Subject Guide: Advancement at Independent Schools

Published Date:

Q: Does CASE have any resources on advancement best practices for independent schools?

A: The CASE Library has developed a resource collection on advancement in independent schools. The collection offers information on general trends, advancement, alumni and parent engagement, communications and marketing, and fundraising.

This collection also includes a guide to all the CASE Library's sample collections that feature sections for independent schools samples. 

We encourage you to visit the Schools hub for additional resources and news from CASE.

  • "5 independent school market trends to watch in 2022–2023," Independent school (Fall 2022).
    NAIS takes a closer look at trends affecting independent schools, including U.S. population trends, school yield rates, median enrollment, overall enrollment, and international student enrollment. 
  • Brand, Karen K. "Building a career pipeline," Independent school (Fall 2017). 
    Providence Day School’s fellowship program allows young professionals to explore advancement careers—and helps develop a talent pipeline that fosters the growth and missions of independent schools.
  • Corbett, Joseph. "Research insights: understanding cost-per-enrollment data," Independent school (Winter 2023).
    Shares findings from the 2022 Independent School Cost-Per-Enrollment Study from NAIS, the Enrollment Management Association, and the National Business Officers Association.
  • Endowment FAQs for independent schools. Washington, DC: Council for Advancement and Support of Education, 2020.
    Find answers to frequently asked questions about endowments at independent schools, including what is the purpose of endowments, how are they created, why schools aren't using endowments to plug budget gaps, and what happens to endowments during a pandemic or economic crisis.
  • "Endowment management: the business of independent schools," Commonfund insights blog (June 22, 2022).
    Commonfund is proud to contribute a chapter to NBOA’s new book “The Business of Independent Schools – A Leader’s Guide” – a new edition of “By the Numbers and Beyond.” This publication provides education to the independent school business officer community on topics such as operations, enrollment, budgets, etc. The Commonfund chapter, entitled “Endowment Management” is a comprehensive overview of investment governance practices for independent school trustees and fiduciaries. Provided here is a synopsis of key components of endowment management covered in the chapter. (Source: Publisher's description.)
  • "Five independent school trends to watch in 2021–2022," Independent school (Fall 2021).
    Shares five key takeaways from the 2021–2022 NAIS Trendbook: stagnating population growth will influence enrollment; online giving is increasingly popular; school heads include more women and people of color than ever before; employees are placing more value on collaboration; and head-board partnerships functioned well during the pandemic.
  • Hillen, Jennifer O; Markunas, Mary Kay. The financial impact of COVID-19 on independent schools. National Business Officers Association, June 2020.
    The slides from this live community meeting share survey insights, scenario planning, and financial modeling for independent schools. 
  • "Independent schools had 25.8 percent return on assets, report finds,"  Philanthropy news digest (Feb. 23, 2022).
    According to data from the Commonfund Institute, independent schools in the U.S. saw a 25.8 percent average return on their endowment assets in fiscal year 2021.
  • "Independent schools see 11.3 percent drop in assets, report finds," Philanthropy news digest (March 20, 2023).
    This year's Commonfund Benchmarks Study of Independent Schools found that FY2022 endowment assets had their largest decline since FY2009. Independent schools saw an average decline of 11.3 percent in fiscal year 2022.
  • ISC census and annual report 2023. London: Independent Schools Council, 2023. 56 p.
    This report is based on a survey administered to UK independent schools in January 2023. It features data on school size, school types, enrolment, teachers, diversity, fees and fee assistance, bursaries and scholarships, university entrance, and charitable work.
  • Larson, Michael. “Advancement is everyone’s job: add to your advancement staff without hiring or increasing your budget,” Currents 38, no. 3 (March 2012): 11-12.
    Michael Larson of The Fay School discusses how his institution increased its advancement staff without hiring new staff.
  • Lichtman, Grant. "What keeps school leaders up at night," Independent school (Winter 2019).
    School leaders know they are operating in a different environment and need to make significant changes in their schools and in the independent school community at large. Here’s a look at the most pressing issues.
  • Mitchell, Mark J. 2021 State of Financial Aid Survey: executive summary. Washington, DC: National Association of Independent Schools, 2022.
    In 2010, 2016, and in 2021, NAIS administered the State of Financial Aid Survey to financial aid administrators in independent schools to learn more about the practices, preparation, and sense of job satisfaction associated with their work and to gauge whether these dynamics have changed over time. (Source: Excerpt.)
  • Morgan, Colby; et al. The next normal: how K-12 independent schools can survive and thrive in a new landscape. Skillman, NJ: The Enrollment Management Association, May 2020. 17 p.
    This special report was produced to help build a framework for conversation on key business issues inside of the "Next Normal" phase as lessons from this pandemic are uncovered. The section "Implications for Advancement" was written by Ann Snyder, Director, Independent and International Schools. 
  • NAIS DASL facts at a glance 2021–22. Washington, DC: National Association of Independent Schools, 2022. 8 p.
    This data was gathered from NAIS member schools. It includes information on enrollment, financial aid, tuition, finances, annual and capital giving, endowment, faculty and staff, and salaries.
  • O’Brien, Danny. "Looking at lengthy head of school tenure," Independent school (Summer 2022).
    Head tenures are declining, with heads hired in 2021 expected to last six years or less, a trend that is hurting schools. This article takes a look at heads with much longer tenures and identifies the secrets of their success.
  • Orem, Donna. "Navigating 2023: what should be on school leaders’ radar?" Independent ideas blog (March 28, 2023).
    This blog post from NAIS shares five major trends that independent school leaders should be aware of in the year ahead.  
  • Quick studies for independent schools [webinar]. Washington, DC: Council for Advancement and Support of Education, 2023.
    This webinar series for independent schools covers the topics of crisis communications, data hygiene, giving days, marketing, and fundraising. The webinars range from 15 to 30 minutes in length.
  • Snyder, Ann. "The golden triangle of school revenue management: why, and how, the advancement team, business office, and enrollment team should form a strong partnership," Currents 48, no. 1 (January/February 2022): 22-27.
    A strong relationship between school revenue leaders—directors of advancement, enrollment, and finance—is essential for a school’s financial health. Termed “The Golden Triangle,” these three offices need to have meaningful and long-term conversations about budgets and revenues.
  • Snyder, Ann. "Integrating advancement: for schools, it requires looking through multiple lenses, not just donning multiple hats," Currents 46, no. 6 (November/December 2020).
    To address new and increasing challenges, we must return to the heart of what CASE advocates: true integration for the health of our institutions. Schools must move from a rubber-stamp version of integration into a truly collaborative, revenue-generating unit. The process for doing so is not as labor-intensive as one may imagine and will ultimately produce a nimble external affairs team.
  • Snyder, Ann. School's toolkit: integrating your school's advancement office.
    The concept of integrated advancement has been evolving for the last several decades. If you’re reading this resource, you’re probably struggling with how best to manage your school’s workload and ambitions, to maximize efficiency, refresh your programming, or get the most out of your team. Whether your advancement program is mature and looking to be more collaborative, or whether your small office is struggling to keep up with the many demands placed upon it, this toolkit will help you find straightforward ways of becoming a stronger program, one step at a time.
  • "Trend lines: 3 takeaways from the new NAIS Trendbook," Independent school (Fall 2023).
    The 2023–2024 NAIS Trendbook provides analysis of 30 trends that are shaping independent schools. Here are three: 1) Fewer families have children. 2) Enrollment is on the upswing in many schools. 3) Teaching has become a less popular profession, and the pay isn’t helping. (Source: Excerpt.)
  • Walton, William L. The price of independence: tuition, annual giving, endowments, and financial aid in independent schools. Ed.D. diss. University of California, Los Angeles, 2014. 171 p.
    This quantitative study draws on 11 years worth of longitudinal financial data collected from United States independent schools from 2003 to 2013 by the National Association of Independent Schools via StatsOnline. Tuition price and tuition growth rates were analyzed by school type, proportion of students on financial aid, the ratio of total annual giving to total income, and the ratio of total endowment to total annual giving. Additionally, the proportion of students on financial aid was analyzed by school type, ratio of total annual giving to total income, ratio of total endowment to total income, and tuition price. The relationship between total endowment and annual giving and total endowment and tuition price was also analyzed. Findings include the most expensive type of school, the relationship between annual giving and financial aid, suggestions for independent school praxis, and also suggestions for further research.
  • "What school heads should know about advancement," NAIS YouTube channel (April 19, 2021).
    How can school heads and aspiring heads gain experience in the fundamentals of advancement work? Hear from 2020 NAIS Annual Conference workshop presenter Michael Gary, who shares tips on finding professional development opportunities, managing advancement and development teams, and cultivating relationships with donors.
  • Why parents select an international school, and the impact COVID-19 on school choice. Faringdon, UK: ISC Research, February 2021. 16 p.
    In December 2020, ISC Research surveyed admissions staff at international schools around the world. This white paper reports on the findings and shares information on why parents choose an international school, the impact of COVID-19 on school selection and on admissions applications, and how parents conduct research on international schools.
  • Willows, David. “A common thread: connecting the pieces of advancement,” Independent school (Winter 2019).
    The author is the director of advancement at the International School of Brussels in Belgium. In this article, he defines "advancement" in the context of independent schools and international schools, and he frames the functions in a "Periodic Table of Advancement."
  • Barnett, Meredith. "Alumnae adventure: Ethel Walker School's Women in the World program grows global (and local) ties," Currents 45, no. 5 (September/October 2019): 12.
    In March 2018, 34 women headed to Panama for a trip that included a sunset bicycle ride, a hike through lush forest to spot toucans, and sipping local coffee. Also on their itinerary? Powerful discussions about girls learning and women’s philanthropy.
  • Barnett, Meredith. "Anatomy of an alumni care package," Currents 45, no. 3 (May/June 2019): 10.
    Chadwick International is based in the Songdo International Business District, Incheon, South Korea, but its first three graduating classes of alumni live around the globe. To stay connected, the school started sending care packages to former students at college.
  • Beadle, Jenni; Jung, Jennifer. “When your alumni council is wilting: is your alumni board unfocused and overworked? Here’s how one independent school cast some sunlight upon its stagnant council and cultivated a mission-driven, thriving group,” Currents 42, no. 5 (July/August 2016): 48-55.
    In 2011, the Alumni/ae Council at St. Paul Academy and Summit School in Minnesota was nearly nonexistent. Other than holding monthly meetings and a lackluster fundraising phonathon, the council sponsored no programs or events; it did not follow its bylaws and had no reporting structure or processes for recruiting new members. Most of the 11 council members were suffering from volunteer fatigue, particularly the president. Few members attended meetings, which were unproductive. The council frequently discussed the need to recruit new members but never developed an action plan. In short, it was time for a change.
  • Bennett, Gayle. “Coffee and communication: school helps parents find their voice,” Currents 38, no. 8 (October 2012): 6.
    A multicultural parents collaborative helps all parents become involved at their child's school, regardless of their ability to speak English.
  • Bourbon, Julie. "School ties: going paperless with alumni relations," CASE blog (Feb. 6, 2019).
    This blog post highlights ways specific schools are using online engagement methods to connect with students, families, and alumni.
  • Bourbon, Julie. "School ties: how international schools are developing lasting bonds with their alumni," Currents 45, no. 1 (January/February 2019): 16-23.
    Around the world, 9,600 international schools serve a diverse, often transient, population of more than 5 million students. These schools deploy a variety of strategies to welcome new students, engage families, and grow ties with alumni around the globe. Includes the sidebar, "Best practices for continued alumni engagement."
  • Cooper, Aaron C. "Millennial parents are driving a market shift," Independent school (Summer 2017).
    What's the best way for schools to demonstrate their value and tell their stories in an increasingly crowded marketplace? By getting parents to do it for them. And there's no better group to do this than millennials—a growing segment of the independent school market. The Elisabeth Morrow School is taking steps to understand how millennial parents think, what motivates them, and engage with families in an intentional way.
  • Creating a school-wide culture of alumni engagement [CASE webinar]. Washington, DC: Council for Advancement and Support of Education.
    This CASE webinar is presented by Stephanie Rever Chu, Director of Development for Alumni Relations, Latin School of Chicago and Teresa Sutter, Assistant Director of Alumni Relations, Latin School of Chicago. As alumni relations professionals, we strive to be relevant to constituents at every stage of their lives. What about our “alumni-to-be” and those who influence their lives, otherwise known as students, parents and faculty? Join Latin School of Chicago’s Team Alumni to learn how they establish trust, inspire future engagement and demonstrate the value added of a strong alumni network. Leave this session with concrete, scalable ideas for growing the best concept of “alumni” in the hearts and minds of students, parents and faculty, while also engaging current alumni in the life of your school in unique and meaningful ways.
  • Gary, Trina. "Building connection: establishing alumni of color affinity groups," Independent school (Winter 2021).
    This article from NAIS's Independent School magazine urges schools to engage with students of color before they graduate and outlines a process for building affinity groups for alumni of color. 
  • Grace, Catherine O'Neill. “Alumni relations engagement strategies,” Independent school (Winter 2019).
    The author describes how alumni relations at independent schools is shifting, with more focus on personal engagement and less focus on signature events. The article includes data from NAIS's College-Age Alumni Survey.
  • Griffin, Elaine. "In practice: building a program to improve the parent-school partnership," Independent school (Fall 2023).
    Describes how the University School in Milwaukee, Wisconsin has worked to improve parent relations by overhauling existing programs and building out some new ones.
  • Hanrahan, Kieran. “How Phillips Exeter Academy engages young alumni,” Switchboard blog (Dec. 7, 2015).
    Independent schools face a unique set of challenges when it comes to young alumni engagement. For one, their alumni graduate four years younger than their post-secondary counterparts'. It takes another four years for independent school graduates to begin giving in an adult capacity. It is the task of these schools' alumni relations offices to keep alumni engaged in the interim. We asked Phillips Exeter Academy's Assistant Director of Student and Young Alumni Programs Michelle Curtin to discuss Exeter's strategy for keeping young alumni engaged.
  • Simonetti, Kristin. “The student becomes the teacher: independent school draws teaching fellows exclusively from the alumni base,” Currents 40, no. 5 (May/June 2014): 10.
    San Francisco University High School's 5-year-old teaching fellowship program is an alumni perk that allows graduates to explore a career as an independent school educator.
  • Smith, Jenny Cooke; Kaplan, Ann E. Alumni Engagement Metrics: key findings from data collected for fiscal year 2020 for education institutions globally. Washington, DC: Council for Advancement and Support of Education, April 2021. 21 p.
    In 2020, 372 institutions from 16 countries, grouped into five regions, participated in the CASE Global Alumni Engagement Metrics (AEM) survey. Respondents submitted data for their most recently completed fiscal year. This report presents findings by region, type of institution, and whether the institution is public or private. Includes independent school data.
  • Snyder, Ann. "Alumni personas and their implications for schools," CASE blog (Sept. 22, 2021).
    In the September-October issue of Currents, Alberto Cabrera and David Weerts write about the Four Alumni Personas and how to keep them connected. This research, starting back in the early 2000s, maps the likelihood that college students will make a significant impact on their future alumni associations, given key indicators. The article has compelling implications for schools, and while focused on higher education, this research can help independent and international school advancement professionals become more targeted in their work with alumni.
  • Steren, Marc. "Promoting meaning to effectively engage parents and alumni," Independent school (Winter 2019). 
    An entrepreneurship program at Bullis School (MD) puts the power of meaning at the center of its framework. Now, engagement and giving are on the rise.
  • Townsend, Virgie. “Not their parents' generation: how independent schools can do more to demonstrate educational and cultural value to engage their newest parents: millennials,” Currents 44, no. 1 (January/February 2018): 16-25.
    Welcome to the world of millennial parent engagement, in which leading independent schools around the globe are modifying their outreach to this busy, technologically savvy generation. These parents expect information that demonstrates the value of their child's educational experience—including updates like the one from the lab school teacher and breakdowns on how their tuition and philanthropic contributions are spent. But data is not the only key to getting parents excited about your school: To cultivate millennials' support and recruit their children, independent institutions need to demonstrate their value, prioritize diversity, and develop meaningful engagement opportunities. 
  • Walker, Theresa. “In their own words: annual young alumni panel pleases parents, boosts admissions,” Currents 38, no. 4 (April 2012): 8.
    Recent graduates of The Galloway School gather annually to answer parents’ questions and give advice to current students and families.
  • Weiss, Brittany M.; Laskowski, Tara. "My first years in alumni relations: by Brittany M. Weiss, as told to Tara Laskowski," Currents 41, no. 7 (October 2015): 30-35. 
    A 25-year-old assistant director of alumni relations shares the lessons learned during her first year at Williston Northampton School.
  • Abernathy, Jan. “Crisis communications strategies for an always-on media environment,” Independent school (Winter 2019).
    This article c    overs crisis communications basics and planning for independent schools.
  • "Advice: testing out TikTok," Currents 48, no. 4 (July/August 2022): 13.
    My independent school is considering opening a TikTok account. What type of content do you upload? What's your target audience and how successful have you been?
  • Allenby, Scott; Mundahl, Hans. The complete guide to inbound marketing for private schools: a step-by-step audit for your website. Charleston: Blackbaud, February 2016. 38 p.
    A guide to how to create a visually appealing website that accomplishes school goals by communicating clearly with constituents.
  • Barroso, Carlos. “Been there, done that, made the video: from b-roll and copyright issues to a school visit from Justin Bieber, this small communications shop has learned its lessons about creating multimedia the hard way,” Currents 40, no. 6 (July/August 2014): 50-54.
    A marketing and communications professional at an independent school details his learning curve and growing pains as he implemented a multimedia plan.
  • Campbell, Geoff. “Save prospective applicants from hitting a wall: how website analytics and inbound marketing helped Friends’ Central School improve customer experience, streamline staff workflow, and achieve enrollment marketing goals,” Currents 42, no. 1 (January/February 2016): 50-55.
    How a website looks and functions affects how people perceive and interact with businesses and organizations. User experience matters. Here's how Friends' Central School in Pennsylvania became more responsive to prospective families' needs by focusing on how those families interacted with the school's website.
  • Corbett, Joe; Rowe, Margaret Anne. 2021 State of Independent School Marketing Survey: executive summary. Washington DC: National Association of Independent Schools, 2002.
    During Summer 2021, NAIS surveyed independent school marketing staff about their units' staffing trends, organizational structures, budgets, and digital marketing and branding practices.
  • Corbett, Joseph. "Research insights: understanding the state of independent school marketing," Independent school (Spring 2023).
    Summarizes the findings of NAIS's survey of school marketing and admission leaders. The survey captured information on marketing team structure and size, budgets, use and effectiveness of traditional and digital marketing platforms, and more.
  • Hamilton, Heather; Entwistle, Brad; Allen, Liz. "Episode 41: Voices from the field: A conversation with Liz Allen – Digital marketing and international schools [podcast]," CASE xChange (Aug. 30, 2021).
    Our guest for this episode is Liz Allen, Director of Communications and Marketing at Seoul Foreign School in South Korea. Backed by her global career and expertise in digital marketing, Liz shares her insights around social media, including which platforms are best for an institution to connect with current students, alumni, and their community. Furthermore, discover how Seoul Foreign School is showcasing their tradition and history in a modern era using digital media. 
  • Hamilton, Heather; Entwistle, Brad; Schneider, Brendan. "Episode 37: Voices from the field: A conversation with Brendan Schneider - Inbound versus outbound marketing for schools," CASE xChange podcast (Aug. 3, 2021).
    In this episode, Brendan Schneider, Director of Advancement at Sewickley Academy and the Founder and CEO of SchneiderB Media Inc. in Pittsburgh, Pennsylvania shares about the importance of media marketing in schools. Listen in to learn about inbound versus outbound marketing, and the book that Brendan believes all marketing professionals in educational institutions should have on their shelves. Hear recommendations on social media and digital advertising for schools and where marketing and communications professionals can come together as a community.
  • Isakson, Neil. "Meet your new marketing team: the faculty. With guidance, teachers can boost word-of-mouth referrals and institutional reputation,” Currents 42, no. 6 (September 2016): 15.
    Faculty are essential to your institution's marketing efforts. They are on the front lines delivering the school's mission, interacting with students, and, particularly in the case of independent schools, having conversations with parents and demonstrating that the institution delivers on its promises. All of these daily interactions can increase positive word-of-mouth marketing of your institution.
  • Kramaric, Christopher. "In practice: building a better school brand," Independent school (Summer 2022).
    Case study about how the Woodlynde School in Philadelphia rebranded in the midst of the Covid-19 pandemic.
  • Kunst, Kevin M. "Marketing to the digital-first generation of parents," Independent school (Fall 2022).
    To respond to and capture this market that millennial parents have created—that will likely continue as the market transitions to Gen Z parents—independent schools must sell and resell themselves, not just leading up to admission but annually, and frankly, daily. To do this well, leaders must pay attention to three C’s: customer service, concierge programming, and communication. (Source: Excerpt.) 
  • Lambie, Heather. “Why a marketing and communications office of one is not enough,” Independent school (Fall 2017).
    The marketing and communication role has become more complicated over time. Properly staffing the marketing and communications office is critical not only to ensure that a school functions at a high level and has the nimbleness required in an always-on world, but also to ensure that talented staff members thrive in — and remain in — their jobs. For the average independent school, three people are sufficient for a marketing and communications office. Most schools have one and a half. 
  • Law, Carolyn , Yee, Liz. “The big benefits of a marketing strategy for small schools,” Independent school (Winter 2019).
    The authors explain how a marketing and branding strategy can have a host of benefits even for small independent schools.
  • Major, Mia. The state of social media marketing among schools. Glastonbury, CT: Finalsite, October 2017.
    This report contains data from 300 school professionals collected in 2017. It identifies two key trends shaping digital marketing. First, because today’s consumer relies so heavily on social media and mobile, your school’s website should work seamlessly with both. In addition, it proves that social media is not just a spark; it is the flame that can ignite any school’s social media strategy — and when done right, has the ability to propel a school who was an early adopter or laggard. Meanwhile, some early adopters who use the social platforms are still facing numerous hurdles — the biggest being the ability to find the time and budget to do it correctly.
  • Mamenta, Joanne. “Embracing content marketing to tell school stories and achieve institutional goals,” Independent school (Winter 2019).
    Discusses how independent schools can build a content strategy, methods of hosting content, and how to measure success. Includes recommended reading and resources.
  • Moore, Rebecca. “‘Our Stories’: why Randolph School’s students wrote the viewbook,” Journal of education advancement & marketing vol. 1, no. 1 (Spring 2016): 74-81.
    In recent years, Randolph School's marketing materials have included more voices. From a steady stream of faculty tweets to a school blog with multiple contributors to a student-designed and written admissions viewbook (prospectus) with crowdsourced photos, the school has sought to communicate in a more personal and more authentic way. This approach dovetailed with our realisation that word of mouth, aided by the ubiquity of the smartphone, is more powerful than a direct mail piece or print ad, and that our marketing needed to be more of an ongoing conversation about the school than simply positioning. Giving faculty, staff, students and administrators a role in this effort created discussion internally about institutional value and values, and the need to share these with the market. Finally, this shift towards a more personal voice allows the school to be more authentic in talking about its marketing efforts and in creating content that demonstrates value.
  • Ratzer, Hannah. "A magazine with ambition: Milton Academy features thematic writing and visuals in its Sibley Award-winning magazine," Currents 49, no. 1 (January/February 2023): 34-39.
    Milton Academy is the first independent school to win the CASE Sibley Magazine of the Year Award. Its themes and “flow” for readers, its marriage of words and design, and its people-centered storytelling make this publication a magazine with ambition.
  • Riggs, Craig, et al. "The unique position of boarding schools in international student recruitment," ICEF podcast (April 6, 2022).
    In this episode, ICEF’s Craig Riggs (editor of ICEF Monitor) and Martijn van de Veen (vice-president of business development) discuss trends and positioning for the boarding school sector during the COVID-19 pandemic. They are joined by Caroline Nixon, the international director of the Boarding Schools’​ Association; Richard Stokes, CEO of the Australian Boarding Schools Association; and Pete Upham, the executive director of The Association of Boarding Schools. (Source: Publisher's description.)
  • Storytelling and community building in a virtual world [CASE webinar]. Washington, DC: Council for Advancement and Support of Education.
    Learn how Foxcroft School showcased the compassion, adaptability, and resilience of its community by launching Celebration Days, a six-week program centered around a series of virtual celebrations. This integrated communications and giving campaign united the school community and resulted in heightened social media interaction and greater opportunities for personal engagement across all constituencies. In this session you will learn how to build community, share meaningful stories, and maintain school culture while presenting all constituencies with an opportunity to engage with and contribute to your school.
  • Walker, Theresa. “Building community five minutes at a time: informative TED-style talks show school’s personality,” Currents 39, no. 7 (September 2013): 10.
    Students, alumni, faculty, even parents, at Viewpoint School in California come together at lunch a few times each year to present TED-style talks—known as 5Ups—with the goal of inspiring, igniting, and informing the community. The talks, which are recorded and made available on the school's YouTube channel, are intended to demonstrate Viewpoint's values, vision, and commitment to lifelong learning.
  • "2019 NAIS Diversity Practitioner Survey excerpt: diversity implementation at independent schools," NAIS research (2019).
    Excerpt from NAIS’s 2019 State of the Diversity Practice report. The survey includes information on how diversity is being implemented at independent schools, diversity strategic planning, staff responsible for implementing diversity initiatives, and school culture.
  • Brown, Mike; Swihart, Seth. Time for change: the impact of diversity, equity, and inclusion practitioners on independent school campuses. Washington, DC: National Association of Independent Schools, 2021. 78 p.
    This study analyzes the impact of DEI practitioners on independent school campuses and the implications of their work on adult culture and professional development. (Source: Excerpt.) 
  • DEI work with alumni populations: addressing your school's history archive [CASE webinar]. Washington, DC: Council for Advancement and Support of Education, 2020.
    This webinar is presented by Sam Wong, Alumni Relations Coordinator at the International School of Beijing and James Mao, PhD Political Science and Quantitative Analysis, Princeton. Learn how the International School of Beijing used targeted surveys and focus groups to correct initial missteps in the wake of George Floyd’s death and the rise of the anti-racist movement. Find out how the school uncovered and addressed systemic racism and turned what had first been alumni disappointment into alumni engagement and fundraising. This is a session for any school that feels underequipped to address their school’s history and historic wrongs with their alumni population. Learn key takeaways like survey design, engagement wins, and how to rewrite your school’s narrative by engaging young alumni.
  • Denevi, Elizabeth; Richards, Mariama. "Diversity directors as leaders," Independent school (Spring 2009).
    The authors served as co-directors of diversity at Georgetown Day School. They share a comprehensive list designed to show how diversity impacts every area of school life and why it needs to be considered a top priority. 
  • Goodman, Michael A. "Equity & justice work: it's not just for directors of diversity and inclusion," Independent ideas blog (June 25, 2018).
    When is the last time your school did an inventory of where this work resides, and with whom is this work most pressing? Here are a few more questions to help your school thread its diversity and inclusion work throughout the school community.
  • Grant, Angelique S.C.; Schiller, Ronald J. Diversity, equity, and inclusion in advancement: a guide to strengthening engagement and fundraising through inclusion. Washington, DC: Council for Advancement and Support of Education, 2020. 239 p.
    In the practice of advancement, diversity, equity, and inclusion (DEI) have never been more imperative. Advancement leaders know that they need to engage and reach more diverse constituents and hire and lead more diverse teams. But many organizations and institutions are frustrated by their lack of progress in this critical area and may be unsure about the best ways to inculcate DEI thinking and practices. To meet that challenge, Angelique Grant and Ron Schiller have collaborated to write a comprehensive guide for building inclusive cultures and inclusive teams. The new book offers rich strategies for achieving behavioral change and sustained success in meeting key objectives for DEI.
  • Greenwood, James. "Leadership lessons: how heads must address the challenges DEI practitioners experience today," Independent school (Fall 2022).
    The author is dean of diversity, equity, and inclusion at Western Reserve Academy. He argues that heads of school must set up the DEI practitioner role for success, be aware of scenarios that often arise, and be ready to take a stand for DEI efforts when they face resistance. 
  • Hamilton, Heather; Entwistle, Brad; Abernathy, Jan. "Episode 62: Voices from the field: A conversation with Jan Abernathy – Overcoming pushback through uncomfortable conversations," CASE xChange podcast (March 28, 2022).
    Our voice from the field this episode is Jan Abernathy, Chief Communications Officer at The Browning School in New York City and conference chair for CASE-NAIS Independent Schools Conference 2022. Jan shares what the advancement sector looks like through the lens of diversity, equity, inclusion, and belonging (DEIB). Listen in to hear how opinions on DEIB differ between generations, the impact this has on your institution, and how you can overcome pushback through uncomfortable conversations. 
  • Hamilton, Heather; Entwistle, Brad; Collins, Sinéad. "Episode 24: Voices from the field: A conversation with Sinéad Collins: Diversity, equity, inclusion, and advancement in the schools sector [podcast]," CASE xChange (March 14, 2021).
    How does Sinéad Collins, who started off as performing musician and teacher in London, end up as the Director of Engagement and External Relations at United World College of South East Asia (UWCSEA) in Singapore? In addition, hear what Sinéad thinks international schools can do to cultivate diverse perspectives, and to ensure that diversity, equity, and inclusion are ingrained in the schools' values.
  • Jean-Paul, Marjorie P. "Advancement and development: a Black professional’s perspective," NAIS independent ideas blog (Sept. 28, 2021).
    Marjorie P. Jean-Paul is Chief Community Engagement Officer at Buckley Country Day School. In this article, she shares ways that advancement professionals can help to support DEI goals.
  • The journey starts with you: diversity, equity, inclusion, and belonging in advancement: on-demand online. Washington, DC: Council for Advancement and Support of Education, March 2023.
    Build your DEIB capacity through this on-demand CASE course focused on DEIB in Advancement. The course will take you through a personal journey focused on social identities, in-groups and out-groups, and approaching difficult conversations. You’ll come away from this course with a better understanding of yourself and others as it relates to DEIB.
  • Osborne, Judith. "Strengthening the role of the DEI practitioner," Independent school (Fall 2020).
    School leaders who are in the process of creating an equity and inclusion position for the first time or who are considering ways to restructure and provide better support for the existing ones, need to embrace the following critical strategies and actions to be more proactive leaders and allies. (Source: Excerpt.)
  • Ruben, Barbara. "Opening doors: how independent schools are fostering equity, access, and diversity," Currents 45, no. 6 (November/December 2019): 16-25.
    Independent schools aren't just recruiting more students from various backgrounds but also finding ways to help them pay tuition and support them while on campus.
  • Snyder, Ann; Pina, Christine. "Five questions to consider on your DEI journey," CASE blog (April 28, 2021).
    Ask yourself the tough questions as you explore diversity. This post presents the primary content from a session by Ann Snyder (CASE) and Christine Pina (Miss Porter’s School) from January 2021
  • Wawzenek, Bryan. "What is equity? Advancement and education leaders discuss how definitions and commitment are key to building more racially equitable institutions," Currents 47, no. 3 (May/June 2021): 26-33.
    What is race equity as it applies to education institutions? How are advancement teams approaching this work, which experts say involves a wholesale transformation of organizational cultures? How are institutions and individuals moving forward in the name of equity?
  • CASE Insights on Philanthropy in Independent Schools (United States).
    DASL is the National Association of Independent Schools’ online tool for the independent school community. Used by over 40 state, regional, and national independent school associations, it is a powerful, one-stop shop for U.S. independent school data collection. Since April 2022, CASE and NAIS have partnered on the Advancement Data, drawing from the CASE Global Reporting Standards to give schools access to consistent advancement data across the sector. CASE members get access to the full suite of DASL resources, including being able to see data in CASE Insights and the upcoming CASE Insights on Philanthropy in Independent Schools. Click here for more information, including how to access the data.
  • "Advancement benchmarking in independent schools: what should we measure, and why?" GG+A (Oct. 3, 2022).
    This webinar from GG+A is about 43 minutes long. With growing pressure on school advancement programs to increase fundraising revenue, but limited staff resources to devote to analytics and benchmarking, how can independent schools measure success and use metrics to develop effective strategies? Three thought leaders in independent school fundraising discuss key benchmark data points and the recent partnership between CASE and NAIS to collect independent school fundraising data. The speakers are Mary Carrasco, Senior Vice President, GG+A; Elizabeth Kolb Farr, Senior Vice President and Independent Schools Practice Leader, GG+A; and Ann Snyder, Senior Director for Communities Engagement, CASE.
  • Allyn, David. "Ace your first fundraising campaign," Independent ideas blog (June 2019).
    This NAIS blog post outlines basic and critical elements of major fundraising campaigns for independent schools that are planning a first campaign. The author covers the planning study, wealth screening, campaign phases, standard versus comprehensive campaigns, the cost of raising money, and consultants.
  • “Are you following these annual fund strategies?” Currents 42, no. 4 (May/June 2016): 10.
    The 2015/16 Independent School Advancement Survey of 352 institutions, conducted in January 2016, found major differences between what development leaders say is important and what they actually do. Researcher and consultant Ingrid Healy explains the trends.
  • Barnett, Meredith. "The show must go on: how community powers events (in-person or virtual) at Crossroads School," Currents 48, no. 5 (September/October 2022): 12.
    For a 2020 fundraiser, Crossroads School pivoted from a live show to a virtual event with musical performances and comedy sketches starring alumni, parents, students, and staff.
  • Be done with your annual fund in only 4 weeks [CASE webinar]. Washington, DC: Council for Advancement and Support of Education.
    This CASE webinar is presented by Meade Davis, Director of Advancement Outreach, Randolph School and Jill Gaunt, Director of Annual Giving & Alumni Relations, Randolph School. Does your annual fund drag on and on? Has parent participation become stale? Join Randolph School’s small Development Team for a discussion on how to bring the excitement back to annual giving and boost parent participation…all in just 4 weeks! By shortening our annual fund campaign, we surpassed our participation goal, increased revenue, and were able to spend the rest of the year focused on developing strong donor relationships. Learn how to leverage that powerful beginning of the year excitement by creating weekly themes, building an army of volunteers, and making it all about the students!
  • Charitable giving report spotlight: using 2021 data to transform your K–12 school’s strategy. Blackbaud Institute, July 2022. 11 p.
    This report highlights data on K-12 school fundraising from Blackbaud. It includes information on overall giving, average donation amounts, online giving, percentage of total funds from online giving, and trends by month. The report concludes with takeaways and recommended practices. Foreword by Ann Synder, CASE's Senior Director of Communities Engagement.
  • Coleman, Toni. “The young and the selfless: getting students to give? It’s elementary,” Currents 40, no. 2 (February 2014): 10.
    The Chestnut Hill School educates its students early about the responsibilities of alumni. The tween students have embraced the message with stunning success.
  • Colson, Helen A., Editor. Handbook of philanthropy at independent schools, 4th edition. Washington, D.C.: National Association of Independent Schools, 2015. 227 p.
    Newly updated and expanded, this book provides practical guidance on how to optimize your school’s essential programs — the annual fund, major and planned giving, capital campaigns, and advancement services; amplify your efforts with results-oriented analysis, technology, and communications; and succeed with your most influential constituencies and donors, including trustees, alumni, and international families.
  • Corbett, Joseph. "NAIS jobs-to-be-done research: why donors give to independent schools," Independent school (Spring 2021).
    In 2019, NAIS conducted research with independent school donors of varying demographics who donated between $100 to more than $100,000 to a variety of school projects. The purpose of the research was to understand why donors gave and the outcomes donors were hoping to achieve with their gifts. From this research, NAIS identified three donor profiles, or jobs, that can help school fundraisers better connect with donors.
  • Couzens, Marion. "A friend to the end," Currents 41, no. 2 (March 2015): 31.
    In 2014, Foxcroft, an all-girls boarding/day school serving 157 students in grades 9-12, received a transformative gift of $40 million from Ruth Bedford, class of 1932. One of the "How I Closed the Biggest Gift of My Career" articles.
  • Eber, Kimberly. "Building a culture of philanthropy," Independent school (Spring 2021).
    Eber, advancement director at Sonoma Academy in California, shares how she and her team worked on building a culture of philanthropy to reinvigorate fundraising efforts.
  • Farr, Elizabeth Kolb. "The importance of fundraising strategy," Independent school (Spring 2021).
    School annual funds were originally intended to fill the gap between tuition revenue and operating costs, but they can do so much more than that when approached strategically. Farr lists essential questions to ask to help guide fundraising strategic planning.
  • Gawor, Brian. “The fundraising landscape: seven themes and what they mean for independent schools,” Independent school (Winter 2019).
    The author, vice president for fundraising research at Ruffalo Noel Levitz, highlights seven themes he came across in surveys and interviews with more than 5000 education fundraising professionals. In this article, he highlights how these themes are relevant to independent schools.
  • Giacomini, Cara, et al. CASE Insights on philanthropy in independent schools (United States) in partnership with NAIS: 2022 key findings. Washington, DC: Council for Advancement and Support of Education, June 2023. 25 p.
    This is the inaugural report from a data partnership between CASE and the National Association of Independent Schools (NAIS). The partnership brings together the NAIS platform for reporting and analyzing comprehensive information on independent schools (Data and Analysis for School Leadership, or DASL) with the CASE Global Reporting Standards and CASE Insights reporting, which relate specifically to the function of educational advancement. The report provides schools with access to comprehensive, standardized data, enabling leaders to benchmark their advancement efforts against those of their peers.
  • Hamilton, Heather; Martin, Daniel. "Episode 48: Voices from the field: A conversation with Daniel Martin – Campaigns in independent schools and philanthropic trends [podcast]" CASE xChange (Oct. 19, 2021).
    Our guest for this episode is Daniel Martin, Director of Foundation and Executive Officer at St Aloysius’ College in Sydney, Australia. With over 20 years of experience in philanthropy and engagement in the higher education, medical research, and not-for-profit sectors, hear how Daniel is applying his learnings to a school setting. Listen in as he shares elements of St Aloysius’ College’s upcoming philanthropic campaign, the advantages to a school having a foundation, and philanthropic trends in the schools' sector we can expect.
  • Hamilton, Heather; Snyder, Ann. "Episode 51: Voices from the field: A conversation with Ann Snyder - The integrated advancement model and annual giving trends in schools [podcast]," CASE xChange (Nov. 9, 2021).
    Our guest for this episode is CASE’s own Ann Snyder, who is the Director of Independent and International Schools. Ann shares what an integrated advancement model can look like in schools, highlighting that both flexible thinking and getting support from the Head of School are what will ultimately predict the success of any institutional change. Also, hear insights on the latest annual giving trends from the recent CASE schools survey, including her advice on how your institution can sustain these positive trends.
  • Hamilton, Heather; Entwistle, Brad; Hmaidan, Soha. "Episode 69: Voices from the field: A conversation with Soha Hmaidan – King’s Academy and philanthropy in Jordan [podcast]," CASE xChange (June 28, 2022).
    This week, we are joined by Soha Hmaidan, Chief Advancement Officer at King’s Academy, a boarding and day school in Jordan. Hear about Soha’s career journey, which includes over 22 years of experience in advancement, the history of King’s Academy, its mission, and how Jordan’s philanthropic trends affect the school’s fundraising efforts. 
  • How to build a successful international fundraising program: a guide for colleges, universities, and boarding schools. Washington, DC: Campbell & Company, 2017. 13 p.
    This white paper serves as a guide to strengthen one's fundraising presence abroad.
  • Jantzi, Jeanne Zimmerly. "Capital campaigns: five ideas worth sharing," Independent school (Feb. 1, 2022).
    Here are five ideas for comprehensive campaigns that can help your school stay on track.  
  • Kee, Anne-Marie; Pezoulas, Katie; Smyth, Shane. "Reimagining how to engage major donors," Independent school (Spring 2021).
    Schools rely on a relatively small group of wealthy donors to generate the majority of fundraising revenue. This trend is expected to continue, so it is important for schools to properly steward their major donors and learn how to identify new major gift prospects.
  • Kennedy, Robert. “Major gifts to private schools,” Private school review (Last updated June 8, 2022).
    Highlights major gifts received by private schools over the years, defining "major gift" as $100,000 or more.
  • Laskowski, Tara. “Giving for the next generation: how one independent school quadrupled its participation rate, boosted regular giving, and encouraged legacy families,” Currents 42, no. 3 (April 2016): 9.
    Lakefield College School boosts giving through an alumni challenge campaign.
  • Magay, Alex. "In practice: the power of social media for fundraising," Independent school (Spring 2021).
    Social media and digital storytelling give us greater reach and a more robust platform to educate and engage donors [and] while social media will never replace face-to-face visits, annual fund appeals, phone calls, handwritten notes, reunions, and alumni publications, these online platforms have created a powerful space where we can share what’s happening at our school, remind alumni of their experiences, and reach new audiences. (Source: Excerpt.)
  • Morris, Megan; Spencer, Andy. “Parental pride,” Currents 42, no. 3 (April 2016): 42-48.
    How one independent school created a philanthropy program for new parents—with impressive results.
  • Orem, Donna. "The forecast for fundraising," Independent ideas blog (Jan. 11, 2022).
  • NAIS President Donna Orem looks ahead at philanthropy trends independent schools can expect for 2022.
  • Orem, Donna. "On my mind: reimagining philanthropy," Independent school (Spring 2021).
    The Covid-19 pandemic is changing philanthropy. Orem encourages school fundraisers to adapt to these changes and retain a spirit of experimentation and flexibility going forward. 
  • Orem, Donna. "Scenario planning: examining the trends in charitable giving," Independent ideas blog (Jan. 13, 2023).
    NAIS President Donna Orem shares scenarios that schools should consider during the fundraising strategic planning process in 2023.
  • Perspectives on independent school fundraising. New York: CCS Fundraising, 2018. 32 p. A look at current trends and best practices in independent school development. 
    The paper contains tools and actionable steps for strengthening your development program and methodologies to address challenges.
  • Principles of good practice: fundraising. Washington, DC: National Association of Independent Schools, 2017.
    NAIS offers these guidelines for practice for school advancement operations. Fundraising programs should exemplify the best qualities of the institution and reflect the highest standards of personal and professional conduct. These principles are addressed to trustees, school heads, development and alumni officers and staff, volunteers, consultants, and business officers.
  • Ross, Lisa Salinetti. “Student advancement at independent schools: diving dollars and teaching philanthropy,” in Lasting impressions: laying the foundation for engaged and philanthropic future alumni. Washington, DC: Council for Advancement and Support of Education, 2016. 108-114.
    Lasting Impressions discusses the topic of life-long engagement between colleges and universities and their alumni, given the research showing that donors are more likely to make major gift commitments later in life if they give their first philanthropic support as young alumni. This chapter focuses on the senior class gift drive at an independent school.
  • Sander, Libby. "This high school class of 1968 wrote a playbook: how to raise $25 million," Chronicle of philanthropy (April 9, 2019).
    Describes how the Culver Military Academy Class of 1968 planned its 50th reunion and raised $25 million in donations.
  • Schultzberg, Rebecca. “Move your campaign into the fast lane: conduct quick project-based campaigns with these six tips,” Currents 43, no. 5 (September/October 2017): 32-33.
    Independent schools often have projects such as turf fields or media centers that need to be completed—and fast! That's why an increasing number of schools have turned to compact campaigns to be agile in responding to growth and change.
  • Simmons, Holly Leber; Grams, Laura. "Acting out the ask: how role-playing can help volunteers gain fundraising confidence," Currents 48, no. 3 (May/June 2022): 48.
    Incorporating role-playing into board training can help trustees and volunteers gain confidence and be able to anticipate roadblocks when fundraising for institutions. Laura Grams, Director of Institutional Advancement at Berkeley Preparatory School, knows that role-play can be a powerful tool to engage trustees.
  • Simonetti, Kristin. “Take five: lessons from Park Tudor School’s March Madness giving drive,” Currents 40, no. 3 (March 2014): 9.
    Each March, Indiana’s Park Tudor School channels the state's love affair with basketball into the March Madness Young Alumni Challenge, pitting alumni classes from the past 24 years against each other in a friendly fundraising battle.
  • Snyder, Ann. "Fundraising is everyone's job: and it's your job to convince them to do it," CASE blog (Aug. 24, 2021).
    As we come back to campus with an anticlimactic start to a still uncertain school year, how do we invigorate the conversation about fundraising and faculty involvement? How do we communicate the age-old adage that “fundraising is everyone’s job” when everyone’s job is harder than it used to be?
  • Snyder, Ann. "Worried about a recession? 5 tips to keep in mind for recession fundraising," CASE blog (June 2022).
    While there’s no silver bullet in philanthropy, there are ways to stay the course and meet your goals and objectives in recession fundraising mode. Here are five things to consider ahead of and during a recession.
  • Soles, Herbert. “Directed giving: donors want options. We need unrestricted gifts. Here’s how to create the win-win,” Currents 39, no. 8 (October 2013): 28-31.
    Directed giving allows donors to funnel their gifts to broad budget-funding categories but not confine their contributions to specific areas. It helps educate donors about what independent schools achieve with the annual fund while satisfying both their desire to allocate their gifts and the schools' need for flexible donations.
  • "The state of school fundraising," Independent school (Spring 2021).
    NAIS's Independent School magazine interviews Mary K. Carrasco of Sidwell Friends School to talk about some of the essential questions that independent schools are facing and fundraising's critical role in answering them.
  • "Survey results: annual giving for independent schools 2021," Annual Giving Network (April 27, 2021).
    Shares Annual Giving Network data on fundraising at independent schools.
  • Taylor, Karla. Gifts that give back. Washington, DC: National Association of Independent Schools, 2012. 16 p.
    This booklet features advice on the benefits of parental volunteerism and answers to frequently unasked questions such as why should parents donate money to a school if they’re already paying tuition? The book also explains fund raising terms and includes a discussion on annual giving, capital giving, endowment giving, gifts in kind, matching gifts, planned giving, and restricted and unrestricted giving. 
  • Walker, Theresa. “Fun FAQ: kids make the case for the annual fund,” Currents 43, no. 2 (March/April 2017): 64.
    A charming and authoritative third-grader leads "Today's Lesson: The Pennfield Fund," a five-minute video set up as a class about the importance of the Rhode Island independent school's annual fund.
  • Walker, Theresa. “Rescuing the annual fund from the ho-hum: school uses funny videos—plus a superhero and a dragon—to educate about funding gaps,” Currents 39, no. 9 (November/December 2013): 6-7.
    The typical annual fund message about closing the budget gap is boring and confusing. So the Powhatan School injected some creativity, in the form of playfully kitschy videos, into explaining why the fund is important.
  • Walker, Theresa. “Word power: it only takes one,” Currents 43, no. 3 (May/June 2017): 56.
    Cheshire Academy's "One Word. One Gift." campaign asks supporters to submit a single word to describe their Cheshire experience and make an annual fund gift in honor of their chosen term.
  • Wawzenek, Bryan. "Auction evolution: how St. Anne's-Belfield School turned its Maroon & White Party into a week of online events," Currents 46, no. 5 (September/October 2020).
    With in-person events cancelled because of the Covid-19 pandemic, St. Anne’s-Belfield School transformed its Maroon & White Week into a series of online events.
  • Woodhouse, Kellie. "How a small school with no alumni network raised $10 million," Chronicle of philanthropy (Aug. 20, 2019).
    A school that serves students from families at or below the poverty line exceeded its campaign goal by $300,000. The median gift was $150.
  • CASE Advancement in Schools Survey 2018 results [infographic]. London: Council for Advancement and Support of Education, 2019.
    This infographic presents data from 36 schools from 23 countries. Mean and median figures presented. Currency reported in USD.
  • CASE fundraising in international schools report 2016: findings from data collected for the academic year 2014-15. Washington, DC: Council for Advancement and Support of Education, May 2016. 8 p.
    The CASE Fundraising in International Schools Survey provides a set of measurement standards for advancement programmes at international schools around the world. The survey emerged from practitioners to trace the growth and innovation of the development and external relations sector in international schools. This survey collected data October to December 2015. 39 international schools took part from 23 countries.
  • Jain, Yashraj. UK schools philanthropic giving report 2015: findings from the latest CASE UK Schools Survey of Philanthropic Giving. London: Council for Advancement and Support of Education, July 2015. 21 p.
    Designed for development offices in the schools' sector, the UK Schools Philanthropic Giving Survey looks at the length of time a development office has been in operation, considers the size of the development team, the methods of gift solicitation, the numbers of gifts donated by alumni and parents, as well as staff costs and budgets.
  • Lippincott, John; Sheff, Paul. School heads and chief development officers: perspectives on the partnership. Washington, DC: Council for Advancement and Support of Education, 2012. 23 p.
    This slideshow presents the findings from CASE surveys. Do school heads believe they're getting adequate support from chief fundraisers? Do fundraisers believe that their school heads understand their roles in fundraising success? In fall 2011, CASE conducted parallel surveys of independent school heads and chief development officers to gather their perspectives on their roles and relationship. Findings were presented at the 2012 CASE-NAIS Independent Schools Conference and are reflected in this presentation.
  • Paradise, Andrew, et al. From evolution to revolution: findings from the inaugural CASE Educational Communications and Marketing Trends Survey. Washington, DC: Council for Advancement and Support of Education, October 2015. 104 p.
    The inaugural C&M trends survey benchmarked investments and staffing in communications and marketing at independent schools, colleges and universities around the world. This white paper reports on the study’s results, gathered in 2013 from 318 responses, by institution type, enrollment size and geographic region. It also reports on the strategies and tactics used across audiences, as well as key findings on C&M management and structures, and the challenges and opportunities faced by C&M professionals.
  • Precollege results from the Voluntary Support of Education (VSE) Survey, 2018. Washington, DC: Council for Advancement and Support of Education, April 2019. 8 p.
    In 2018, 110 precollege institutions replied to the Voluntary Support of Education (VSE) Survey. A core group of 101 replied in both 2017 and 2018. The core group of institutions reported significant increases in support from all sources and for most major purposes. This report summarizes basic findings about precollege respondents’ fundraising outcomes. 
  • Slover-Linett, Cheryl; Stoner, Michael. #SocialMedia, advancement and fundraising in education. CASE; Huron Education; mStoner, October 2013. 38 p.
    This white paper reports on findings from the fourth survey of social media in advancement, conducted by CASE, Huron Education and mStoner. The survey was taken by more than 1,000 CASE members. Featured are six case studies on the effective use of social media in fundraising.
  • A snapshot of K–12 marketing spending. Washington, DC: Council for Advancement and Support of Education, July 2010. 1 p. 
    This one-page snapshot reports on the results of a 2010 survey on communications and marketing spending by independent schools. The survey of 74 institutions was conducted by Lipman Hearne in collaboration with CASE.
  • Using social media in a crisis: independent school snapshot. Washington, DC: Council for Advancement and Support of Education, February 2012. 14 p.
    The results of a survey of CASE-member institutions on the current use of social media platforms in crisis communications.
Independent Schools Samples

Most of the CASE Library's sample collections include multiple institution types, but the following collections feature sections that highlight independent schools:

Alumni Magazines
Alumni Surveys
Annual Reports
Branding
Economic and Community Impact Reports
Gift Acceptance Policies
Giving Reports & Donor Honor Rolls
Naming Policies & Opportunities 
Organizational Charts
Sexual Harassment Policies
Social Media Policies
Stewardship Videos

 

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Subject Guide Asia-Pacific Europe US/Canada K-12 Independent Schools International Schools COVID-19 Independent Schools Advancement Services Alumni Relations Engagement Parent engagement Communications & Marketing Branding Crisis Management Online Communications & Marketing Social Media Websites Fundraising Annual Giving Campaigns Planned giving Organization & Management SERIES: Subject Guides

Other resources in SERIES: Subject Guides

Subject Guide: Resources to Help Institutions Respond in a Time of World Crisis

CASE understands that the current world crisis has an impact on several stakeholders including students, staff, partners, and donors of the institution. CASE has compiled resources to help institutions in this very difficult time. This collection includes resources for developing external and internal crisis communications plans and includes excerpts from the CASE Global Reporting Standards and key CASE ethics resources for responding to questions on philanthropy.

Subject Guide

Subject Guide: Artificial Intelligence

The release of ChatGPT in November 2022 spurred renewed discussions on the use of artificial intelligence (AI) in the workplace and academia. This resource collection from the CASE Library introduces the basics of AI, takes a look at some of the latest trends and ethical questions, and provides information on how AI is being leveraged by educational institutions and nonprofit organizations. 

Subject Guide