Adventist Education In Adventist Education In North America North - - PowerPoint PPT Presentation

Adventist Education In Adventist Education In North America North America

DRS Marketing Focus Group and Survey Report

Phase One Phase One

Marketing Research

• Focus Group Meetings
• Telephone Surveys

Purpose Purpose

To identify why the majority of SDA

students are not enrolling in SDA schools.

To determine how best to market SDA

education throughout the North American Division.

Focus Groups Focused On Focus Groups Focused On Three Questions Three Questions

• 1. What are the strengths/selling points of Adventist education?
• 2. What are the weaknesses/fix-it points of Adventist education?
• 3. How do we market for the future?

Unions Represented Unions Represented

• Atlantic Union
• Lake Union
• Pacific Union
• Southern Union
• Southwestern Union

Number of Focus Group Number of Focus Group Responses by Union Responses by Union

• Atlantic Union = 76
• Lake Union = 198
• Pacific Union = 160
• Southern Union = 160
• Southwestern Union = 119

Focus Group Participants Focus Group Participants

• Superintendents and Associates
• Principals/Teachers
• Parents/Lay persons
• Pastors

Number of Responses by Focus Number of Responses by Focus Group Group

• Superintendents and Associates = 154
• Principals/Teachers = 156
• Parents/Lay persons = 212
• Pastors = 191

Responses Were Grouped Into Responses Were Grouped Into 21 Categories 21 Categories

1.

SDA/Christian Beliefs

2.

Safe Caring Environment

3.

Quality Academics

4.

Teacher/Student Ratio

5.

Leadership/Administration

6.

Cost versus Value

7.

Extra/Co-Curricular Activities

8.

Instruction

9.

Other

10.

Student Discipline

11.

Promotion

12.

Ethnic Diversity

13.

Parent Support/Loyalty

14.

Communication

15.

Enrollment

16.

Identity/Image

17.

Physical Plant

18.

Special Education

19.

Technology

20.

Customer Service

21.

Pastor Support/Loyalty

Top Strengths/Selling Points Top Strengths/Selling Points

(3% or more of total responses) (3% or more of total responses)

10 20 30 40 50 60 70

SDA/Christian Beliefs Safe/Caring Environ. Quality Academics Teacher/Student Ratio

62 SDA/Christian Beliefs 61 Safe Caring Environment 27 Quality Academics 24 Teacher/Student Ratio 10 Leadership/Administration 9 Cost versus Value 7 Extra/Co-Curricular Activities 6 Instruction 6 Other 5 Student Discipline 5 Promotion 4 Ethnic Diversity 3 Parent Support/Loyalty 2 Communication 2 Enrollment 2 Identity/Image 2 Physical Plant 2 Special Education 2 Technology 1 Customer Service 1 Pastor Support/Loyalty _________________________ 243 Total

10 20 30 40 50 60 70 80 90

Leadership/Administration Cost versus Value Quality Academics SDA/Christian Beliefs Extra/Co-Curricular Act. Identitiy/Image Special Education

90 Leadership/Administration 37 Cost versus Value 33 Quality Academics 31 SDA/Christian Beliefs 23 Extra/Co-Curricular Activities 22 Identity/Image 22 Special Education 19 Safe/Caring Environment 19 Promotion 18 Teacher/Student Ratio 17 Physical Plant 14 Parent Support/Loyalty 14 Pastor Support/Loyalty 13 Other 13 Teachers Wages 11 Enrollment 10 Customer Service 10 Instruction 10 Technology 9 Home School 8 Ethnic Diversity 7 Student Discipline 6 Transportation 5 Communication 3 Constituents ______________________ 464 Total

Top Weaknesses/Fix Top Weaknesses/Fix-

• It Points

It Points

(3% or more of total responses) (3% or more of total responses)

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Atlantic Union Atlantic Union

(76 total responses) (76 total responses)

1 2 3 4 5 Responses

S a f e / C a r i n g E n v i r

• n

Q u a l i t y A c a d e m i c s S D A / C h r i s t i a n B e l i e f s E x t r a / C

• C

u r r i c u l a r

1 2 3 4 5 6 7 8 9 Responses

Leadership/Administration Cost versus Value Quality Academics SDA/Christian Beliefs

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Lake Union Lake Union

(198 total responses) (198 total responses)

• 1

1 3 5 7 9 11 13 15 17 Responses

S D A / C h r i s t i a n B e l i e f s S a f e / C a r i n g E n v i r

• n

Q u a l i t y A c a d e m i c s T e a c h e r / S t u d e n t R a t i

• 2

4 6 8 10 12 14 16 18 20 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

Q u a l i t y A c a d e m i c s S D A / C h r i s t i a n B e l i e f s I d e n t i t y / I m a g e

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Pacific Union Pacific Union

(160 total responses) (160 total responses)

2 4 6 8 10 12 14 Responses

S D A / C h r i s t i a n B e l i e f s Q u a l i t y A c a d e m i c s S a f e / C a r i n g E n v i r

• n

m e n t T e a c h e r / S t u d e n t R a t i

• 5

10 15 20 25 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

C

• s

t v e r s u s V a l u e S D A / C h r i s t i a n B e l i e f s E n r

• l

l m e n t

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Southern Union Southern Union

(160 total responses) (160 total responses)

2 4 6 8 10 12 14 Responses

S a f e / C a r i n g E n v i r

• n

m e n t S D A / C h r i s t i a n B e l i e f s T e a c h e r / S t u d e n t R a t i

• C
• s

t v e r s u s V a l u e

5 10 15 20 25 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

Q u a l i t y A c a d e m i c s E x t r a / C

• C

u r r i c u l a r I d e n t i t y / I m a g e

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Southwestern Union Southwestern Union

(160 total responses) (160 total responses)

2 4 6 8 10 12 14 16 18 Responses

S D A / C h r i s t i a n B e l i e f s S a f e / C a r i n g E n v i r

• n

m e n t T e a c h e r / S t u d e n t R a t i

• S

t u d e n t D i s c i p l i n e

2 4 6 8 10 12 14 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

S D A / C h r i s t i a n B e l i e f s C

• s

t v e r s u s V a l u e S t u d e n t D i s c i p l i n e

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Superintendents Superintendents

(154 total responses) (154 total responses)

2 4 6 8 10 12 Responses

S D A / C h r i s t i a n B e l i e f s S a f e / C a r i n g E n v i r

• n

m e n t T e a c h e r / S t u d e n t R a t i

• Q

u a l i t y A c a d e m i c s

2 4 6 8 10 12 14 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

C

• s

t v e r s u s V a l u e P h y s i c a l P l a n t T e a c h e r / S t u d e n t R a t i

• Strengths

Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Principals/Teachers Principals/Teachers

(156 total responses) (156 total responses)

2 4 6 8 10 12 14 16 Responses

S a f e / C a r i n g E n v i r

• n

m e n t S D A / C h r i s t i a n B e l i e f s Q u a l i t y A c a d e m i c s T e a c h e r / S t u d e n t R a t i

• 2

4 6 8 10 12 14 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

Q u a l i t y A c a d e m i c s S D A / C h r i s t i a n B e l i e f s S a f e / C a r i n g E n v i r

• n

.

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Parents/Laypersons Parents/Laypersons

(212 total responses) (212 total responses)

2 4 6 8 10 12 14 Responses

S a f e / C a r i n g E n v i r

• n

m e n t S D A / C h r i s t i a n B e l i e f s T e a c h e r / S t u d e n t R a t i

• Q

u a l i t y A c a d e m i c s

5 10 15 20 25 30 35 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

C

• s

t v e r s u s V a l u e Q u a l i t y A c a d e m i c s S D A / C h r i s t i a n B e l i e f s S p e c i a l E d u c a t i

• n

Strengths Weaknesses

Top Strengths vs Weaknesses Top Strengths vs Weaknesses Pastors Pastors

(186 total responses) (186 total responses)

2 4 6 8 10 12 14 16 18 20 22 Responses

S D A / C h r i s t i a n B e l i e f s S a f e / C a r i n g E n v i r

• n

m e n t Q u a l i t y A c a d e m i c s C

• s

t v e r s u s V a l u e

5 10 15 20 25 Responses

L e a d e r s h i p / A d m i n i s t r a t i

• n

C

• s

t v e r s u s V a l u e I d e n t i t y / I m a g e S D A / C h r i s t i a n B e l i e f s

Strengths Weaknesses

Suggested Marketing Suggested Marketing Activities By Focus Groups Activities By Focus Groups

• Launch a nationwide marketing campaign
• SDA publication, and radio advertising
• Testimonials/success stories from students, parents,

teachers, alumni, etc. in SDA journals/publications, brochures, website, and newsletters

• Involvement by students in local community activities,

and/or civic events

• Student concerts/performances/presentations at churches

and schools

• Student recruitment incentives (i.e. cash, discounts, meals)
• Academic scholarships

Suggested Marketing Tools Cont. Suggested Marketing Tools Cont.

Common identity--Logo and tagline Educational web site with links to all

schools

Professional education promotional video Templates designed/developed to be

adapted for use by each school for brochures, posters, direct mail pieces, bulletin inserts, ads, newsletters, etc.

Suggested Marketing Tools Cont. Suggested Marketing Tools Cont.

Web Site that is educational, informational,

promotional, and can link to all SDA schools sites

PowerPoint Presentation that can be used by

faculty, recruiters, pastors, administrators to promote Adventist education

Telephone Survey Telephone Survey

Focused on families that are no longer

sending a child to a SDA school

Eight demographic questions Fourteen general questions Took 10 minutes or less to complete survey Fit within a budget

Survey Participation Survey Participation

243 Completed Surveys 95 Declined to take Survey 855 No Answer/Machine/Call Back/Busy 240 Bad Numbers 101 Call Back Requests

Basic Survey Results Basic Survey Results

• Male/Female

– 172 Female –

71 Male

• SDA/Non SDA

– 236 SDA –

7 Non SDA

• SDA Membership

Length

– 207 10 years or more –

23 5 to 9 years

–

6 1 to 4 years

• Age

– 110 40 – 49 –

74 30 – 39

–

44 50 – 59

–

8 20 – 29

–

7 60+

Basic Survey Results Cont. Basic Survey Results Cont.

• Personal Attendance

– 143 Yes – 100 No

• Children

– 75 in Non SDA Secondary – 57 in Non SDA Elementary – 47 Home Schooling – 38 in SDA Elementary – 37 in SDA Secondary – 29 not yet in school

Basic Survey Results Cont. Basic Survey Results Cont.

• Income Range

– 89 $25k to $50k – 73 $50k to $75k – 35 $100k plus – 27 $75k to $100k – 19 $25 or less

• Ethnicity

– 169 Caucasian –

36 Hispanic

–

21 African American

–

6 Asian

–

5 Multiethnic

–

3 Other

–

1 West Indian

–

0 Haitian

Basic Survey Results Cont. Basic Survey Results Cont.

• Enrollment Plans

– 125 Non-SDA – 118 SDA

• If Non-SDA Why?

– 46 Distance from Home – 46 High Tuition – 46 Other (next slide) – 16 Lack of X-Curricular – 15 Home Schooling – 12 Spiritual Focus

Non Non-

• SDA Other…

SDA Other…

• Already graduated
• Attitude of isolationism in Adventist Schools (you

can get Christian education elsewhere)

• Bad environment
• Bad Experience
• Because of personal experience in Adventist

schools.

• Child doesn't want to go
• Child lives with mother who is not SDA.
• Children can be light in public school
• Children didn't enjoy it
• Children has disabilities
• Children's friends are in non-Adventist schools.
• Christine doesn't have any reason.
• Daughter's preference
• Experience with a specific Teacher
• Ex-wife not letting
• Feel that go
• Have no children in school any more.
• It's no better than any public school.
• Joint parenting; single parent income
• Just high tuition
• Kids choice
• Lack of appropriate role models
• Lack of camaraderie with students
• Lack of Special Ed
• Lack of time with kids
• Marching
• No children at home still
• No children at home
• Not Available
• Not enough aide for students who are studying
• Not organized enough.
• Other
• Other
• Other
• She has no more children in school
• Social influence
• Son didn't want to go to boarding school
• Spouse who is not a believer
• Standard Testing
• There is not one in driving distance
• They are already in college and choose their own

school.

• They are grandparents, so they have no children in

school at The moment.

• They are no longer in school

Basic Survey Results Cont. Basic Survey Results Cont.

• Teachers are Qualified

– 70 Strongly Agree – 82 Agree – 37 Are Not Sure – 27 Disagree – 27 Strongly Disagree

• Spiritual Growth is

Cultivated

– 89 Strongly Agree – 79 Agree – 25 Are Not Sure – 29 Disagree – 21 Strongly Disagree

62.6% 22.2% 69.1% 20.6%

Basic Survey Results Cont. Basic Survey Results Cont.

• Atmosphere is

Physically Safe

– 91 Strongly Agree – 71 Agree – 26 Are Not Sure – 31 Disagree – 24 Strongly Disagree

• Atmosphere is Morally

Upstanding

– 70 Strongly Agree – 80 Agree – 37 Are Not Sure – 37 Disagree – 19 Strongly Disagree

66.7% 22.6% 61.7% 23.0%

Basic Survey Results Cont. Basic Survey Results Cont.

• Facilities are Adequate

– 52 Strongly Agree – 78 Agree – 35 Are Not Sure – 49 Disagree – 29 Strongly Disagree

• Academics are Good

– 68 Strongly Agree – 72 Agree – 44 Are Not Sure – 29 Disagree – 26 Strongly Disagree

53.5% 32.1% 57.6% 22.6%

Basic Survey Results Cont. Basic Survey Results Cont.

• Accommodate Gifted -

Challenged Students

– 20 Strongly Agree – 39 Agree – 77 Are Not Sure – 51 Disagree – 52 Strongly Disagree

• Should Offer More Art/

Sports Programs

– 62 Strongly Agree – 58 Agree – 54 Are Not Sure – 48 Disagree – 17 Strongly Disagree

24.3% 42.4% 49.4% 26.7%

Basic Survey Results Cont. Basic Survey Results Cont.

• Atmosphere is

Supportive

– 58 Strongly Agree – 83 Agree – 44 Are Not Sure – 33 Disagree – 21 Strongly Disagree

• Cost of Education is

Manageable

– 38 Strongly Agree – 82 Agree – 36 Are Not Sure – 47 Disagree – 36 Strongly Disagree

58.0% 22.2% 49.4% 34.2%

Basic Survey Results Cont. Basic Survey Results Cont.

• Resources are

Adequate

– 33 Strongly Agree – 75 Agree – 57 Are Not Sure – 55 Disagree – 19 Strongly Disagree

• Transportation is

Reasonable

– 35 Strongly Agree – 69 Agree – 51 Are Not Sure – 45 Disagree – 39 Strongly Disagree

44.4% 30.5% 42.8% 34.6%

Survey Comparison Survey Comparison

(a description) (a description)

• Each demographic question is compared to each

survey question

• Responses that vary by about 15% or more from

the average representation for that group is considered note worthy and listed in the following slides

• The comparison looks for what demographic

response varies from what the group as a whole answered (Example) Do Males look at spiritual growth differently than Females? (Answer is Yes) Continued…

Survey Comparisons Cont. Survey Comparisons Cont.

• Question: Why don’t you send your kids to an

SDA school?

– Survey respondents were 70.8% Female and 29.2%

Male

– We might expect that about 70% of the answers

indicating lack of spiritual focus would be from the female participants yet they answered much higher at 91.7%. A 20% higher response than expected.

– By contrast males were about 30% yet they answered

much lower at 8.3%. A 20% lower response than expected.

Male/Female Responses Male/Female Responses

Females identified lack of spiritual focus,

lack of extra-curricular activities and home schooling as issues more than males. Figure 2

Males agreed more than the females that the

atmosphere is morally upstanding. Figure 6

Females rated the schools supportive

environment to be a problem. Males rated it as average. Figure 11

SDA/Non SDA Responses SDA/Non SDA Responses

Due to the low number of non SDA survey

participants (7) it is impossible to identify trends comparing them to SDA members.

Length of SDA Membership Length of SDA Membership Responses Responses

SDA members of 10 or more years

constituted 87% of all surveyed, making contrast with those less than 10 years impossible.

Responses by Participants Responses by Participants Age Age

Those in their 40’s viewed;

– Lack of extra-curricular activities a problem Figure 44 &

Figure 52

– Teachers as more qualified than other age groups

Figure 45

– Cost as more reasonable than other age groups

Figure 56

Responses by Participants Responses by Participants Age Continued Age Continued

Those in their 30’s viewed;

– Home Schooling as a Viable Option Figure 44 – Lack of Transportation an Issue Figure 44 – Resources as a Problem Figure 56 – Cost is more reasonable than other age groups Figure

57

Responses by Participants Responses by Participants Age Continued Age Continued

Those in their 50’s viewed;

– Teachers as Unqualified Figure 44 & 45 – Resources as a Problem Figure 56

Those over 60 and in their 20’s only constituted 6.8% of participants making trends in these age ranges impossible.

Responses by Personal Responses by Personal Attendance at an SDA School Attendance at an SDA School

Those who did attend SDA Schools

were the most negative and viewed; Figure 58

through 71

– Teachers as Unqualified Figure 59 & 60 – Spiritual Growth a Problem Figure 61 – Academics as a Problem Figure 65 & 59 – System as Not Accommodating for

Gifted/Challenged Students Figure 67

Responses by Personal Responses by Personal Attendance at an SDA School Attendance at an SDA School

• Those who did NOT attend an SDA school viewed;

– Transportation an Issue Figure 59 & 71 – Academics as a Problem Figure 65 & 59 – System as Not Accommodating Gifted/Challenged Students Figure 67

But did view

– Teachers as Qualified Figure 59 & 60 – Spiritual Growth a Strength Figure 61

Overall ratings on issues were more positive than those who attended SDA Schools Figure 58 through 71

Current Attendance vs. Current Attendance vs. Enrollment Plans Enrollment Plans

16 13 29 Not yet in school 5 32 37 In SDA Secondary 2 36 38 In SDA Elementary 21 26 47 Home Schooling 41 16 57 In non-SDA Elementary 59 16 75 In non-SDA Secondary No Yes Respondents Enroll at SDA school in the future?

Current Attendance Cont. Current Attendance Cont.

• Those who are in non-SDA Secondary viewed;

– Lack of Extra-Curricular Activities a Problem Figure 73 & 82 – Distance from Home a Problem Figure 73 – Lack of Transportation a Problem Figure 73 – Teachers as Unqualified Figure 73 – Spiritual Growth a Problem Figure 75 – Moral Upstanding as a Minor Issue Figure 77 – Supportive Environment as an Issue Figure 82 – Resources as a Problem

Current Attendance Cont. Current Attendance Cont.

Those who are in non-SDA Elementary

viewed;

– Lack of Extra-Curricular Activities a Problem Figure

73 & 81

– Lack of Transportation a Problem Figure 73 – Lack of Quality Academics a Problem Figure 73 – Teachers as Incompetent Figure 73 – Spiritual Growth Not a Problem Figure 73 & 75 – Moral Upstanding Not an Issue Figure 77

Current Attendance Cont. Current Attendance Cont.

Those who are Home Schooling viewed;

– Spiritual Growth a Problem Figure 73 & 75 – Are Not Sure of Teachers Competence Figure 73 & 74 – Lack of Extra-Curricular Activities a Problem Figure

73 & 81

Home School parents tend to answer as “are not sure” to more of the questions than any other group.

Current Attendance Cont. Current Attendance Cont.

• Those who are in an SDA-Elementary School

– Seldom answered “are not sure” – Otherwise answers were “typical” to the respondents as a

whole

• Those who are in an SDA-Secondary School

– Fewer answered “disagree” – Otherwise answers were “typical” to the respondents as a

whole

Current Attendance Cont. Current Attendance Cont.

Those who have pre-school aged children

viewed;

– Spiritual Growth a Problem Figure 73 & 75 – Lack of Extra-Curricular Activities a Problem Figure 73

Income Analysis Income Analysis

Those who make $25k to $50k viewed;

– Spiritual Growth as More Undecided Figure 89

Otherwise answers across the board were largely typical

Income Continued Income Continued

Those who make $50k to $75k responded

typical to the overall responses

Income Continued Income Continued

Those who make over $100k viewed;

– Quality Academics a Problem Figure 89 – Incompetent Teachers a Problem Figure 89 – Facilities/Resources a Problem Figure 92 & 93 & 98

Income Continued Income Continued

Trending for those who make $75k to $100k

is impossible because they only make up11.1% (total 27) of respondents.

Trending for those who make under $25k is

also impossible because they make up only 7.8% (total 19) of respondents.

Ethnicity Ethnicity

Caucasian respondents represent nearly 70%

• f the total. The next largest group are

Hispanic counting for almost 15% or 36 total making further trending very difficult.

Summary Summary

• Largest Group leaving are from secondary schools
• 41% of the parents who have children leaving the SDA school system

have never attended an SDA school themselves

• 87% of those leaving the SDA school system have been church

members for 10 or more years

• 55% of those leaving have a family income of $50,000 or more. Most

critical, have higher expectations, are outspoken and can have greatest peer influence. Conclusion:

–

Less brand loyalty than previous generations

–

Less ownership than previous generations

–

Consumer mentality – Shop for the highest “perceived value/quality”

Summary Continued Summary Continued

• Good News

– No single obvious failure and there is definitely a good

base to grow on. Many core issues are generally viewed as good

• Spiritual issues
• Qualified teachers
• Atmosphere (safe/positive/nurturing)

– Many of the respondents surveyed who are leaving the

system answered “not sure” on most of the questions and could be influenced to stay.

Summary Continued Summary Continued

• Bad News

– No single obvious fix-it point – While many of the core issues were positive they could be rated

higher

– Decisions to leave Adventist schools are generally due to

combinations of issues such as:

• Leadership/Administration/Accountability
• Cost of education versus value
• Academics (curriculum/instruction)
• Co-curricular/extra-curricular activities (fine arts/athletic sports)
• Accommodation of Gifted/Challenged students
• Transportation

Where do we go from here? Where do we go from here?

• 1. Start working on re-defining the Product. System must not be stagnant

but must continue to build and make progress.

–

Review and revise Mission statement and Develop a qualitative and quantitative Vision statement.

–

Begin developing a comprehensive school improvement program that deals with overcoming the top weaknesses. A 10% improvement in 3 or 4 categories would make a huge improvement (i.e. leadership/accountability issues/faculty and staff assessments, grievance policy/procedures for parents, Curriculum, Instructional strategies, Extra/co-curricular activities, Customer service).

• 2. Launch a 12 – 16 month marketing, advertising, and image/re-branding

campaign that deals with the primary issues and promotes the mission, vision and strengths.

• 3. Design marketing tools and templates that can be adapted for use by

each Union, Conference, and School.

Marketing Campaign/Tools and Marketing Campaign/Tools and Template Development and Template Development and Design Design

Purpose: To develop a family of visual marketing and communication tools and collaterals that will increase and retain the number of Adventist children enrolling into Adventist schools by:

1.

Promoting/communicating the strengths, success stories, and renewed vision of SDA education.

2.

Generating greater awareness of SDA education among new Adventist’s and non believers.

3.

Establishing continuity within the NAD educational system.

4.

Enhancing the recruiting efforts.

5.

Setting SDA education apart from the competition.

Marketing Campaign/Tools and Marketing Campaign/Tools and Template Recommendation Template Recommendation

• Ads to be placed in Adventist publications (Adventist Review, Insight,

Union Papers, etc.)

• Publication Articles – (testimonials/success stories from teachers,

alumni, parents, and students)

• Posters (with reply cards)
• Bulletin Inserts
• NAD Website that ties in with campaign theme and collateral design

Marketing Campaign/Tools and Marketing Campaign/Tools and Template Recommendation Template Recommendation Cont. Cont.

• Direct Mail Pieces to all constituents with pre-school and school-aged

children

• General Brochure – logo and tagline, photos of students, educators,

facilities, etc and copy that that promotes the future of Adventist education, its mission, renewed vision and existing strengths.

• Video/CD (inspirational/promotional/informative) –To be used by

Pastors, Superintendents, and others to incorporate into a sermon on Christian education, and to be used to recruit students.

• Exhibit Booth Display –fully designed graphic panels to match

campaign theme and collateral design.