Placing Growth in Context

Why exactly would a school or college grow? The thought of increased enrollment often becomes a lighting rod conversation with faculty on many campuses, with many assuming that with growth comes limitations or sacrificing some critical cultural aspect of the organization. We’ve all heard the argument:

If we grow, we won’t be the same, special place that we once were.

—Faculty

I have often believed that sentiment is inherently biased and limited in perspective. Now, with a sizable portion of the independent school and college sector experiencing some level of enrollment growth, it might be wise to place the concept of growth in context.

My experience tells me that great schools and colleges focus on growing not to earn more revenue but because they believe deeply that their mission benefits others. Keep in mind that schools and colleges are non-profits which are, by their nature, designed to transform society.

Remember, we have three broad industry sectors with three distinct missions in America.

  • The corporate sector has a mission to make a profit.

  • The government sector has a mission to create and manage policy.

  • And, the nonprofit sector has a mission to transform society. We do that through education in our division of this sector.

Don't get me wrong; I'm not suggesting that making money is a bad idea. Not at all. Actually, I believe it is an outcome of having a relevant mission. But, having a mission and vision that is contributing to something larger than your organization is where the real growth exists.

In other words, growth is about impact. So, when I hear a school or college tell me that they don’t want to grow, I honestly assume that they have placed some natural limitations on their ability to impact or influence the world.

I believe that those organizations that believe so deeply in their mission also truly believe the world would be better if more people bought their product or service. Far too many organizations create strategic plans for growth to strengthen themselves. We need to use our plans to strengthen our world. It is more inspiring when you are working toward not just a better organization, but a better world. When you think of growth in terms of external impact, it places your work in a far more inspired perspective.

Private Schools Face an New Enrollment Challenge: Managing Capacity

The decade prior to the pandemic was not kind to independent schools, or the private school industry, for that matter. If you rewind to the year 2020, most private schools were struggling to maintain enrollment and demand, especially at the primary level. A slightly longer view of history would show that most schools lost about 10% to 20% of their enrollment - and doubled financial aid in the process - during the 2008-2010 global economic crisis. The decade that followed saw private schools focus more on promotion, demand generation, and right-sizing. That was 2010 to 2020. Then came the pandemic.

As it turns out, many private schools and colleges fared very well during the pandemic. They had some resources with which to pivot online and hybrid settings, fostering economic strength and demonstrating resiliency in the delivery. Now, saddled with strong enrollments, balanced budgets, and happy students, we are seeing many schools face a new set of enrollment challenges. Their new reality is one of managing newfound demand, which may outpace capacity, and move back into a more traditional style of education.

Parents wanted safety and personal attention during the pandemic. The better private schools pivoted well and gave them what they want. Our experience tells us anecdotally about half of our industry is close to capacity, managing new demand, and has budget excess. Their new reality is not demand generation, but creatively managing new enrollment and configuring capacity. More importantly, many are busy trying to anticipate how long this moment will last, especially with economic and political uncertainty on the horizon.

Managing the Tension of Selectivity vs Accessibility

About two summers ago, we were busy here at ISA putting together a thought leader video series about the future of education. Specifically we were focused on the impact of the pandemic on shaping the future of education. During that series, I did a podcast and video with Dr. Paul LeBlanc, the innovative president from Southern New Hampshire University. In that segment, Paul shared a simple thought that really shook me:

“We don’t like some students more than others.”

—Paul LeBlanc, President of Southern New Hampshire University

His simple comment hit the heart of an age-old problem in education: selectivity. Why is it that we value selectivity in admission programs so much? Most schools and colleges seek to promote the illusion that they educate only the best students in the region, country, or globe. And, yet, what are they really saying when they promote this? Are they selling status? Exclusivity? Elitism? Each of those concepts seems to run completely the opposite of their stated intention of being inclusive and accessible.

I am not sure how the education got to this place, but it has managed to box itself into a corner. In an effort to appeal to the most elite of society, most private institutions have sold the concept of selectivity in admissions. And, that concept has often triggered other selective behaviors, such as high prices, limited housing, and inflexible systems and schedules. And, on the other hand, they have promoted accessibility in their product. While their communities are actually not that diverse, given their selectivity and price point, they have promoted that they are accessble and inclusive to all members of society.

Is it not possible to have a best in class product that is available and achievable by all? Apple does not seem to value some customers over others. In North America, Apple has penetrated just about every segment on the socioeconomic ladder. Sure, the poorest in our nation do not have new phones, or many Apple products, but they still often carry a version of the same product that the wealthy carry, as well.

This dilemma has created a great challenge especially for private schools and colleges. They have often sought selectivity as a holy grail of their value as an institution in the eyes of the marketplace, not understanding how much of a paradox that has created in terms of creating strategies that are inclusive and accessible to wider populations. And, now they are stuck with trying to reconcile this paradox - developing strategies that continue to promote selectivity and yet reconcile a greater need for accessibility. It is a bit like a country club - an organization that by category relies, by definition, on exclusivity and selling status - to reconcile their lack of access or inclusivity.

The age-old dilemma of selectivity vs accessibility is just another of many #edufails that we will continue to chronicle over the spring and summer. Our next article will focus more deeply on how schools and colleges have focused narrowly on selling status and outcomes.