Every parent wants their child to flourish throughout their education but few decisions are more difficult than choosing the right school. The Independent Schools Guide from Gabbitas Education has been informing parents in their independent school choices since 1924. Included in this most authoritative and extensive guide to UK independent schools: Choosing a school (day, boarding, prep and senior) School fees planning Coming from overseas Independent school inspections (ISI and Ofsted) Extensive directory of UK independent schools Detailed school profiles Sixth form choices, including tutorial colleges, and beyond To see schools online, visit the guide's website at www.independentschoolsguide.com

All parents want their child to be happy and successful at school, but few decisions are harder than identifying the right school for your child. The Independent Schools Guide, now in its 17th edition, provides all the guidance and advice needed to make the most informed decisions. The book includes an extstensive reference section for over 2,000 schools; details on fee planning, scholarships and bursaries; guidance for overseas parents, including language support and guardianship; and detailed profiles of over 200 schools and colleges. For any parent, guardian or carer who is considering the independent sector, the Guide is the definitive reference source.

The first book published about independent school libraries since 1985, this work offers both the independent school library community and the broader school library community a wealth of insights into excellence in library practice. Independent School Libraries: Perspectives on Excellence offers readers insights into best practices in library services for school communities, using examples drawn from independent schools of various sizes, descriptions, and locations across the United States. Two overview essays introduce a statistical analysis of independent schools. Each of the remaining essays provides perspective on a different aspect of library practice, including staffing, advocacy, assessment, technology, collaboration, programs beyond the curriculum, intellectual freedom and privacy, budgeting, accreditation, disaster planning, and more. Because independent school librarians work across divisions and without a mandate to adhere to state or national standards, they have the freedom to explore and refine best practice in a school library setting. Fortunately, the ideas and methods they have developed, many of which are on display here, can be applied in any school library.

Published in 1994, this book examines the processes through which independent school community service programs, as educational innovations, become more or less institutionalized in nine independent schools. The author considers school sponsored opportunities for students to serve in community-based organizations such as hospitals, day-care centres and nursing homes, and the aspects that influence the effectiveness of such programs. As a result of the study our understanding of the processes and factors that appear to be associated with program institutionalization are deepened. The rationales underlying independent school community programs are also examined. Finally the book raises questions for further research in independent schools regarding the nature of change, the program development process, and the role of affective education.

Marketization and privatization in compulsory education have spread around the globe. School choice is seen by many to be the panacea to develop the quality of schools and improve school systems worldwide. Additionally in many countries several types of private schools expand and change the school landscapes. The articles of the anthology analyse and discuss these changes in several countries and ask to what extent and in which ways school choice and the growth of private school play a role for education policies and education systems. Which political and civil society actors are active in formulating and promoting school choice and private schooling? And to what extent does the expansion of private schools and school choice address questions of educational inequality and social segregation.

This report is based on the Schools and Staffing Survey (SASS) of 1987-88 and 1990-91 and is designed to provide a broad picture of private schools in the United States. The SASS collects data on only a sample of private schools, but collects a much richer picture of each participating school than does the Private School Universe Survey, a supplement to the Common Core of Data. In 1990-91, the SASS found that there were approximately 24,690 private elementary and secondary schools in the United States, serving an estimated 4,673,878 students in kindergarten through grade 12. This suggests that nearly one-quarter of the schools in the nation are private, and that 1 out of every 10 students are in private schools. Findings from the SASS are presented in sections on: (1) characteristics of private schools as units; (2) characteristics of students; (3) characteristics of teachers and principals; (4) educational goals of teachers and principals, their perceptions of school climate, and rates of graduation and college attendance; and (5) descriptive profiles by religious or other affiliation. Ten figures and 44 figures present survey findings. Two appendixes contain tables of standard errors and technical notes. (Contains 31 references.) (SLD)

Throughout much of the industrialised world in the 1980s and 1990s governments divested themselves of responsibility for providing services for their citizens and espoused the ideology of the market. In education the term ‘quasi-market’ has been used to describe the situation where the market forces introduced into schooling differ in some fundamental respects from classical free markets. This book brings together specially written accounts of developments in the quasi-market in nine countries. The authors were asked to focus on their own particular country and to review policy developments in school choice over the previous five to ten years. In addition they were asked to assess the research evidence on the workings of the quasi-market of schools and, in particular, the effects of such changes on children of different genders and from differing social class and ethnic backgrounds. The result is a series of thought-provoking articles that add greatly to our understanding of the pressures that led to quasi-markets in education, and of how particular countries have responded to such changes and to the potentially inequitable effects of such moves.