American School of Paris
DRAFT
Strategic Plan Framework and Findings
Submitted to the American School of Paris Board of Trustees, Faculty, Staff, Students, Parents and Community by the Strategic Planning Design Team
November 12, 2010
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Table of Contents Introduction and Design Team Draft ASP Beliefs Draft ASP Mission Sample ASP Parameters Draft ASP School Improvement Objectives Draft ASP Strategies Appendix I : ASP Critical Issues Appendix II : ASP Strengths Appendix III : ASP Weaknesses Appendix IV : ASP External Factors Analysis Appendix V : Paris and Western Europe Competition
3 4 5 6 7 8 9-‐10 11 12-‐13 14-‐19 20-‐22
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Introduction
The American School of Paris Strategic Planning Design Team completed three days, November 10-‐12, 2010, of deliberations about the future of our school. The design team based its findings on the Future Search Seminar data (defining numerous opportunities, needs and concerns), school history, and information about student learning, enrollment, finances and market share. This packet provides an overview of the design team’s findings on recommended school beliefs, a new mission statement, sample parameters, school improvement objectives and specific strategies for achieving our school’s loftiest aspirations for our students and school community. The appendices provide the design team’s summaries of strengths, weaknesses, critical issues facing the school and an external analysis that includes a view of our competition within and beyond the Paris region. As a reader, keep in mind that the content of this information packet, except the appendices, is in DRAFT form. The design team and our board of trustees are seeking your input on each of the strategic plan components. Also, be aware that as you read each section that the wording of each sentence, phrase and in many cases, each word has been carefully weighed for its meaning toward helping our school not only invent, but confidently meet the future for our learners. This packet also announces that the content serves as a foundation for our need to write very specific and implementable action plans for each strategy. In the coming months we will need to marshal representatives of our entire school community to serve on the action plan writing groups where research, current practices and specific action steps need to be discussed toward completing a set of separate action plans for each of the stated strategies. So our work to thoroughly define and then implement key ideas for our school’s future to continue. For now, we need you to read through this packet, react to the ideas and provide your feedback on the ASP Strategic Plan forum site, (see www.asparis.org) or to us individually. We will also share other future publications and media presentations in the coming weeks toward fully informing you of the intent of our draft ASP strategic plan. Respectfully Submitted By, Students: Eli Rivkin, Anna Bradley Webb, Guillaume Julian, Anthony Ghosn, Zaahir Badruddin, Michael Carden, Stefanos Bennink, Berangere Judis Parents and Alumni: Terry Bachmann, Nasreen Badruddin, Jordan Lewis, Omnia Nour, Anne Schwartz, David Zeiler Board of Trustees: Lis Seeley, Claire Staniforth, Giovanna Monnas, Betsy Blackwell Faculty and Staff: Elvi Keulen, Emma Silva, Greg Jacks, Janet Stettner, Agnes Poudou, Gillian Lynch, Joseph Scanlon, Andrea Neubauer, Tim Trainor, Craig Vezina, Hal Judis, Mario Chioini Administration: Margaret Coleman, Kathy Miner, Aaron Hubbard, Larry Love, Laurence Feniou, Michele Calon, Mark Ulfers
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OUR BELIEFS
Definition: Our fundamental values or ethical code that establish our moral and ethical priorities, our bedrock convictions, which serve to guide all American School of Paris activities.
We Believe That: • Every person has equal worth. • Honesty and integrity are central to all we do. • Individuals are responsible for their choices and actions. • We best meet the needs of learners when we understand them as individuals. • Through hard work and determination individuals can achieve their potential. • Every member of a community has the responsibility to contribute to the greater good. • Seeking to understand diverse cultures, ideas and practices that enrich a community. • A culture of high expectations and striving for excellence leads to higher achievement. • Learning is a continuous lifelong endeavor. • Great schools nurture passion, curiosity, creativity, self-‐ expression and joy. • Going beyond the familiar and taking risks stimulate growth, innovation and self-‐discovery. • In a rapidly changing world, achieving excellence demands commitment to continuous improvement. • Everyone shares responsibility for our global community and environment.
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OUR MISSION Definition: Our declaration of ASP’s unique identity to which we aspire–describing whom we serve, our specific purpose– what we will achieve with our students– and the means by which we will achieve our purpose. Our mission describes the extraordinary purpose of our school– and it serves as our target toward which we concentrate disciplined action, effort, resources and energy.
The American School of Paris is a highly diverse, vibrant and family-‐oriented community. Our mission is to inspire every student to achieve personal and academic excellence as engaged, global citizens by ensuring a challenging, student-‐centered program within a compassionate and cutting-‐edge environment.
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PARAMETERS
Definition: Boundaries within which ASP will accomplish its mission. Parameters describe self-‐imposed limitations that sharpen our focus on accomplishing the intent of our mission.
Examples (based on notes from critical issues discussion– and only provided as examples) • • • •
The best interests of our students and their diverse needs will always be at the center of our decision-‐making. We will always provide a safe, supportive, and healthy environment conducive to learning. We will always provide a broad, balanced, high-‐quality educational program, including visual and performing arts, as well as sports. No new program or service will be accepted unless it is consistent with the strategic plan, the benefits clearly justify the cost, and provisions are made for professional development and program evaluation.
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We will not tolerate behavior which demeans or is disrespectful to any individual or group.
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We will actively encourage family involvement in the life of the school.
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OBJECTIVES
Definition: Our commitment to achieve specific, measurable, observable, or demonstrable results that exceed ASP’s present capability. Our objectives are practical and specific manifestations of the mission and represent the highest priority results we must achieve to improve the school and best meet the intent of our mission. Objectives are goals with school-‐wide implications for change.
• Each student will set and achieve challenging educational goals related to academics, aspirations and personal interests. • All students will meet or exceed appropriate performance standards and proficiency levels in English and French, and we will increase the percentage of students learning additional languages. • Every student will understand and consistently demonstrate the character attributes to be a contributing global citizen and responsible leader. • All students will demonstrate increasing proficiency in such interdisciplinary skills as critical thinking, problem solving, communication, collaboration, digital literacy and creativity.
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STRATEGIES Definition: ASP’s bold resolutions that dedicate resources and energies toward creating systems, or the means to achieve the objectives and be true to the intent of our mission. The objectives are the “what”, and the strategies are the “how.”
• We will develop, implement and communicate rigorous, relevant, assessed PK-‐12 curriculum, specifically designed to achieve academic excellence and aligned to our mission and objectives. • We will fully exploit the benefits of technology to best achieve our mission and objectives. • We will develop and implement long-‐term plans to secure our finances, facilities and campus necessary to fulfill our mission. • We will develop, implement and assess an expanded French and additional language-‐learning programs. • We will develop and support faculty, administration and staff to continuously improve professional performance and maximize student learning. • We will design a system to support students in setting and achieving educational goals related to academics, aspirations, and personal interests. • We will identify, model, reinforce and recognize the character attributes which enable every student to be a contributing global citizen and responsible leader.
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Appendix One:
SUMMARY OF CRITICAL ISSUES
Definition: ASP’s OPPORTUNITIES are defined as those areas and ideas that, due to a blessing in time and circumstance, are uniquely ASP’s strengths and are so powerful that they will push our school closer to the ideal of our mission.
Opportunities • If only we could maximize the effective use of technology in our school, we would transform teaching and learning for all– and better address differentiation challenges and 21st century skills. • If only we could resolve the land issue then we could build a world-‐ class, state-‐of-‐the-‐art educational facility (school) characterized by enhanced/maximized holistic learning. • If only we could fully integrate and maximize technology in teaching and learning, then we could create a school characterized by innovation and opportunity and vision. • If only we could capitalize on this moment of new leadership and commitment to improve, coupled with the skills and strengths of the staff and the support of our community, we could create a culture that focuses and prioritizes high levels of learning for every student. • If we could only fully capitalize on and invest in our committed, motivated, quality faculty and community members, then we could create a school characterized by excellence with fulfilled, happy, achieving students.
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Appendix One:
SUMMARY OF CRITICAL ISSUES (continued) Definition: ASP’s THREATS are defined as the critical issues deemed so powerful that if not dealt with, we risk compromising our ability to deliver the promise of our mission.
Threats
• Unless we find a way to coherently identify our holistic, yet rigorous and relevant curriculum with documented excellence in student outcomes, we risk not being an ambitious and innovative school for our students. We risk short-‐changing kids. • Unless we define, articulate and implement an aligned K-‐12 curriculum, we will fail to evaluate both student and teacher performance. • Unless we find a way to improve the curriculum, we will not be able to achieve academic excellence and meet the needs of our students. • If we do not ensure academic excellence throughout ASP, we will not be able to provide the high quality education we desire, currently and into the future. • Unless we find a way to provide consistent academic excellence to all students, we risk losing our status, reputation and enrollment. • Unless we identify, integrate and implement an all school process for an effective use of technology, then we risk losing our opportunity to fully compete in the Paris region and across Western Europe. • Unless we find a way to improve our financial condition and expand our revenue sources, we will not be able to realize our vision and mission (e.g. land and campus development) • If we do not keep and improve our campus-‐based facility, we will no longer be capable of providing whole-‐child/holistic education. • Unless we find a way to ensure that we have a campus and facilities that support our mission–and plan for the transition–then we risk our ability to plan effectively for the future. • Unless we find a way to ensure a high quality and expanded, experiential-‐based world language-‐learning program, we risk compromising our students’ potential for future success as global citizens.
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Appendix Two:
STRENGTHS Definition: Assets, qualities, attributes possessed by ASP that will fully support the achievement of our school’s highest aspirations for our students and community. These are attributes that will be most effective in helping us achieve our mission– thus allowing us to capitalize on our strengths.
The planning team did not reach consensus on the following list of strengths. A single member of the strategic planning design team could have submitted an idea.
• • • • • • • • • • • •
• • • • • • • • • •
Quality of the teacher-‐student-‐parent relationships Welcoming, nurturing, family oriented environment Broad curriculum options in the Upper School Wide variety of extra-‐curricular activities and experiences We capitalize on our location near Paris Multicultural nature of our ASP community Good campus and facilities High quality, committed faculty and staff Advisory program Extension program Involved and empowered students with a strong voice Striving to meet the range of learning needs and willingness to provide support to a broad spectrum of students Fine and performing arts Enthusiastic learners and supportive families Tradition and reputation and rich history of ASP Solid funding for curriculum needs and good financial health Innovation and initiative are encouraged Opportunities for professional growth College guidance and admissions process Faculty expectations for personal student excellence Develops creative problem solvers and critical thinkers Faculty, staff and administration continuity
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Appendix Three:
WEAKNESSES Definition: Liabilities, qualities, and attributes within ASP that will impede advance toward our highest aspirations for our students and community. These are inadequacies that must be overcome to fully achieve our mission.
The planning team did not reach consensus on the following list of weaknesses. A single member of the strategic planning design team could have submitted an idea.
• Curriculum concerns: o Coordination and alignment o Consistency of delivery o Skills continuum PK-‐12 • Identified gaps in the curriculum o Service learning o Sustainability Issues on Environment and Health o Character and citizenship • Lack of focus on and respect for French language, culture and history • Insufficient language offerings • Insufficient time for collaboration among and between faculty and staff • Lack of school spirit • Inconsistency of teaching performance • Weak faculty and staff accountability • Inconsistency in quality of athletic coaching • Insufficient and ineffective integration of technology in teaching and learning • Lack of overall communication plan and execution • Insufficient support for social and emotional issues which interfere with learning • Lack of clarity regarding the extent of special needs and EAL programming • Lack of a one school culture-‐ we are operating as four separate entities • Some faculty/staff/administrators resist change • High cost and dependency on tuition, lack of alternative sources of revenue • Insufficient focus on health, fitness and nutrition • Insufficient follow-‐up on stated parent concerns (perception?) • Respect, responsibility, honesty, collegiality not fully applied • Lack of IB,AP and other Upper School course offerings, flexibility, and perception regarding the value of different diplomas
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• Lack of alignment of professional development with the school’s mission and lack of follow through and sharing • Lack of communication and transparency among departments regarding balancing testing and student projects schedules. • Lack of master plan for facility development • Degree of challenge in math and science curriculum • Underutilization of multicultural community
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Appendix Four:
EXTERNAL FACTORS
Definition: Social, technological, economic, educational, political, and demographic factors, circumstances, and conditions over which ASP has no direct control. These factors may present significant opportunities if they are appropriately anticipated and capitalized upon or may present a threat whereby ASP must modify current practice(s). Properly isolating these factors may allow us to exploit the potential or soften the overall impact.
Category : POLITICAL AND ECONOMIC Strategic Planning: Nov. 8-10,2010 FACTOR PREDICTION IMPACT Land agreement expires June 2012.
ASP will purchase or lease site.
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Rise of Chinese economic power.
China will invest heavily in France.
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Elimination of USA foreign earned income tax exclusions. Terrorist Threat.
Too expensive to live and work in France. Fewer USA businesses will send Americans abroad. At best will remain stable, but is likely to escalate.
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U.S. Economic (job) crisis.
Dollar depreciation. Reduction in USA government employees based in Paris.
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Financial cost substantial in either case. Opportunity to plan long-‐ term facility improvement. Increase in Chinese families in France. Stronger French economy leading to more international families moving to ASP. Fewer US teachers to come to ASP Greater security costs. Potential impact on enrollment. Time and energy devoted to security protocol. Higher tuition costs for U.S. dollar clients leading to a decline in enrollment. Decline in US enrollment
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Category: DEMOGRAPHICS FACTOR PREDICTION French, increasing demographic (Canadians)
IMPACT • • •
Increased Asian families (Korea, Japan, India
More multi-‐lingual families
Fewer corporate sponsors (moving offices, reducing packages)
Large number of intact families
• • • • • • • • • • • • •
Increase stress on EAL Increase demand on bilingual program Changing demands on curriculum: IB, French national exams, impact on college placement. More pressure on family and student support. Classroom environment. Impact on curriculum Saturday classes? Multi-‐cultural families with different needs. Stability Less easy to predict numbers. Possible impact on tuition. More expatriates can’t afford. Trailing spouses – great resource Kids have support at home Friendly environment. Expectation of parent involvement.
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Category: DEMOGRAPHICS FACTOR PREDICTION Americans no longer majority of clients
Increasing number of self-‐payers: • Locals • Life-‐ experience families
IMPACT • • • • •
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Families arrive with children in different grades (uneven distribution)
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1/3 population stays – long term – arrives/leaves transient Need of long-‐standing families
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School culture Curriculum Mission Who are we.. ? Could price ourselves out of competition with our high tuition. More local families, new opportunities for fundraising? Less stable? Companies no longer paying ex-‐pat tuition? More dual workers? Admissions and space, class size, communications Special needs? Families with kids, in different schools Impact on scheduling + holidays Difficulty in predicting student numbers Pressure on family, support, acculturation… How do we meet their needs? Living skills – recognize ex-‐pats who are seasoned. Need for a greater immersion in French culture
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Category: SOCIAL FACTOR Family Dynamics
PREDICTION In the future, we will have parents who have professional obligations
IMPACT
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Parents are away from home School communication with parents is difficult Parents work long hours Pressure to expand support for students/families Disrupts family dynamic
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Puts pressure on family
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Less school/parent involvement in social interactions Greater potential for unnoticed bullying/emotional harm Pressure to involve issue in curriculum Various means of expression Expansion of social pool Makes community transition easier Exposure to cultures Welcoming community: people fit in easily Fragile social foundation Academic integration and adjustment Social integration and adjustment Students are exposed to violence, etc., and the school will have to realign the curriculum to deal with this. Media have an effect on children’s values and character. Behavioral issues Eroding respect among students More time spent watching TV/video games. Earlier development of sexuality Effects on behavior Pressure to address alcohol in school Awareness programs need to continue beyond 9th grade
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Social Network
There will be trailing spouses who cannot continue their career in France There will continue to be a high number of divorced and separated parents Social Network is expanding
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• • • • Transient Community
We will always have a high turnover
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Media
Medi a will continue to be pervasive and will be an expanding source of identification.
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• • • • Alcohol
Alcohol will continue to play a large role in the social life of students
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Category: EDUCATIONAL FACTOR PREDICTION Language: increased demand on use of world languages Strong mother tongue Widening need of students in the classroom
Role of Teacher Differentiation Rate and Styles Adapting and thriving in ever changing world and workplace
Increased competitiveness for college acceptance
Increased critical partnerships
English, Spanish, Mandarin, Arabic, languages of commerce International school support – mother tongue Families expectation to meet student identified needs
IMPACT Mandarin level 4 language-‐ requires daily focus Greater change of learning 2nd + language Adjusting professional development to address teachers’ needs • Assessment/Evaluation • Differentiated instruction • Delivery of instruction • Assistance w/technology • Backwards planning Use of planning time
Widening student profile Change in communication and need for collaboration New focus on Emphasize: skills/values that are • Cross disciplines knowledge demanded and • Communication rewarded in 21st century • Team work/collaboration work place • Analytic and problem solving • Entrepreneurship • Leadership All these skills supported by technology Increase numbers of Students reorganize their learning high school graduates priorities according to necessary requirements -‐> stress No increase in places in Narrow skills set – test takers colleges Cautionary: nd 2 tier college are Limit to comprehensive program : no becoming new “highly time for art, sports. selectives” School mission driving Collaboration between school and establishment of corporations to promote knowledge corporate non profit and support relationships to meet Increased focus on internships and goals of school. mentorships
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Category: TECHNOLOGY FACTOR Accessibility/ubiquity of technology
PREDICTION
Expectation that we will use and allow student full use of technology
“Anytime, anywhere” use Mobile computing Expectation that all school and student info is available online We will feel pressure/obliged On-‐line learning On-‐line increasing – a viable alternative for families Accepted method of professional development.
Glut of information Social Networking
Availability of new teaching technologies Ex: • Response/ formative assessment systems • Interactive technologies
Inability to discern information It will continue to grow, change people’s perception of community, privacy. Schools will increasingly make use of these technologies to impact learning positively
IMPACT Financial Usage policy Teacher Training Curriculum IT skills, individual, digital, citizenship Paradigm shift PD ! in schedule? We need to explore the implications of possibilities specific to different grade levels. Need for wider discussion, evaluation Potentially broader curriculum • Opens up more professional development opportunities • Cost benefits • Requires analysis of value • Rethinking of space. • “web academy” • Offers access to local community. Imperative to teach digital literacy Need to explore the potential and implications. Need to explore the possibilities, choose and invest in appropriate technologies, thorough training, Ongoing evaluation
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Appendix Five:
Paris Area Competition Definition: To identify ASP vulnerabilities based on our competition through an analysis of dominant characteristics of other schools that provide a similar set of services to the same general clientele
Their Advantages Marymount • • • • • • • • • • • • • •
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• • • •
Religious Cocoon/intimate/safe campus No “scary” big kids Discipline/uniform K-‐8 Streaming Math/English Bus system Location/Neuilly Points of vulnerability: Limited facilities Religious Streaming Math/English Unconvincing MS program Cocoon -‐> restricting
British School of Paris
International School of Paris
ASP • • • • • • • •
Secular • One stop shop for all kids/unified Mentoring/maturity of student relationgships K-‐12 Campus/space/facility MS program : better transition US Freedom/self expression -‐> LS ages
• Swimming Pool • Brand new Lower School -‐> feeding into MS/US • British system GCSE’s (easier than IB to get into top UK universities. • Uniform • Facilities/space • European Faculty = lower pay cost Points of vulnerability: British system only Location: long way out Limited policy bus service IB v. new? • Full IBO program (seamless K-‐12 curriculum) • Truly international/no one single dominant nationality • “Free” and better ratio of resources for learning support • Located in heart of Paris • Cost • Language offerings (IB host/1st language) • Magnet for Japanese community (feeder school) Points of vulnerability: Limited facilities, which restricts: sport, theater. Very limited in after-‐school activities. MYP Teacher turnover
Our Advantages
ASP • • • • •
IB =• 30 y ears Location Bus service US University/college entrance More international
ASP • Not •full I BO (best program, best division) • AP offering • Space/campus/gym/theater/classrooms/parking lots/security. • One campus • More competitive staffing program (imp. for motivation) • Delivery of curriculum
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Their Advantages Lycée International St Germain
• • • • • •
• Bilingual/Trilingual • Cheap/subsidized • 12 distinct sections catering directly to different nationalities • Strong academic reputation Points of vulnerability: No “one school” identity Elitist, tough, stressful system High rate of student suicide French curriculum Location/no bus service
Ecole Active Bilingue (Janine Manuel)
ASP • • • • •
Location/ • bus service Facilities “Whole child” education ISST’s /part of international community Rich co-‐curricular offerings
• • • • • •
IB + •Uni. + AP Longer/better “Whole child” Co extra-‐curriculum Full family partnerships Facilities
• • • • • • • • •
• • • • •
Our Advantages
Strong Academic Perception Bilingual Instruction (EAL support) “Cheap” – subsidized by French govt Choice : IB, French Bac, OI Bac Strong recent entrance record -‐>US universities Full-‐time college guidance Location: Paris Growing teacher/parent relationships Participation in MUN program Points of vulnerability: French system : very stressful No campus facilities Elitist/selective Limited program – esp. because of bilingual offering
ASP
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Destination School – Competition Their Advantages
Our Advantages
International School of Brussels • • • • • • • • • •
Incredible learning support School issued laptops to Upper School students Amazing campus Great “Extension Program” American Football full sized pitch Clearly defined and measured mission School size (3,000+) Points of vulnerability: Paris is a more desirable location School size (3,000+)/lack of individuality
ASP • Location • • Paris
American School of London • • • • • • • • • • • •
London/central Massive financial resources (20M endowment) Integration is easier for American families Technologically advanced Excellent pay scales + benefits + tax advantages Destination career school Easier to have coherent vision and know market 80% US 80% financial sector families Points of vulnerability: Only offers AP Cramped facilities
ASP • • • •
Full •campus Lower tuition Paris culture/language IB
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