Literature Review
Over the past 20 to 30 years, inner city schools in the United States have experienced a decrease in student enrollment. Research suggests that the introduction of charter and magnet schools into districts across the nation has “led to more competitive environments” where public schools face “considerable competition from other schools for funds, resources, examination success, pupils, and public esteem” (Oplatka, 2007, p. 208). As charter schools have become more popular and drawn from public school enrollment, marketing urban public schools has become critical (May, 2006). This review focuses on marketing strategies to address aspects of external perception: marketing in a changing world and the principal’s role in marketing.
Marketing in a Changing World
Although student mobility varies widely among schools, incidences of mobility are significantly higher in urban school districts with a high minority population. Furthermore, accountability ratings and student and parent satisfaction can impact the marketability of a campus (Rumberger, 2003). Howe (2010) finds that parents of the present generation of secondary students distrust the competence of the educational system, posing additional difficulties in student recruitment. This shift signals a necessity for adjustment in secondary school marketing, and schools must justify performance in every area from physical safety to academic achievement (Howe, 2010).
Charter schools often cater to parents seeking higher standards, smaller class sizes, and a more supportive environment than public schools (May, 2006). Many parents consider public schools inferior because of their traditional practices and lack of program variety (English, 2009). To market themselves, schools must identify parent and student needs, then advertise programs that meet those needs (Li & Hung, 2009). When student and parent needs are met, the likelihood that they will promote the school to others increases (Oplatka, 2007). In addition, public schools in low socioeconomic settings are highly marketable when school leaders and teachers seek a connection with the family of every child through school events, conferences, and community involvement (Suffren & Wallace, 2010).
The Principal’s Role in Marketing
Marketing functions traditionally have not been part of the role of school administrators, but research indicates that effective principals take personal accountability for the marketing of their schools (English, 2009; Ford, 1998; Goldhaber, 1999; Hill-Brisbane & Easley-Mosby, 2006; Howe, 2010; Oplatka, 2007). Positive word-of-mouth advertising thrives when a principal is actively engaged in marketing a school. By utilizing the local media, influencing community members, and partnering with leaders of neighboring schools, the principal can positively impact the school’s perception (Oplatka, 2007).
Marketing in a Changing World
Although student mobility varies widely among schools, incidences of mobility are significantly higher in urban school districts with a high minority population. Furthermore, accountability ratings and student and parent satisfaction can impact the marketability of a campus (Rumberger, 2003). Howe (2010) finds that parents of the present generation of secondary students distrust the competence of the educational system, posing additional difficulties in student recruitment. This shift signals a necessity for adjustment in secondary school marketing, and schools must justify performance in every area from physical safety to academic achievement (Howe, 2010).
Charter schools often cater to parents seeking higher standards, smaller class sizes, and a more supportive environment than public schools (May, 2006). Many parents consider public schools inferior because of their traditional practices and lack of program variety (English, 2009). To market themselves, schools must identify parent and student needs, then advertise programs that meet those needs (Li & Hung, 2009). When student and parent needs are met, the likelihood that they will promote the school to others increases (Oplatka, 2007). In addition, public schools in low socioeconomic settings are highly marketable when school leaders and teachers seek a connection with the family of every child through school events, conferences, and community involvement (Suffren & Wallace, 2010).
The Principal’s Role in Marketing
Marketing functions traditionally have not been part of the role of school administrators, but research indicates that effective principals take personal accountability for the marketing of their schools (English, 2009; Ford, 1998; Goldhaber, 1999; Hill-Brisbane & Easley-Mosby, 2006; Howe, 2010; Oplatka, 2007). Positive word-of-mouth advertising thrives when a principal is actively engaged in marketing a school. By utilizing the local media, influencing community members, and partnering with leaders of neighboring schools, the principal can positively impact the school’s perception (Oplatka, 2007).