Keep Score. Then Analyze It.

In his book , “The Eighth Habit,” author Stephen R. Covey (1932-2012) makes a profound statement: “People play differently when they’re keeping score.”

Think about it!  A volleyball game is pure fun if the score doesn’t matter. But when players are keeping score, set-up strategies develop, rotations are changed for maximum effectiveness, and teammates support one another.

So if keeping score matters, why don’t we do it when we’re enrolling students in our schools?  Sure, we say “We have 10 more Kindergarten than last year,” but what happens if “only two” students per grade disenroll from your K-8 school every month during the school year. Even though you have 10 more incoming students, you’ll actually have 8 fewer total students in the school.

SchoolAdvancement’s BASIQS (Bringing Additional Students In to Quality Schools) program includes the Enrollment Estimator (TM), a followup-tracking system, and a scorecard so that a month-by-month picture of enrollment can start to develop when you analyze the data…and you must analyze the data to see if there are trends which develop. Perhaps you’ll see more students disenroll in February than in any other month; or perhaps you’ll see that your school enrolls more new students in February rather than January when you come back from holiday/mid-year/semester break.  One Catholic PK-8 school that used it found that they had an uptick in enrollment at 6th grade.  They discovered these families were planning on enrolling their children at the local Catholic high school, and wanted their children to get to know the children with whom they’d be sharing their high school educational experience.

Tracking enrollment is one of the most important things you can do to grow your school’s enrollment since each student is associated with a particular income to the school. The other four important things (which make a 5-element system – see what I did there?) are:

  • Maintain the enrollment you already have with retention strategies;
  • Adopt and implement an enrollment program with regular follow-up of families with prospective students;
  • Determine your school’s remarkable qualities to market it for enrollment growth; and
  • Estimate your enrollment utilizing data rather than hope.

Unlike the public school, which receives funding based on the number of students in the school district within an approved “public” setting, your faith-based or private school relies on tuition to maintain a healthy cash flow. To be keenly aware of enrollment figures keeps helps to keep the financial health of the school top of mind too, especially since the “faster” way to increase funds coming to the school is to enroll more students, rather than relying on fundraisers and financial support from outside sources.

You may be thinking, “But aren’t development dollars also important?”  Yes! But there are three important considerations:

1) If you need to pick one – even though both enrollment and development are long-term strategies – choose enrollment.  You can have all the money in the world, but if you don’t have students in the school, the school cannot continue to fulfill its mission, let alone advance toward its vision.

2) Who is the “champion” of this activity?  Do you have an Enrollment and Marketing Director on your staff?  Do you have an Advancement Director on your staff?  Do you an Administrative Assistant who is also responsible for tracking enrollment on a monthly basis, and analyzing the data to see if trends develop?  Remember that example of the school that found their enrollment uptick in 6th grade?  They had a Development Director who tracked the data, and discovered what was happening, and reported it to the principal.  Dare to say if the school didn’t have that person on staff, the trend might have gone unnoticed.

3) Consider the “major gift” to your school.  Some groups I belong to consider anything over $25,000 to be a major gift.  Some that I’ve worked for consider $100,000 to be the “lowest level” of a major gift, but the fact of the matter is that your institution sets your major gift “threshold.”  For instance, I just received the annual report from of our local United Way agency.  Donor amounts are listed in the publication, and the “lowest level” of contribution that’s individually recognized is a gift of $500.

How do you set the Major Gift Threshold (MGT) for your school?  Think about this:  What is an amount that, if given to you by a donor, will take your breath away?  Let’s say that figure is $100,000.  Would a gift of $50,000 evoke the same type of reaction?  How about $25,000?  How about $10,000?  Keep going lower.  What if a donor or a local business gave you a check for $5,000?  Would you say, “Gee, isn’t that nice,” or, “Oh my goodness, this is fantastic!”?  When you get to the “Gee, this is nice” figure, you’ve reached your “Major Gift Threshold.”

How does this affect thinking about tuition?  Let’s go back to the Major Gift Threshold.  Do you get excited if someone would write a check for $4,000 to your school?  If you said, “Of course!” and if your per-student tuition is more than that figure, then every student enrolled in your school represents a major gift – not only in terms of the revenue for your school, but for the experience your school is providing for that child and their family.  Now, think of those families that have two or three children enrolled in your school.

There’s a reason Enrollment and Development are both considered “long-term” strategies in the ARMED framework of SchoolAdvancement.  They must be thought of in the same light, since “Every good gift and every perfect gift is from above” (James 1:17).

© Michael V. Ziemski, SchoolAdvancement, 2006-2017