Students who attend boarding schools find greater success than their peers in college and in adult life, according to a new study conducted by the Art and Science Group of Baltimore, Maryland, on behalf of The Association of Boarding Schools (TABS). Officials from Woodberry Forest have lauded the study as the first research-based proof of the positive outcomes resulting from a boarding school education.

For the study, the Art and Science Group interviewed more than 2,700 high school students and adults at different stages in their lives about their experiences in high school and in adult life. In order to isolate the effects of the boarding experience, samples were drawn or weighted to match populations on distributions by socioeconomic status, college graduation rates, and gender.

According to the research (which is excerpted below):

-- Boarding school graduates are more likely to achieve positions of management earlier in their careers than their peers at private day or public schools, and reach higher management positions throughout their careers.

-- Boarding school students are much less likely to watch television or play video games than their peers, not only while in high school but into adulthood.
br> -- Boarding school graduates are also more philanthropic as adults, continuing a pervasive tradition of service.

"We undertook this detailed study to explore the differences of boarding school, private day, and public school education to better understand how the opportunities for interaction and learning beyond the classroom found at boarding school impact a student’s life at school, and into adulthood," said Steve Ruzicka, executive director of TABS (www.schools.com), the non-profit association of independent, college preparatory boarding schools. "We were especially pleased to see that the leadership skills and community focus of our students continues to play an important and distinguishing role in their lives beyond the boarding school experience."

The study also dispels stereotypes that persist in popular culture about boarding schools being havens for rich or troubled children:

-- Boarding school students are not “sent away,” but choose to enroll primarily because of the high quality academics.

-- Boarding schools are not homogenous.

--Most boarding school students said their social lives do not revolve around drugs and alcohol.

The data, collected over 16 months, examines the experiences of boarding students and their attitudes about their college preparation, as well as their personal and career success and civic contributions or leadership. The interviews conducted with current boarding school students -- those in their senior year of high school -- reveal why young men and women choose to apply to boarding school, and how boarders spend their time as compared to those who attend public and private day schools.

Boarding school students/alumni report higher satisfaction with academic experience

For most teenagers -- and their parents -- quality academics are the motivation to apply to boarding school. 60 percent of students enroll in these institutions because of the promise of better education. Those surveyed reported significant enthusiasm for the classroom instruction they received.

-- 91 percent of current boarding school students report that their schools are academically challenging compared to 53 percent of all others.

-- 90 percent report having high-quality teachers, compared to 51 percent of public school students and 62 percent of private day students.

-- Boarding students average about 17 hours per week on homework, compared to approximately 9 hours by private day students, and 8 hours by public school students.

-- 75 percent of boarding students report being surrounded by motivated peers, compared to 71 percent of private day and 49 percent of public school students.

-- 90 percent of mid-career and 80 percent of late-career boarding school graduates said that they would repeat the boarding experience.

-- 66 percent of mid-career and more than 50 percent of late career boarding school graduates say they would enroll their children in a boarding school.

Boarding school students use their time more productively than non-boarders

In addition to enjoying the benefits of a rigorous education and dedicating significantly more time to their studies, boarding school students also concentrate more on extracurricular activities than non-boarders.

--12 hours per week are dedicated to exercising or playing sports in boarding schools compared to about 9 hours in private day and public schools.

-- Boarding school students spend about 6 hours per week on creative endeavors like performing music and painting, compared to 4 hours by private day students and 5 hours by public school students.

-- 35 percent of boarding school students spend 7-14 hours per week on non-athletic extracurricular activities like student government and clubs, compared to 27% of other students.

-- Boarding students spend considerably less time watching television -- about 3 hours per week compared to 7 hours among private day and public school students -- a pattern that continues throughout life.

Boarding schools show marked advantage in key areas of personal development

The study indicates that boarding schools play a more direct and influential role in shaping the personal values and ethics of their students, within a supportive atmosphere.

-- 70 percent of boarders say that school helped them develop self-discipline, maturity, independence, and the ability to think critically.

-- 77 percent of boarders say that their schools provide opportunities for leadership, compared to 60 percent of private day and 52 percent of public school students.

-- 75 percent of boarding school students say that their schools provide a supportive environment, compared to about 70 percent of private day students and 50% of public school students.

-- Boarding school students enjoy more time with teachers, coaches, and staff outside class than private day or public school students -- about 9 hours per week compared to 4 hours.

-- 26 percent of boarding school students say there is “some” cheating at school, compared to 60 percent of private day and 54 percent of public school students.

Boarding students are better prepared for college

As they learn how to live and study -- independently and self-reliantly -- boarding school students develop the skill-set necessary for success in college.

-- 87 percent of boarding school graduates reported being very well prepared academically for college, compared to 71 percent of private day and 39 percent of public school alumni.

-- 78 percent of boarding school graduates said that they were very well prepared for the non-academic aspects of college life, such as independence, social life, and time management, compared to 36 percent of private day and 23 percent of public school students.

-- 41 percent of boarding school students said that their college or university counselor was very helpful in exploring college options, compared to 23 percent of private school students and 13 percent of public school students.

-- 50 percent of boarding school graduates earn advanced degrees compared to 36% percent of private day and 21 percent of public school alumni.

Boarding school alumni advance more quickly in their careers and are more philanthropic

Research shows that those who graduate from boarding schools achieve greater career advancement than non-boarders and are more actively involved in philanthropic causes.

-- By mid-career, 44 percent of former boarding school students achieve positions in top management, compared to 33 percent of private day and 27 percent of public school graduates.

-- By late-career, 52 percent of former boarders achieve positions in top management, compared to 39 percent of private day and 27 percent of public school graduates.

-- Boarding school alumni are more philanthropic: by mid-career, 60 percent give to social service organizations, compared to 46 percent of all others; 58 percent to political parties, compared to 33 percent of all others; and 52 percent to their colleges, compared to 35 percent of all others.

Methodology

The Art and Science Group interviewed more than 2,700 high school students and adults at different stages in their lives about their experiences in high school and their adult lives. The total sample included approximately1,000 students and alumni from boarding schools, 1,100 from public schools, and 600 from private day schools (including independent day and parochial schools).

The Art and Science Group interviewed those still in their senior year of high school, post-college (25- and 26-year-olds), mid-career (38- and 39-year-olds) and late-career (58- and 59-year-olds). Findings of boarding school students and graduates were compared with those of public school and private day school students and alumni.

In order to isolate the effects of the boarding experience, samples were drawn or weighted to match public and private day populations on distributions by socioeconomic status, college graduation rates, and gender.

About The Association of Boarding Schools

The Association of Boarding Schools (TABS) is a voluntary membership organization for 300 boarding schools in the United States, Canada, and abroad. The independently incorporated non-profit organization exclusively serves the marketing and professional development needs of college-preparatory boarding schools, and provides information for families and other individuals about the benefits of living and learning in a residential setting. The association provides these services through an annual conference, a series of workshops for school administrators and staff members, admission trips, the publication of an annual directory, and a comprehensive website—www.schools.com.

About Art and Science Group Art and Science Group, LLC is one of the nation's most influential consulting firms specializing in market-related issues facing education and the non-profit sector. The firm conducts highly sophisticated survey research, quantitative and qualitative analysis, and planning for colleges, universities, schools, and other organizations to strengthen their missions, performance, and relationships with key constituencies.