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ERIC Number: EJ1095258
Record Type: Journal
Publication Date: 2016
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-0145-9635
Opportunity in an Age of Disruption: How Independent Schools Can Lead the Change
Katzman, John; Horn, Michael B.
Independent School, v75 n3 Spr 2016
Technologies used in new business models have disrupted almost every sector of the economy. Many are now beginning to discuss when disruption will come to independent schools. The answer, of course, is that it has already happened; in areas such as admissions, college guidance, and learning content, there are disruptive innovations that are changing the experience of and within independent schools. But disruptive innovation also poses what appears to be a more existential threat to many independent schools themselves in the form of new schools--so-called micro-schools--whose costs are dramatically lower because they leverage technology to control noncore expenses. A few forward-thinking schools are already identifying focus areas in their pedagogy. BASIS focuses on strict academic work, whereas Acton Academy emphasizes entrepreneurship--the school even launched the Children's Business Fair, at which students launch their own start-up businesses, doing everything from developing a brand to creating a product that serves customers. Another model, AltSchool, strives to create "T-shaped learners," students who cultivate deep skills in one area, but also broad knowledge across disciplines. The question is whether traditional independent schools should be leading this work by creating new schooling models themselves or if they should be ceding ground and letting the upstarts lead the way. Leveraging that experience in new, pared-down schooling models to serve more families is a tremendous opportunity to increase the impact of independent schools and to give parents more interesting choices in a world where choice is already expanding.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A