In Advancing Research in Philanthropy and Education, Noah D. Drezner brings together leading scholars to examine how cultural practices, social identities, and historical traditions shape philanthropic giving across global educational contexts. Bridging scholarship and practice, the volume reframes giving not merely as a financial act, but as a relational and cultural force capable of advancing access, equity, innovation, and institutional well-being. Though written for policy advisors, researchers, and higher education leaders, the book offers insights highly relevant to independent and international schools. Drawing on case studies from North America, South America, and Asia, contributors illuminate how donors, foundations, and organized funding shape educational landscapes. Particularly resonant are chapters showing how engaging donor identity and cultural context can foster more inclusive and equitable approaches to giving—guidance essential for schools seeking to strengthen their cultures of philanthropy and deepen trust with alumni, families, and communities. The volume also addresses the ongoing challenge of aligning donor priorities with institutional mission. Examples of organizations navigating pressures that risk stretching or narrowing their commitments provide practical direction for cultivating authentic narratives, partnerships, and strategies that support sustainable philanthropic cultures. For schools increasingly reliant on philanthropy, expanding expertise in who gives, why they give, and how generosity aligns with mission is vital. Drezner’s collection provides a timely, research-informed guide for stewarding trust, widening access, diversifying donors, and aligning generosity with purpose.

What happens when every student receives an A, or at the very least, an A-? Very little learning, contends Rose Horowitch in “The Perverse Consequences of the Easy A.” Using Harvard as her central example, Horowitch begins with the familiar topic of grade inflation’s negative impact on student motivation. This brief exploration, however, is just the foundation for her larger argument: that grade inflation is causing higher levels of student anxiety at Harvard and likely at other educational institutions, as well. At first glance, this argument seems counterintuitive. Citing interviews with faculty, administrators, and students, Horowitch shows that when “everyone” earns an A, the fear of a B+ becomes almost unbearable. Of equal concern is the enormous importance grade inflation has projected onto student clubs. In this culture, where A's are the norm, students seek distinction through co-curriculars that operate as quasi-jobs. Many independent school educators are engaged in their own discussions of grade inflation; Horowitch’s reminds us that making classes and grading easier will not automatically translate to better outcomes for students.

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Kenji Yoshino, renowned author, legal scholar, and leading voice on diversity and inclusion, joins host Morva McDonald in Episode 80 of the NAIS New View EDU podcast for a thought-provoking conversation on the political, legal, and social forces shaping a new vision for an inclusive America. In his forthcoming book, How Equality Wins: A New Vision for an Inclusive America, Yoshino outlines actionable strategies for independent schools seeking to advance inclusion and justice within their communities. His framework underscores a dual imperative. The first is to “lift” historically marginalized groups, recognizing that the dynamics of marginalization evolve over time. And the second is to “level” the systems that sustain inequity, even among those who hold certain forms of privilege, such as socioeconomic advantage. Yoshino’s strategic approach invites schools to view equity not as a static outcome but as a shared, ongoing practice that broadens participation, deepens understanding, and nurtures a genuine sense of belonging for all members of the community.

Common in many parts of the international school community is the belief that Heads of School have insecure employment and often leave schools before they want to. In fact, two earlier studies reported average tenures of 2.8 years and 3.7 years, respectively. Allan Morrison’s 2025 study finds the average Head tenure to be 4.8 years, suggesting that either things have changed or earlier research exaggerated the challenge. Morrison’s research indicates that school leaders make the most ongoing impact if they remain at a school for between seven and ten years. This article, of interest to Boards, aspiring and current Heads, and organizations providing training to Heads and Boards, is based on a survey of 177 Heads and in-depth interviews with nine. It breaks down average tenure by region (Middle East longer, Africa shorter), Board size and composition (longer for larger Boards), and profit/not-for-profit status (longer for non-profits), among other criteria. Demographic data on Heads is also included, confirming that Heads are overwhelmingly white and mostly male. Morrison identifies the common reasons that Heads leave, and he offers recommendations for extending their tenures. One recommendation is to promote from within rather than the prevalent practice of bringing in a head from another school.

The viral Gen Z economist Kyla Scanlon’s writing has become a must-read source for capturing how young people make sense of the world. This essay, “Gen Z and the End of Predictable Progress,” is based on her experience touring for her book, In This Economy: How Money & Markets Really Work, a zeitgeist-y primer on the contemporary economy. Thinking through how Scanlon and other members of her generation understand their social and economic superstructure – what Scanlon frames as a “double disruption” — is vital for school leaders, especially in independent schools. In this essay, Scanlon explores “how younger people experience the economy, especially in the age of technology and AI and perhaps an evolving government (and changing social contracts?) and how it's reshaping who they become.” In short, it’s a bleak picture of uncertainty, anxiety, and risk calibration. She then compares this generation’s perspective to previous generation’s, noting how unique this moment actually is in terms of young people’s perceptions of their future prospects. What truly distinguishes Scanlon’s analysis is her attempt to make sense of what is, as she poignantly frames it in her essay’s conclusion, “a generation's attempt to navigate a world where institutions promise stability they can't deliver, where algorithms offer opportunity without security, and where the very nature of work and worth is being redefined.” For educators tasked with preparing students for this precarious future, navigating a current moment in which “the very nature of self [is] being called into question” is certainly a tall order. Scanlon’s insight and perspective about economics, politics, culture, and young people’s sense-making about their futures are a necessary, sober read for educators.

Kids read all day long, or at least they should, yet reading achievement remains at an all-time low. In this insightful and highly relevant podcast, Jennifer Serravallo focuses on close reading, one of her seven research-backed lesson structures for explicitly teaching reading across subject areas. She emphasizes the importance of contextualizing reading practices and using close reading to help students make sense of complex texts with multiple layers of meaning. This podcast offers both practical insight into lesson ideas across elementary, middle, and high school and small, intentional adjustments teachers can make that lead to meaningful impact for learners of all ages. Serravallo goes beyond building background knowledge and calls on teachers to prioritize explicit instruction, guided practice, and meaningful feedback. She underscores the need to not only teach reading strategies, but also to embed prompts, procedures, and transferable skills across disciplines. Additionally, Serravallo highlights the importance of leveraging text features to support comprehension, especially when synthesizing information in informational texts. Her approach strikes a thoughtful balance between independence and scaffolding through partner talk, teacher prompting, and purposeful rereading, making learning both social and active. This podcast offers educators a space to reflect on their teaching practices with the goal of producing more intentional, student-centered learning.

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Although The Caring University is ostensibly focused on working conditions in colleges and universities, it has far-reaching implications for all educational institutions, particularly independent schools. Starting with his own burnout during the first few months of COVID, Dr. McClure went searching for the "why?" of the disconnect he felt between how hard he was working with how little he felt appreciated by his organization. Weaving together interviews with hundreds of employees and research into the foundations of human resources, McClure offers both a human face to the struggles of schools and a way forward to creating a caring workplace. Organizational change and adaptation is difficult but important as independent schools, like universities, continue to move out of the pandemic while also dealing with new crises. As he states early in the book, "change needs champions and institutions will need forward-thinking leaders who can handle some uncomfortable truths and are prepared to design and implement solutions that go beyond self-care or wellness days.” This book offers real solutions and ideas for leaders at all levels.