, “I’m calling to see if you have any questions.” The primary goal is to engage prospective families effectively, ensuring they feel understood, valued, and eager to discover more about your school community. While this statement may seem polite and open-ended, it lacks the strategic intent and personalization necessary to foster connections. Frankly, it doesn’t encourage that busy customer to stay on the line with you. The Problem with “I’m Calling to See If You Have Any Questions” Lack of Personalization: When reaching out to prospective families, personalization is key. The phrase “I’m calling to see if you have any questions” comes across as generic and impersonal. It does not demonstrate that you have taken the time to understand their specific interests, concerns, or needs that you should have gleaned from their inquiry form. Families are looking for a school that sees them as unique individuals, not just another name on a list. Passive Approach: This phrase adopts a passive stance, placing the onus on the prospective family to drive the conversation. Many families may not know what questions to ask or might be hesitant to voice their concerns. Plus, they are busy, and wasting time is not on their agenda. It is the admission counselor’s responsibility to guide the conversation, proactively addressing the family’s potential concerns and highlighting the school’s unique value propositions. Missed Opportunity for Engagement: Calling to “see if you have any questions” often results in a one-sided interaction where the prospective family may respond with a simple “No, not at the moment.” This closes the door in your face. Instead, focusing on interactive and insightful conversations can help build rapport and trust. Effective Alternatives for Engaging Conversations To foster stronger connections with prospective families and enhance their perception of your school, consider the following alternatives: Understanding the Customer: What information do you have about them? What did you learn from the inquiry form? Did the parents or student complete a statement? Did you or someone else interview the family, and do you have notes? What are their pain points or reasons for not going back to their local public school? Tailored Questions: Ask questions that reflect an understanding of the family’s needs and concerns. For example, “I know you mentioned earlier that you’re looking for a strong arts program. Could you tell me more about what you’re hoping to find in an arts curriculum?” If it’s a public school family, “Why are you thinking about leaving your public school option?” This invites the family to share their expectations and opens the door for you to address them directly. Sharing Success Stories: People connect with stories, so share success stories of current or former students whose experiences relate to their situation. “I have a story to share with you that reminds me of your situation. Do you have time to hear it?” Almost everyone is going to say “yes.” People love stories. Proactive Insights: Share specific insights about your school that align with the family’s interests. For example, “I wanted to share how our advanced STEM program seems to align well with your child’s passion for science and technology.” This approach shows that you have done your homework and are genuinely interested in their child’s education. Highlighting Unique Features: Use the conversation as an opportunity to highlight what sets your school apart. For instance, “I wanted to discuss our unique approach to personalized learning and how it can benefit your child.” This not only informs but also excites prospective families about the possibilities at your school. Offering Valuable Information: Provide valuable information that can help families in their decision-making process. For example, “I wanted to send you our latest guide on preparing for the transition to a new school, which includes tips from our experienced faculty and current parents.” In the competitive landscape of private school enrollment, every interaction with a prospective family counts. By moving beyond the generic “I’m calling to see if you have any questions” and adopting a more proactive, personalized, and engaging approach, you can significantly enhance your school’s appeal and build stronger, more meaningful connections with prospective families. Remember, it’s not just about answering questions; it’s about creating a lasting impression and demonstrating the unique value your school offers.

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Walmart

Why Competing with Public Schools is Easier than Competing with Walmart

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According to the National Center for Education Statistics (NCES), in the fall of 2021, approximately 4.7 million students were enrolled in private K-12 schools, representing about 9% of the total student population in both public and private schools. In comparison, public schools enrolled around 48 million students during the same period (NCES). This data shows a stable trend in private school enrollment over the past decade, with some fluctuation caused by the pandemic. When it comes to private schools, the bulk of your competition comes from public schools. But here’s the kicker: competing against public schools is much easier than going head-to-head with giants like Walmart. We are lucky! The Advantage of Limited Expansion Think of Walmart as a snowball rolling downhill, continuously growing and drawing in more customers. Its capacity to expand is almost limitless, often taking customers from competitors like Target, Home Depot, or Krogers. On the other hand, public schools don’t grow as readily. Even the best public schools are likely to pack more students into existing spaces rather than expand significantly. Funding constraints, especially for programs that don’t boost state-wide exam scores, further limit their ability to grow. The largest branded private school competitors in your market don’t have the Walmart mindset either. They limit their numbers. They are unlikely to double their enrollment over the next five years or move up more than 1-3% in any given year. That gives you an opportunity. You just have to understand who the true competition is. To compete effectively, you, as the underdog, need to understand what you are up against. Focused Marketing: Know who you are competing with. You aren’t competing with the school that 75% of the time wins in the overlap. That’s no competition. You have two targets: the private schools you can beat 45-60% of the time and the public schools. Understand the Customer: What are the needs of the families who are weighing private and public schools as an option? Remember every year, you have an opportunity to change their choice. How do you help them understand what they are missing out on? Highlighting Individual Attention and Unique Opportunities: Against the public schools, at the least, you are going to outline the individual attention and, in many cases, the opportunities that enable students to reach their potential. Against both the private and the public school, you are highlighting your uniqueness. How do your offerings solve the educational problem of the customer? In the realm of private K-12 education, understanding your competition and leveraging your unique strengths is crucial. Public schools, while numerous, are constrained in their growth. For the private school market, remember, it’s not about competing with every school out there—it’s about identifying where you can win and doubling down on those areas. In this strategic battle, your greatest asset is your ability to provide a tailored, high-quality educational experience that public schools simply cannot match. Against the private schools, it’s all about your differentiation. Stay focused on the right targets and feel lucky that the board expectations around your enrollment isn’t the Walmart model.

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Story Telling

The Power of Storytelling in Communicating Your School’s Brand and Benefits

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Imagine a family walking through our school’s doors for the first time. Their eyes are full of curiosity, their minds buzzing with questions, and their hearts hoping they can find the perfect place for their child. How do we ensure that our message cuts through the noise and resonates deeply with them? Let’s explore how we can craft compelling messages and communicate the true value of your school to prospective families. The Power of a Compelling Message When you think about communication, you need to think about storytelling. Every family that walks through your door is on a journey, and they’re looking for a guide. Your job is to tell them a story where their child is the hero and your school is the magical place that helps them achieve greatness. Crafting the Message: Start with a Hook: Begin with something that grabs attention. Maybe it’s a success story about a student who thrived at your school or an exciting new program that sets you apart. Focus on Benefits, Not Features: Parents care about how your school will benefit their child. Instead of listing facilities, talk about how those facilities enhance learning and personal growth. Use Testimonials: Nothing is more powerful than hearing from other parents or students. Share testimonials that highlight the experiences and successes of current students and families. Imagine this: “At [Your School], we believe in nurturing each child’s unique potential. Just ask Sarah, a third-grader who discovered her love for science in our state-of-the-art lab. Today, she dreams of becoming an astronaut.” The Hero’s Journey: Making the Child the Star Every story needs a hero, and in your narrative, that hero is the child. Parents want to envision their child thriving, growing, and succeeding. Your storytelling should make it easy for them to see their child as the central character in an inspiring tale. Example: “Meet Jake, a shy kindergartener who joined our school last year. With the support of our dedicated teachers, Jake discovered his love for art. Today, he’s not only confident but also the youngest winner of the regional art competition.” Creating an Emotional Connection Facts tell, but stories sell. A well-told story taps into emotions, making the listener feel a connection with your school. When families feel this emotional connection, they’re more likely to choose your school over others. Example: “When Emma’s family moved to our town, she was anxious about starting a new school. But from the moment she walked into her first-grade classroom, she was welcomed with open arms. Our buddy system paired her with Olivia, a friendly classmate who showed her the ropes. Now, Emma and Olivia are inseparable, and Emma’s parents are thrilled with how quickly she adapted and flourished.” Highlighting Unique Programs Through Stories Your school’s unique programs are a significant selling point, but simply listing them isn’t enough. Weave them into stories that showcase their impact on students’ lives. Example: “Our innovative STEM program isn’t just about learning; it’s about doing. Take our seventh-grader, Liam, who used our 3D printers to create a prosthetic hand for his science fair project. His project didn’t just win the top prize; it changed the life of a local child who received the prosthetic. This hands-on experience ignited Liam’s passion for engineering, and he now dreams of attending MIT.” Using Testimonials to Strengthen Your Story Testimonials from current students and parents are powerful because they provide real-world validation of your school’s benefits. They add authenticity to your narrative and build trust with prospective families. Example: “Jessica, a parent of two students at our school, shared, ‘I was initially worried about how my kids would adjust to a new environment. But the teachers and staff were incredibly supportive. My son, who was previously struggling with math, is now excelling thanks to the personalized attention he receives. My daughter loves the after-school programs, especially the robotics club. We couldn’t be happier with our decision.’” The Importance of Personalization Personalized stories resonate more deeply because they show that you understand and care about individual experiences. Tailor your stories to address the specific interests and concerns of the families you are communicating with. Example: “During your visit, we noticed that your daughter, Lily, showed a keen interest in our music room. Did you know that our music program has helped many students find their passion? Take Sam, for instance. He joined our school with a love for music but no formal training. Today, he plays in the state youth orchestra and credits his success to the nurturing environment and excellent instruction he received here.” Try to Avoid This Approach It’s crucial to ensure that our administrators can effectively communicate our school’s story. I’ve encountered instances where administrators, despite being knowledgeable about our program, struggled to convey the essence of what we offer. For example, after one event, a senior leader sought feedback on their presentation. I advised them to incorporate storytelling to highlight the benefits of our teaching methods. However, they couldn’t make this shift. After another attempt, I had to remove them from the spotlight, with the head of school supporting my decision. Facts alone are not memorable and can come across as dull. Instead, storytelling is essential to engage and inspire our audience, making our message impactful and memorable. Conclusion: Transforming Information into Inspiration Storytelling transforms information into inspiration. It’s not just about telling families what your school offers but showing them the impact those offerings have on real students’ lives. By crafting compelling narratives, making children the heroes, creating emotional connections, and using testimonials, you can communicate the true value of your school in a way that resonates deeply with prospective families. Imagine this: A family leaves your school tour not just informed but inspired. They can see their child thriving in your environment, growing with each unique opportunity your school offers. That’s the power of storytelling. Use it wisely, and watch as your enrollment numbers grow and your school community thrives.

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ASL Group Meetings: Building Confidence and Fostering Belonging

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ASL group meetings play a vital role in the Advancing Scholars and Leaders (ASL) program, not only in providing academic strategies and team support but also in building confidence and fostering a sense of belonging for the participating teenagers. These meetings are designed to create a supportive and inclusive environment where scholars can thrive. The following activities are recommended to achieve these objectives: Icebreaker Activities: Begin each group meeting with icebreaker activities to foster connections and promote a sense of community among the scholars. These activities can include team-building games, sharing personal experiences, or engaging in group discussions on topics of relevance. Sharing and Support: Create opportunities for scholars to share their challenges, successes, and experiences within the program. Encourage open and respectful dialogue, where scholars can offer advice, encouragement, and support to one another. Guest Speakers: Invite guest speakers from diverse backgrounds to share their personal journeys, challenges, and successes. These speakers can be accomplished professionals, alumni, or community leaders who can serve as role models and inspire the scholars. Personal Reflection: Allocate time for scholars to engage in personal reflection activities. This can include journaling, goal-setting exercises, or self-assessment activities that help them develop a stronger sense of self and purpose within the program. Celebrating Individual Achievements: Recognize and celebrate the individual successes of scholars during group meetings. This can be done through shout-outs, certificates, or small rewards that acknowledge their accomplishments, such as academic achievements, leadership development, or community contributions. Workshops on Confidence-Building: Organize workshops specifically focused on building confidence and self-esteem. These workshops can cover topics such as public speaking, effective communication, assertiveness training, and overcoming imposter syndrome. Provide scholars with practical tools and strategies to boost their confidence and empower them to excel in their academic pursuits. Mentoring and Peer Support: Encourage mentoring relationships between older ASL scholars and younger ones. Pairing scholars with mentors who have successfully navigated the program can provide valuable guidance, support, and a sense of belonging. Peer support groups can also be established to foster connections and provide a safe space for sharing experiences. Cultural Appreciation: Create opportunities for scholars to explore and appreciate their cultural heritage. Organize cultural events, guest speakers, or activities that allow scholars to celebrate their identities and foster a sense of pride in their heritage. Engage Families: Involve the families of ASL scholars by organizing family events or workshops that address their specific needs and concerns. This collaboration helps create a supportive network and reinforces the sense of belonging for the scholars. By incorporating these activities into ASL group meetings, practitioners can create an inclusive and empowering environment that not only supports academic growth but also builds confidence, fosters a sense of belonging, and cultivates a strong community of scholars who can uplift and inspire each other.

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Advancing Scholars and Leaders Program Design

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The Advancing Scholars and Leaders (ASL) program is designed to address the underrepresentation of students of color in advanced academic courses in private high schools. Co-founded by Claude Anderson and Thérèse Collins, the program aims to ensure that students of color enroll and succeed in honors and advanced placement classes, develop their leadership skills, make meaningful contributions to their communities, and prepare them for admission to the top colleges and universities with strong financial-aid packages. This section provides ideas and a guide on how to set up the ASL program in a private school setting. Program Components: Selection of ASL Scholars: Select a group of ASL scholars annually, typically between 6 and 10 students, in either 9th or 10th grade. Scholars remain in the program until graduation. Program Advisors: Appoint program advisors responsible for assessing obstacles to academic success and identifying tools to support program goals. Provide ongoing mentoring and support to ASL scholars. ASL Faculty Advisor: Assign an ASL faculty advisor to each scholar. Conduct one-on-one check-ins to monitor progress. Make course-selection recommendations. Provide self-advocacy advice and personal goal-setting support. Offer financial literacy training and assistance in budget creation. Help with saving and planning for the future. Provide planning support for college applications. Offer basic tax instruction. ASL Group Meetings: Organize regular group meetings for ASL scholars. Provide academic strategies and team support. Recognize individual successes. Offer training in managing faculty teaching styles and expectations. College Preparation: Provide SAT Prep courses. Connect scholars with young alumni in their field of interest. Offer financial-aid advice and support. Assist in scheduling college visits. Conduct leadership training workshops. Provide assistance with resume writing. Advanced Placement Humanities Preparation: Assign specifically-trained English teachers to work with 10th-grade ASL students in the required World Literature course. Identify academic gaps and prepare students for advanced humanities courses. Provide additional review of students’ preparedness. Assist with international travel planning. Collaborate with ASL families in program selection and planning. Offer financial support and budget planning. Provide logistical preparation for international trips. Advising in Partnership with Families: Establish a strong partnership with ASL families. Share curriculum information and resources. Support dialogue and connection with students regarding school life. Provide information about school programs and services. Organize family weekend events. Assist with lodging for parents. Offer logistical support in accessing teachers. Provide assistance in reviewing academic reports prior to teacher conferences. Networking Opportunities: Facilitate introductions to NMH alumni and professionals. Connect ASL scholars with guest speakers. Provide opportunities to participate in educational conferences. Offer guidance in summer and vacation planning. Assist in selecting summer courses and internships. Provide help with program and financial-aid applications. Additional Access to Financial Aid Office: Monitor financial needs closely for ASL scholars. Provide support and advising regarding financial-aid applications for off-campus programs. Standard Financial Aid Package (In addition to ASL program support): Based on demonstrated financial need, provide need-based financial aid. Offer a stipend of up to $400. Provide tutoring, CASA Coach, and subject tutoring. Supply necessary academic materials and equipment. Assist with athletic items, arts materials/fees, books and supplies, graphic calculator, laptop computer, music lessons*, and transportation* during required breaks. 11. Summer Involvement: Fostering Growth and Exploration Contacting Alumni for Internships Taking Additional Classes Summer Abroad Trips Emphasizing Athletics, Arts, or Career Exploration Camps The Advancing Scholars and Leaders (ASL) program is a comprehensive initiative designed to support students of color in their academic and leadership development. By implementing the outlined components, private schools can establish a successful ASL program that promotes equity, diversity, and inclusion within their student body. The program aims to empower students, bridge achievement gaps, and provide them with the necessary tools and opportunities to excel academically, become leaders in their communities, and gain admission to competitive colleges and universities. ASL Group Meetings: Building Confidence and Fostering Belonging ASL group meetings play a vital role in the Advancing Scholars and Leaders (ASL) program, not only in providing academic strategies and team support but also in building confidence and fostering a sense of belonging for the participating teenagers. Addressing Challenges to the Success of the Students of Color The Advancing Scholars and Leaders (ASL) program recognizes and actively addresses the challenges that students of color may encounter on their path to success. These challenges can arise from different sources, including parents, faculty, peers, and the ASL participants themselves. Read More Read More

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Implementing a Targeted Lead Generation Program to Attract and Engage Elusive Customers

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In the ever-evolving landscape of marketing and customer acquisition, capturing the attention of elusive customers who are inundated with messages has become increasingly challenging. To address this issue, implementing a comprehensive lead generation program is vital. This program is specifically designed to break through the clutter, draw in potential customers, and generate new leads. By utilizing strategic tactics such as targeted lists connected to children, social media outreach, and inbound marketing, combined with an effective screening system, schools can identify and attract high-quality candidates who are likely to enroll as full- or high-pay students. The Significance of a Targeted Lead Generation Program: Overcoming Information Overload: With the overwhelming amount of information bombarding customers on a daily basis, standing out from the noise is crucial. Implementing a lead generation program allows schools to craft targeted messages and utilize specific channels to reach the elusive customer effectively. By breaking through the clutter and capturing their attention, schools can establish a connection and pique their interest in what the institution has to offer. Drawing in Prospective Families: A well-designed lead generation program focuses on drawing in prospective families by offering valuable and relevant content. By connecting lists to children, schools can reach parents who are actively seeking educational options for their kids. Utilizing social media platforms and inbound marketing techniques further amplifies the reach and engagement, creating opportunities for families to interact with the school’s brand and offerings. Generating High-Quality Leads: One of the primary goals of a lead generation program is to identify high-quality leads who have the potential to become full- or high-pay candidates. By implementing a screening system, schools can evaluate leads based on predetermined criteria such as demographics, interests, and engagement level. This systematic approach ensures that efforts are focused on nurturing and converting leads who align with the school’s objectives and target audience. Maximizing Marketing Efficiency: A targeted lead generation program allows schools to allocate marketing resources and efforts efficiently. By understanding the specific characteristics and preferences of the elusive customer, schools can tailor their messaging and outreach strategies accordingly. This targeted approach increases the likelihood of resonating with the right audience, reducing wasted efforts and maximizing the return on investment for marketing initiatives. Conclusion: In the digital age, implementing a targeted lead generation program is essential for schools aiming to attract and engage elusive customers. By breaking through the clutter, drawing in prospective families through strategic tactics connected to children and utilizing social media and inbound marketing, schools can generate high-quality leads. Through an effective screening system, schools can identify candidates who align with their objectives and have the potential to become full- or high-pay students. Embracing a targeted lead generation approach enables schools to optimize marketing efficiency and increase their chances of successful enrollment growth in today’s competitive educational landscape.

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Developing a Relevant Differentiation Position Anchored in Customer Needs

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In today’s competitive landscape, simply creating a differentiation for a school is insufficient. To make a meaningful impact, this differentiation must be closely aligned with the needs and motivations of the customer. By understanding why families are seeking alternatives, schools can work collaboratively with their leadership team to develop a differentiation strategy that resonates and addresses those underlying motivations. This approach ensures the creation of a relevant differentiation position that effectively attracts and satisfies the target audience. The Significance of Understanding Customer Motivation: Meaningful Differentiation: By delving into the motivations behind families’ search for alternatives, schools gain valuable insights that drive the development of a meaningful differentiation. This understanding allows schools to tailor their offerings, programs, and services to directly address the specific needs and desires of the customer. Consequently, the differentiation position becomes relevant, compelling, and highly appealing, setting the school apart from competitors and attracting the target audience. Customer-Centric Approach: Developing a relevant differentiation position requires a customer-centric mindset. By focusing on understanding customer motivation, schools shift their perspective to align their strategies, resources, and efforts with the needs of the families they aim to serve. This approach ensures that the differentiation is not arbitrary but rather thoughtfully crafted to meet the desires and aspirations of the customer, resulting in increased engagement and satisfaction. Leadership Team Collaboration: Developing a relevant differentiation position is a collaborative effort that involves the school’s leadership team. By involving key stakeholders, schools can leverage diverse perspectives, expertise, and insights to develop a comprehensive understanding of customer motivations. This collaborative approach ensures that the differentiation strategy is well-informed, cohesive, and aligned with the overall goals and vision of the school, increasing the likelihood of successful implementation and sustainable growth. Conclusion: In the pursuit of effective differentiation, it is paramount for schools to anchor their positioning in the needs and motivations of the customer. By understanding the underlying motivations behind families’ search for alternatives, schools can develop a relevant differentiation strategy that resonates with the target audience. This customer-centric approach enables schools to create a meaningful differentiation, align their marketing and communication efforts, and collaborate effectively with their leadership team. Ultimately, developing a relevant differentiation position contributes to increased engagement, enrollment, and long-term success in an increasingly competitive educational landscape.

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reach or success

Can you increase enrollment on your current path?

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Many schools have been unable to increase enrollment and net tuition revenues over the last 3, 5, or 7 years or more. Some schools don’t track those numbers, but they feel the effects. Whether or not you are tracking them, you know something is wrong. It happens the first year, and you hope maybe it’s an anomaly. Then, the second and third years come. By the time you get to your 4th year, you are asking yourself, “Can I increase enrollment on my current path?” The school has been experiencing adverse results from the loss of income and is seeing these types of conditions shaping up: Employees’ salaries are lower. Deferred maintenance is getting more neglected. The school’s appearance is deteriorating. Does it seem like the quality of education is declining? The ratings of the satisfaction surveys are good, but not for your tuition price. Someone is wondering if the admission office is doing a good enough job. The advancement office isn’t raising enough money to make up for lost net tuition revenues. Look at your budget from 5 years ago; you can see the change in net tuition revenue and perhaps, enrollment growth. There are fewer dollars for operating expenses. Is it hundreds of thousands or millions of dollars? Now what? You want to do something about increasing enrollment, but what? Do you feel stifled? It’s a conundrum for you. The school can’t afford to use any money on marketing that won’t pay dividends in students. The upper school head told them to put the money into the program. Next year, the money goes down again. I asked again the question, “Can you achieve the net tuition revenue goal on your current path?” You go to a regional conference. You bring back some tactics. They seem to be gaining some traction. You may offer some merit funds to generate income. However, the full-pay numbers are still heading down, and now more full-pay families want merit money to come. The economy may work against you. The next season starts. I made it through 27 admission seasons as a director, and I increased enrollment to capacity. However, every year, I still ask myself, “Can you increase enrollment on your current path?” I refused to let it stifle me. While your tuition outpaces the cost of living increases, it is going to be a challenge to achieve the enrollment and net tuition revenue goals. You need to ask every year too. What you don’t need is to let it stifle you. Your school has a mission to achieve. Figure out what you need to do more of by first asking your loyal full-pay parents what you are doing right. Then, ask them why those positives are worth the cost. There are other parents like them. So, you can build from there. Stop asking yourself the question, “Can you increase enrollment on your current path?” Begin planning and implementing one action at a time to make a difference. Don’t get stifled.

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Yellow road warning sign , Risks Ahead

Trustees, Do You Know the Net Tuition Revenue Warning Signs?

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I have collected a list of 13 warning signs that trustees need to have in their knowledge toolbox about the strength of their enrollment strength and net tuition revenues. Do these signals show an impending financial problem for your school? Although I have not done my research on the top reasons for school closings, including small colleges, I would suspect that there were signs of deteriorating net tuition revenues. I would also venture to say that someone was asleep-at-the-wheel. I would suggest that when a financial problem appears, neither the leadership nor the culture of the school can adapt to a new and viable business model. These signs are not in any order, and one or two alone may not show a problem. However, they may reflect future deteriorating conditions. Ask the question, “Can the school sustain a viable financial position with the current net tuition revenue projections?” Below are 13 warning signs: Someone in the leadership says, “If we had more financial aid, we could bring in more great students.” Thoughts: This could be a very positive statement. However, it could be a warning sign that the effort toward successful recruiting of full-pay families is not meeting expectations. The net tuition is shrinking, but the enrollment isn’t shrinking. Thoughts: This might imply that you are getting less and less income per student. If this isn’t a planned occurrence, you could find yourself with insufficient income in just a few years. The number of full-pay applicants is shrinking–domestic or international.  Thoughts: This is the death touch; it’s the most obvious and it can be a singular red flag for an impending financial problem. When the full-pay applicant number decreases, the quality of the pool is more likely to decrease, which will affect the quality of the program and create a snowball effect. You’re a boarding school, and 30% or more of your students are from one particular country. Thoughts: It’s not likely that a boarding school in the United States is in a strong position if 30% of its boarding population is from any one country other than the United States. This high number affects compositional strength, which affects the quality of the student body. Enrolling these students is probably an income-generating strategy when the full-pay domestic market is not there. This strategy requires an exit protocol to go along with it. Day schools can get caught in the large increase of international students from one country, too. Only the business office understands the need for net tuition revenue.  Thoughts: When the community doesn’t understand the need for net tuition revenue–particularly at the various levels of leadership throughout the school  – it makes it difficult to solve the weakening net tuition revenue problems. The employees will know when facilities aren’t getting painted, furniture isn’t being repaired, and the composition of the student body is adversely changing. It’s best to keep an interested community. Why? Increasing revenues is going to require a community effort, not just one office. The admissions office is bringing in 20% of your revenue after the start of school.  Thoughts: Schools that need over a year to bring in their population for the next year are struggling already. There are so many problems on different fronts from composition to the hiring of faculty and program implementation. It’s a very strong signal of financial wariness. Your attrition is above 15%. Thoughts: Replacing 100% of your graduating class each year can be challenging for many schools. However, the need to replace the attrition of 15% of the students compounds the problem. Is it because the quality of education is less than what is acceptable to the applicants or parents? Your brand is losing its position from this pernicious word of mouth. With a weakening brand and having to matriculate a high percentage of your student body each year, the school is likely already in financial trouble. Your fundraising dollars are flat or going down. Thoughts: There could be a lot of reasons, but among them would be enrollment issues. The educational experience does not exceed expectations. No one is talking about the importance of full-pay families in your trustee’s meetings.  Thoughts: All trustees should have a conversation about the full-pay families who inevitably keep the school going. Tracking the full-pay numbers for admission and advancement purposes should be a relatively regular report of interest to trustees. The discount rate is rising, and the non-tuition revenues (mostly fund-raising) are not rising faster. Thoughts:  For most schools to be in a financially sustainable position, both the discount rate and the non-tuition revenue should rise at the same time. This usually means that the net tuition revenues are increasing, and the delta isn’t being covered by other funding sources. There is a reason to take notice. Customer satisfaction seems to be flat or moving downward. Thoughts: Schools can overlook the feelings of the customer. However, I think it is bad business, even in a strong market. I don’t think the customer is always right, but I think they are right many times, and schools need to be paying attention to the consumer who is shelling out all of this money for a discretionary experience. Trustees should look at the satisfaction data and ask for it. If you are told that there aren’t enough full-pay families to recruit, Thoughts:  Once they make this declaration, you are in financial trouble. Now it’s time to call people together and determine how you are going to change that tune. “Can’t” is not a sustainable solution to the net tuition revenue challenges. Surely, it’s not only an admission office problem. Carney O’Brien, a former admissions colleague and former head of school at Washington Montessori School, describes this final signal as “funding out of fear.”This is when a school uses merit money to get a full-pay family at a discount.  Thoughts:  When the full-pay family says that they would like more money, the school gives it to them, because of the fear of losing them. When you

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