Finding the Best Fit: How To Make the Most Of Independent School Open House Season
Independent school open houses showcase state-of-the-art facilities and self-described transformative programs, but parents should look deeper than appearances. The freedom independent schools enjoy in curriculum design fosters innovation, yet it also makes it harder to determine effectiveness. The traditional four-year college degree is no longer the only route to long-term success. So, as alternative pathways gain traction, parents and trustees should assess their schools’ value propositions. In a world where college may no longer be the ultimate destination, how can K-12 schools prepare students for an unpredictable future? What skills, mindsets, and habits will graduates truly need?
Schools count on parents not being pedagogical experts, but parents can determine whether a school has a clear educational purpose, measures learning and growth, and uses evidence to drive improvement. The strongest schools are those that can clearly demonstrate their unique impact on student development. Can the school distinguish its positive contribution from student selection and family background?
Questions for Parents to Ask:
What are the most important things students should learn here?
How are those learning goals built into the curriculum and daily experience?
What teaching methods does the school use to help students reach those goals?
How does the school track both student learning and growth over time?
How open is the school about what’s working and what isn’t?
How does the school act on what it learns—what specific improvements have been made based on evidence?
How many students receive outside tutoring?
How many students get extra time on tests?
What are the school leadership priorities?
How much of a priority is Diversity, Equity, Inclusion, Justice, and Belonging (DEIJB)?
Is the school rebranding its DEIJB efforts to highlight unity, using terms such as “belonging” and “culture”?
What framework or process does the school use to audit its curriculum for diverse perspectives, and when was the last audit conducted?
What recent professional development was dedicated to “inclusive” pedagogy, cultural competency, or fostering belonging?
What is the school’s AI strategy?
How does the school handle incidents involving bias, discrimination, or exclusion?
What Good Evidence Looks Like
As you evaluate schools, pair their statements with targeted follow-up questions:
If a school says…
“We have a rigorous curriculum.”
ASK: What evidence shows that students are mastering it?
“We develop critical thinkers.”
ASK: How do you measure critical thinking?
“We develop excellent writers.”
ASK: How do you measure writing growth?
“Students become independent thinkers.”
ASK: How do you assess independent thinking?
“We provide individualized education.”
ASK: How do you measure whether individualization improves learning?
“We continuously improve.”
ASK: What changed recently because of student-learning evidence?
“Our curriculum is continually evolving.”
ASK: What changed recently and why? What have you learned from your students, and what did you change because of it?
“Our graduates attend outstanding colleges.”
ASK: What do you know about student growth before graduation?
“Students are exceptionally well prepared for college.”
ASK: What evidence do you use besides admissions outcomes?
Look for responses grounded in data, student work, growth over time, and specific examples of change. This approach helps you move beyond marketing language and toward real indicators of a school’s educational impact.
It’s also important to be aware that many independent schools are rebranding their DEIJB efforts. This is largely in response to parent pushback and recent moves by the Treasury and IRS to End Tax-Exempt Status for Discriminatory Practices in Private Schools. However, the National Association of Independent Schools (NAIS) prioritizes “belonging-grounded school cultures” in its Strategic Plan 2030, and schools increasingly use student culture surveys to measure belonging instead of abstract equity frameworks. This language shift allows schools to advance “inclusion” while potentially easing political and parental resistance and keeping the focus on student experience.
Conclusion
The most important question remains: How does the school know its programs are working? Parents should seek tangible proof that students are learning, growing, and developing—not just impressive college admissions results. Most importantly, can schools show the unique impact of their program, separate from the advantages and special accommodations students bring?
In the latest piece by Katie Davis from the Free Press, No, Your Kid Probably Doesn’t Need Extra Time on Tests, Davis shares, “I’m a neuropsychologist, and I’m here to tell you: The number of parents seeking test accommodations for their kids is out of control. And private schools are largely to blame.” Davis discusses the uncomfortable truths about private school parents “gaming the system.” In the article, Davis goes on to explain:
“Private schools have no such guardrails. They can pick and choose whether they want to provide accommodations, and to whom. Private schools in the United States aren’t required to report the number of their students who receive testing accommodations, but data from the United Kingdom shows that students at private schools receive testing accommodations at rates roughly 50 percent higher than their state school peers.”
Worth Watching
“If the traditional on-ramp from campus to career narrows, there will be major consequences—for not only individual families but also colleges and employers. And new questions will emerge: Which institutions, majors, and skills still hold their value? How should families weigh prestige against fit? And what should colleges, employers, and policymakers do as the career ladder is rebuilt?”
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