PREPARED FOR KEHILLAH JEWISH HIGH SCHOOL BY JAMIE REICHMAN, BE CHOOSABLE MARCH 15, 2024
THE
2023-2024
Executive Summary
THE 2023-2024 KEHILLAH SURVEYS
Executive Summary
Background
In July of 2023, looking forward to accreditation and anticipating the recommendation to revisit the identity and mission of the school, Kehillah’s administration commissioned a year-long research and organizational identity project in order to prepare for a deep rebranding
Challenges facing the school
While the school perceived a high level of satisfaction in its warm, welcoming atmosphere, prioritization of student well-being, strong academics and college placement outcomes, they faced a number of challenges Those challenges included:
A recent enrollment decline
Existing tension within the school community and board of directors
Turnover and prior instability in leadership
Lack of clarity and uncertain identity, perceived to be largely based in questions of Jewish identity.
An increasing population of students with identified learning differences, without the faculty training and infrastructure to support it
Loss of control of reputation
Lack of marketing and communication strategy
Perceived Potential Solutions
Early in the research, it became clear that there were competing ideas about addressing these challenges “More Jewish vs less Jewish” was often at the heart of prospective solutions:
Some believed that if the school leaned deeply into its Jewish identity, requiring a higher level of Jewish study and catering to the needs of more observant students, the school would be able to attract a larger population of Jewish students
Others recognized student desires to move away from Jewish school after spending K-8 in a more traditional Jewish day school, and were concerned that pushing more dogmatically would repel those students, who were
otherwise perfectly aligned with Kehillah They saw the current state of “Jewishness” at Kehillah as “just right”
Yet others imagined the solution could be found in appealing to a larger audience of students both within and outside of the Jewish community, who are well-aligned to Kehillah’s reputation of being an institution for strong academics in a lower pressure environment but do not see Jewish education as a priority.
Initially, the expectation was that the survey would validate one of these ways forward in order to recalibrate the brand to retain and attract a larger, more universally-aligned audience However, each potential solution presented as problematic to another group, further endangering enrollment
Meanwhile, the uniform approach to Jewish life and learning of traditional Jewish schools was in conflict with the administration’s understanding of healthy adolescent development which requires allowing voice, choice, and agency for students to develop the skills they need to emerge as confident adults in the world
The administration imagined an innovative, egalitarian model of a pluralistic Jewish school for all, similar to the Episcopal model and unheard of in the Jewish Day School milieu
As such, there was an attempt to fit the school’s vision and direction into the context of the more broadly applicable “Jewish values” but some perceived that as a “watering down of Judaism”, especially without identifying specific values.
Beyond issues surrounding Judaism, the qualitative research also surfaced issues related to expectations of learning difference support as well as a perceived lack of academic rigor in certain classes, and an increasing reputation that the school was only for students who needed extra support
THE 2023-2024 KEHILLAH SURVEYS
Executive Summary
Goals and Objectives of the Survey
In light of an enrollment decline, it seemed a worthwhile pursuit to examine the opportunity for an alternative solution that did not ignite an identity-based game of whack-a-mole, and would instead provide a universally appealing and understandable North Star that harnesses the school’s strengths and ambitions and solves for most needs, while avoiding alienating another group, placating, or compromising
One of the prominent questions that emerged throughout the project was, “Is it even possible to create a diverse environment in a Jewish context where everyone truly belongs and matters, and where all needs are largely met?”
The findings indicate the answer is “ yes ” , however, it requires a reframing of the problem There was a reluctance expressed in regards to becoming a “big tent” and trying to be all things to all people, but that’s not the issue here The problem is not the size of the tent but the lack of signage The audience can’t always see whether they should be in the tent or not. At Kehillah, this can be accomplished through psychographics rather than demographics The goal is not to try to appease many groups, but instead to first understand and appreciate the various needs of its audience and to analyze where those needs align with the school’s vision Then, clearly and concretely declare what Kehillah stands for, the principles and values guiding its decisions and how Kehillah’s approach meets the audience’s various needs, The survey aimed to uncover where the school and all groups align.
Methodology:
From June 2023 through January 2024, more than one hundred hours of qualitative one-onone and group in-person and virtual interviews were conducted with Kehillah stakeholders: administrators, board members, faculty, staff,
parents and students, in order to gain a broader understanding of the issues at hand, in preparation for developing a set of comprehensive surveys meant to ascertain the experiences, priorities and opinions of the entire community in regards to Kehillah’s organizational identity
In early January 2024, three surveys were sent: one to all parents, one to all faculty/staff, and one to all students with a three week window for response collection At least five email reminders sent to each group during this time, as well as notices sent out in school newsletters and other communications.
Of 367 parent surveys sent, 206 (56%), representing 77% of households were fully completed
Of 190 students surveyed, 98 (52%) fully completed the survey
87% of faculty fully completed surveys (53 of 61 sent)
Additionally, partial surveys were accepted into the data collection, in order to represent as many voices as possible.
Findings
The current school community holds a wide variety of perspectives and priorities 65% of student respondents identify as culturally or ethnically Jewish However, sharing a Jewish identity in no way indicates conformity in views, beliefs, or priorities For religious affiliation, the largest student segment selected Reform Judaism, followed by “Atheist/Agnostic/Not religious”, followed by Conservative Judaism, Judaism-other Catholic “Other” Reconstructionist Judaism, Orthodox Judaism, Protestant, Christianity-other, Islam, and Hinduism Aligning according to religious or even cultural doctrine, would certainly leave another group feeling alienated
THE 2023-2024 KEHILLAH
SURVEYS
Executive Summary
When it comes to the factors parent and student respondents agree are important in choosing a high school, the vast majority of the community is aligned The most often selected factors are also rated as most generally positively aligned (wellaligned + aligned). Those factors, as shown on the three charts to the right also happen to be the ones that the school sees as making Kehillah distinctive, as indicated in the faculty responses The only outlier was “Support for learning differences” appearing in the top factors for Faculty whereas “Lower pressure environment” was selected by parents and students All other top categories were the same for all groups
For factors rated as least aligned (see charts on next page) the percentage of respondents was small, but the qualitative, open-ended questions revealed significant concern and care from respondents in all three surveys, especially regarding Jewish aspects, but also including faculty and support issues For students, the largest area of misalignment was the lack of diversity at the school It would be short-sighted to ignore these areas, even though they represent a small percentage of the population. Especially given current events the deep feelings expressed and the amount of time parents and the administration are spending on concerns, the school needs to be clear about how they are addressing them Furthermore, the qualitative interviews and surveys repeatedly showed that, even if parents were unhappy with one aspect, they unanimously volunteered that they were pleased with other aspects of the school and its offerings
From interviews with the school it was clear they saw those who desired deeper Jewish learning as having a place within their vision, provided the families and students did not require an exclusively Jewish community or an approach where all students are required to conform to one doctrine, which would go against the principles of adolescent development They envisioned tailored pathways as a way to address those needs
% of parents who selected each factor as important in selecting a high school
Studentwell-being(89%)
SmallClassSizes(87%)
Well-qualifiedfaculty(84%)
WarmWelcomingEnvironment(83%)
CloseTeacher-StudentRelationships(80%)
CollegePrepAcademics(75%)
LowerPressureEnvironment(64%)
% of students who selected each factor as important in selecting a high school
WarmWelcomingEnvironment(80%)
Closeteacher-studentrelationships(71%)
Smallclasssizes(68%)
Studentwell-being(66%)
Well-qualifiedfaculty(64%)
CollegePrepAcademics(60%)
Lowerpressureenvironment(54%)
% of faculty who selected each factor as important to Kehillah’s distinctiveness
Smallclasssizes(94%)
Closeteacher-studentrelationships(85%)
Warmwelcomingenvironment(83%)
Well-qualifiedfaculty(81%)
Studentwell-being(75%)
Supportforlearningdifferences(75%)
Collegeprepacademics(70%)
Deliveringextremelywell
Deliveringwell
Roomforimprovement
Notdelivering
THE 2023-2024 KEHILLAH SURVEYS
Executive Summary
Concerns regarding faculty seem to be due to inconsistencies within the organization, whereas issues with learning support seemed largely due to mismanaged expectations, where respondents felt they were promised a level of support that was not delivered.
For the factors appearing on both the generally aligned and generally misaligned charts, which included ‘Well-qualified faculty’ and ‘Student well-being’, those appear to be due to specific concerns, complaints, or incidents, rather than due to a philosophical misalignment
From both the qualitative one-on-one interviews and the survey responses, Four major audience needs emerged (see diagram on next page) Respondents demonstrated a wide variety of expressions of these needs within the audience:
A need for student well-being (including safety), belonging, and contribution, which was shared by the entire audience
A need for academic, intellectual, and/or passionate pursuits. For some, this entails deep engagement or exploration of interests for others the aim is high achievement
A need for understanding and honoring individuality and human diversity, including, but not limited to, neurodiversity (including learning differences), racial, religious, and cultural diversity, as well as sexual orientation and gender identity There is a strong desire for students to be known for who they are.
A need for Jewish life and learning A wide spectrum of needs exist within this category, from an appreciation of the incorporation of Jewish values and adherence to a Jewish calendar, to an interest in contemporary Jewish issues and history, to a desire to deepen understanding of more particularist aspects of Judaism, include text study and Jewish practice
Factors parents most often rated as Misaligned or Not at All Aligned
Factor(%ofrespondentswho selectedeachfactorasimportant inchoosingahighschool):
UnequivocalsupportofIsrael(25%):
Well-qualifiedfaculty(84%):
Jewishvalues(44%):
Supportforlearningdifferences(54%):
Jewishpracticeoncampus(18%):
Studentwell-being(89%):
Adiversestudentbody(28%):
%ofrespondentswhoratedeach factorasmisalignedornotatall aligned:
Factor(%ofrespondentswho selectedeachfactorasimportant inchoosingahighschool):
Adiversestudentbody(32%)
Well-qualifiedfaculty(64%)
Warm,welcomingenvironment(80%)
Studentwell-being(66%)
Collegeprepacademics(60%)
Campusandfacilities(41%)
Jewishvalues(30%)
%ofrespondentswhoratedeach factorasmisalignedornotatall aligned:
Factor(%ofrespondentswho selectedeachfactorasimportant inchoosingahighschool):
Jewishvalues(66%)
Adiversestudentbody(26%)
Civicengagementopportunities(23%)
Other-Pleasewritein(15%)
Closeteacher-studentrelationships(85%
Collegeprepacademics(70%)
Jewishpracticeoncampus(23%)
%ofrespondentswhoratedeach factorasmisalignedornotatall aligned:
Executive Summary
Existing Audience Needs
Well-Being, Belonging, & Contribution (89%) (not to scale)
Academic & Intellectual Pursuits (75-84%)
Wo Kehillh Is
Jewish Life & Learning (44%)
Individuality/ Human Diversity (54%)
There is overlap and synergy between all of these needs. Where they intersect is the point of alignment; the aspects that all needs share. This is the core of Kehillah’s brand.
Executive Summary
Each group also has needs that fall outside of those that are shared It's important to clearly articulate how the school's approach addresses (or does not address) these specific needs When the audience cannot see or does not clearly understand how the school is addressing (or intentionally not addressing) the needs specific to each group, the result can be uncertainty, mismanaged expectations, and dissatisfaction Certainly, dissatisfaction can also stem from the school's decision not to address certain needs. However, clear communication allows individuals for whom this is a deal-breaker to make informed decisions about whether to choose the school
It is the school's determination how to address the needs of its audience From extensive interviews with school leadership, it is clear they are led by a set of guiding principles which include an educational approach based on the Science of Learning, an evidence-based understanding of adolescent development, and a desire to inspire students to pursue social justice and ethical leadership These principles share remarkable synergy with one another They also align well with specific Jewish values, however, the guiding principles are broader in scope The leadership exhibits a strong desire to develop students into engaged citizens and compassionate leaders who will contribute to improving the world.
KeyConceptsofanEducationalApproach basedontheScienceofLearning
Neuroplasticity
Cognitive Load
Understanding learning and learners are dynamic
Context Matters
Durable learning
Metacognition, Mindfulness & Well-being
Educators as critical consumers of research
KeyConceptsofAdolescentDevelopment:
Voice,Choice,andAgency
Exploration&RiskTaking
Meaning&PurposeThroughContribution
DecisionMaking&EmotionalRegulation
SupportfromParents&OtherCaringAdults
DevelopingValues,Goals,&Identity
Respect&SocialStatus
Wo
Is
KeyConceptsofEthicalLeadership
Integrity
Transparency Fairness
Respect
ResponsibilityandAccountability
EmpathyandCompassion
Courage
Sustainability
CommunityandStakeholderFocus
KeyConceptsofSocialJustice
Equity
HumanRights
DiversityandInclusion
RedistributionofResources
CivilLiberties,andDemocraticParticipation
Intersectionality
AdvocacyandActivism
EnvironmentalJustice
RestorativeJustice
THE 2023-2024
KEHILLAH SURVEYS
Executive Summary
Recommendations
Mission Statement
Kehillah requires a clearly articulated mission statement that leaves no room for misinterpretation.
The mission needs to differentiate Kehillah from the rest of Silicon Valley high schools, both public and private
The statement should focus on why and how the school addresses the core needs of the audience, where all priorities align
Concrete language should be chosen so as not to be unintentionally ostracizing or misleading
Mission Statement Jobs
Establish that Kehillah is different from a traditional model of a Jewish Day School
Indicate that Kehillah’s approach centers student-empowered learning
Make clear that students can tailor a pathway to personal success
Discuss its intention to develop students holistically; intellectually, socially, morally, and ethically
Create good humans who positively impact the world.
Strategic Communication and Marketing
With the adoption of a mission statement that matches the vision and direction of the school, all messaging, communication, and marketing should use concrete, specific language that intentionally manages expectations, illustrates how audience needs are met, and consistently points to the guiding principles.
Kehillah would benefit from anticipating and directly addressing how they diverge from traditional expectations of academics, learning support, and Jewish day schools, Any controversial issues that concern the school community should be addressed proactively, rather than reactively, whenever possible
Kehillah should clearly explain how it offers both academic rigor and learning support
Kehillah should clearly outline its approach to
supporting the wide range of needs associated with human diversity
Kehillah should clearly describe how it is a Jewish school and where it stands on issues surrounding Israel.
Kehillah should adopt a set of core (Jewish) values that connect to the key concepts of the guiding principles as part of its About page
Brand Alignment throughout the Organization
Using data gathered as a starting point, the school should review current policies, programs, curricula, and practices to align any significant misalignments to the brand, and to consider how the school might make its mission statement even more true.
Kehillah would strengthen its brand experience by considering applying its principles to every set of stakeholders across the organization They might consider developing a set of commitments for each group (administration, faculty, parents, students, board) as to each group ’ s contribution and responsibility to the whole, based on the guiding principles
In Closing
The administration's vision focuses on a holistic educational model grounded in the Science of Learning, adolescent development, social justice, and ethical leadership, aligned with Jewish values but broader in scope To address the needs of the audience, resolve identified challenges, and leverage its strengths, Kehillah needs a clear, differentiated mission statement that resonates with all members of its diverse community while remaining specific to the unique ways Kehillah addresses its audience’s needs Strategic communication, proactive engagement with controversial issues, and a reevaluation of policies and practices are recommended to align the school's operations with its redefined mission and values, ensuring a cohesive brand experience across all stakeholder groups
THE 2023-2024 KEHILLAH PARENT SURVEY
Parent Survey Reponses
Impressions of Kehillah
What was your first impression of Kehillah? (n=221)
Top ten themes ordered by number of responses:
Warm, welcoming, and inclusive community (~54)
Positive response to small school size (~40)
Strong academics (~35)
Supportive and caring staff and community (~30)
Jewish values and culture (~20)
Personalized attention and individuality (~18)
Positive student experiences (~16)
Balanced approach to education (~15)
Mixed opinions about the physical environment (~10)
While these were the most common themes, there was a diversity of opinions within each theme and respondents expressed contrasting views on certain aspects of the school
How has your impression changed over time? (n=218)
Top ten themes ordered by number of responses:
Positive impression mostly unchanged or strengthened (~40)
Concerns about declining Jewish identity/focus (~30)
High quality of teachers and academics, often exceeding initial expectations (~25)
Welcoming and supportive environment maintained (~20)
Administrative and communication issues (~15)
Mixed experiences with student support services (~15)
Concerns about social environment including cliques and lack of school spirit (~10)
Appreciation for small school benefits (~10)
Mixed opinions on evolving diversity and inclusion efforts (~10)
Concerns about academic rigor of certain classes or programs (~10)
It is notable that opinions varied widely, with some respondents having contrasting experiences on the same issues
Strengths and Opportunities for Improvement
What are Kehillah’s greatest strengths? (n=215)
Top ten themes ordered by number of responses:
Excellent quality, dedication, and caring nature of the teachers/faculty (~66)
Small class sizes/small school environment (~45)
Nurturing, understanding, and caring environment (~44)
Strong academic program with rigorous academics and diverse course offerings (~39)
Inclusive and welcoming community accepting of diverse students and learning styles (~35)
Jewish values and education (~27)
Ability to meet individual student needs (~25)
Lower-stress environment (~18)
Strong sense of community and close-knit, familial atmosphere (~17)
Opportunities for student involvement and pursuit of interests (~15)
Many responses touched on multiple themes, indicating that Kehillah's strengths are often seen as interconnected
Where do you see opportunity for meaningful improvement? (n=213)
Top ten themes ordered by number of responses:
Stronger Jewish identity and programming, increased support for Israel, and celebration of Jewish traditions and values (~30)
Academic rigor and quality, including improved math and science and reducing grade inflation (~25)
Communication and transparency (~20)
Extracurricular activities and student life (~15)
Diversity, equity, and inclusion efforts (~15)
Faculty and staff improvements; reducing turnover and improving teacher quality in certain subjects (~15)
College counseling and preparation, with request for earlier and more comprehensive services (~10)
Facilities and resources; improving the campus, adding a cafeteria, and enhancing technology (~10)
School culture and community building (~10)
Administrative leadership and vision (~10)
Themes often overlapped in individual responses, with many expressing complex views on multiple areas for improvement
Which factors mattered to you when considering a high school?
Kehillah?
Top ten factors identified as “most important” when choosing Kehillah (n=207):
**See appendix for Other 1 responses
Alignment with Personal Expectations
n=207
% of parents who selected each factor as important in selecting a high school
Studentwell-being(89%)
SmallClassSizes(87%)
Well-qualifiedfaculty(84%)
Warm,WelcomingEnvironment(83%)
CloseTeacher-StudentRelationships(80%)
CollegePrepAcademics(75%)
LowerPressureEnvironment(64%)
Supportforlearningdifferences(54%)
Collegecounseling/placement(52%)
Jewishvalues(44%)
Locationoftheschool(39%)
Extracurriculars/clubs(33%)
Adiversestudentbody(28%)
Campusandfacilities(27%)
Educationaltravel(28%)
Jewishstudies(27%)
Opportunitytoparticipateinsports(25%)
UnequivocalsupportforIsrael(25%)
Studentleadershipopportunities(25%)
Jewishpracticeoncampus(18%)
Jewishobservance-friendlyschedule(16%)
Civicengagementopportunities(11%)
Other1*(11%)
Schoolevents(8%)
Other2*(3%)
Well-Aligned Aligned MinimallyAligned NotatallAligned
Would you like to add details regarding alignment ratings?
Would you like to add details regarding your alignment ratings? (Optional) (n=68)
Top ten themes ordered by number of responses:
Concerns about Jewish identity and Israel support ( 12)
Mixed opinions on learning support and accommodations ( 8)
Varied experiences with teachers and faculty, with many praising but noted inconsistencies in quality and preparedness ( 7)
College counseling concerns ( 6)
Concerns regarding academic rigor and preparation ( 5)
Positive overall experiences ( 5)
Desire for more leadership and extracurricular opportunities (~4)
Concerns about diversity with a desire for more socioeconomic diversity and more Jewish diversity (~4)
Concerns about the school culture becoming more high-pressure over time (~4)
Requests for curriculum improvement (~3)
As with previous questions, there was a wide range of opinions on several topics, with many responses touching on multiple themes
Marketing Insights
How did you first learn about Kehillah? (n=206)
Did you know about Kehillah prior to starting your high school search? (n=206)
Word of mouth and referrals from feeder schools are by far the largest source of referrals at a combined 68%. There were a low number of web search and social media responses, indicating a potential opportunity for digital marketing. ‘*Other’
Competitor Schools
Kehillah as a School of Choice
Was Kehillah your first choice school? (n=151)
Why was Kehillah your first choice? (n=109)
Top ten themes ordered by number of responses:
Small class sizes and small school environment offering an intimate learning environment and personalized attention (~32)
Jewish education, values, and community (~27)
Supportive and warm environment focused on student well-being (~26)
Strong, rigorous academics (~22)
Support for learning differences and ability to accommodate diverse learning needs, especially 2e students (~18)
Student’s preferences and comfort after visiting or shadowing (~14)
Lower pressure environment (~12)
Quality of faculty and staff (~11)
Location and convenience; proximity to home (~8)
Continuation from Jewish middle school (~6)
The decision to choose Kehillah was often based on a combination of factors The school's ability to balance strong academics with a supportive, Jewish-oriented environment in a small school setting is a key attraction for many families.
THE 2023-2024 KEHILLAH PARENT SURVEY
If not Kehillah, which school was your first choice?
n=40
Public School Other*
Woodside Priory The Nueva School
The Harker School Sacred Heart
Mid-Peninsula Menlo Castilleja
‘*Other’ included Pinewood, Oakwood, Archbishop Mitty H.S., Mercy Burlingame, Athenian, School of Arts S.F., Notre Dame, Stevenson, and Drew School.
Preference for Competitor Schools
Why did you prefer your first choice school? (n=40)
Top ten themes ordered by number of responses:
Stronger academic reputation and curriculum (12)
Larger school size and student body (8)
Better campus and facilities (7)
More extracurricular opportunities (6)
More diverse student population (5)
Proximity to home (5)
Better college preparation (4)
Overall reputation (3)
Social fit or friends attending (3)
Stronger Jewish education (2)
Why did you not attend your first choice? (n=40)
Parents weighed a variety of considerations and priorities when choosing a school for their child, with factors ranging from academic quality and social environment to practical concerns and religious considerations.
*Other responses included: Not accepted in time to attend; My son preferred Kehillah; Student chose; Eventually we moved from public school; See previous; Personal; Unhappy with the high school; Various reasons; Yes; Student got into both but after speaking with Kehillah parents we were told we wouldn’t be sacrificing academics for a lower stress environment; We decided not to move and stay in the Peninsula to attend Kehillah; Concern about too much pressure and “not fitting in”;
Describe your dream school.
Top twelve themes ordered by number of responses (n=206):
Small class sizes and low student-teacher ratio (~60)
Parents have a significant preference for smaller class sizes, allowing for more personalized attention and stronger relationships between students and teachers
Strong academics and rigor (~55)
Many respondents wanted a school with excellent academic programs and high standards, while still maintaining a balanced approach
Supportive, warm environment (~50)
Many parents value a supportive and nurturing environment where students feel safe, respected, and supported both academically and emotionally.
Jewish values and culture (~35)
For those interested in Jewish education, there's a desire for a school that integrates Jewish values, culture, and studies into the curriculum while also fostering a sense of Jewish identity.
Excellent, passionate teachers (~30)
Parents valued teachers who are knowledgeable, engaging, and truly care about their students' success
Lower pressure environment (~30)
While valuing academic rigor, many respondents also wanted a school that doesn’t create undue stress or pressure on students and prioritizes well-being
Diverse student body and inclusive culture (~20)
Parents value and recognize the importance of diversity and an accepting environment for all students
Strong extracurricular offerings (~20)
Many desire a wide range of activities outside the classroom to engage students’ varied interests, including sports, clubs, and the arts
Focus on critical thinking and real-world skills (~15)
Parents emphasized the importance of teaching critical thinking, problem-solving, and practical skills, as well as an interest in innovative teaching methods and opportunities for project-based learning.
Strong college preparation and counseling (~15)
Parents desire excellent college counseling and preparation for higher education.
Personalized learning / individual attention (~15)
Parents valued a school that caters to individual learning styles and needs and an approach that recognizes each student’s strengths and weaknesses, allowing them to progress at their own pace
Community-oriented and sense of belonging (~15)
Parents desire a tight-knit, supportive community, parent involvement, and a school culture that makes students feel like they’re part of something bigger than themselves
Would you recommend Kehillah?
Would you recommend Kehillah to a friend? (n=206)
Why or why not? (n=205)
Top ten themes ordered by number of responses (n=205):
Supportive and nurturing environment (~40)
Respondents praised Kehillah’s warm, welcoming, and supportive atmosphere for students, especially those with learning differences or who might struggle in larger schools
Strong academics with less stress (~30)
Parents highlighted the school’s ability to provide excellent academics in a lower-stress environment compared to other competitive schools in the area.
Small class sizes and individualized attention (~25)
The small school size and low student-to teacher ratio were frequently mentioned as positives
Excellent teachers and staff (~20)
Parents praised the quality of Kehillah’s faculty and dedication to students
Recommendations Based on Fit (~20)
Respondents noted that Kehillah is particularly well-suited for students who are quirky introverted or need extra support but may not be ideal for everyone
Concerns about Jewish identity (~15)
Some respondents expressed disappointment with the level of Jewish education and cultural identity, feeling it wasn’t as strong as expected
Limited extracurricular and social opportunities (~15)
Due to its small size, some parents noted that Kehillah has fewer options for sports, clubs, and social activities compared to larger schools
College preparation (~10)
Opinions were mixed, with some praising the college prep while others expressed concerns about how well Kehillah prepares students for top universities.
Diversity and inclusion issues (~10)
Some respondents mentioned concerns about the lack of diversity at Kehillah, while others praised its inclusivity for students with different backgrounds or needs
Leadership and administration concerns (~10)
A number of responses expressed worries about the school’s leadership, direction, or handling of various issues including communication with parents
School Pride
Are you proud your child attends Kehillah? (n=206)
Why or why not? (n=205)
Top ten themes ordered by number of responses (n=205):
Academic excellence and support (~40)
Many parents expressed pride in Kehillah’s strong academics, supportive learning environment, and preparation for college
Positive school environment (~35)
Respondents mentioned the warm, welcoming, and inclusive atmosphere at Kehillah as a source of pride.
Quality of teachers and staff (~30)
Many parents were proud of the dedicated and skilled faculty and staff at Kehillah
Student growth and happiness (~25)
Parents expressed pride in seeing their children thrive, grow, and be happy at Kehillah.
Jewish identity and values (~20)
Some parents expressed pride in their children attending a Jewish school that teaches Jewish values, while others felt the school could do more in this area.
Small school benefits (~15)
Some parents mentioned pride in the individualized attention and opportunities available due to Kehillah’s small size
Low-stress environment (~15)
Parents appreciated and were proud of Kehillah’s ability to provide strong academics without excessive stress.
Diversity and inclusion (~10)
Some respondents were proud of Kehillah’s efforts to be inclusive and welcoming to diverse students
Mixed feelings about reputation (~10)
Parents noted that while they were personally proud, they felt Kehillah lacked broader recognition or prestige.
Concerns about Jewish identity and Israel (~10)
Some parents expressed disappointment or lack of pride in how Kehillah handles Jewish identity and issues related to Israel
It's worth noting that many responses were nuanced, with parents expressing pride in some aspects of the school while having concerns about others Additionally, several respondents questioned the concept of being "proud" of a school choice preferring to focus on their child's experiences and growth instead
Demographics
Current grade level(s) of students represented by parent respondents (n=206)
42% of parents have other children who did not attend Kehillah
Why did your other child(ren) attend other schools?
Social fit and size of the school
Academic and extracurricular options
Accessibility and commute
Admissions process and acceptance
Religious affiliation and preferences
Financial considerations
Learning support and special needs
Interest in specific programs or facilities
Lack of awareness and knowledge of Kehillah
The decision to send children to schools other than Kehillah was influenced by a combination of factors, including social considerations, academic offerings, admissions process, religious affiliation, financial constraints, support for learning needs, specific program interests, accessibility, and awareness of Kehillah.
Parent Demographics - Cultural and Religious Identity
Religious Affiliation (n=204)
Religious Organization Membership (n=88)
62% of parents responding personally identify as ethnically or culturally
67% of parents responding report at
46% of responding parents attend a synagogue, church, temple, mosque or other place of worship
36% of responding parents report intersectional households (more than one ethnicity, culture or religion present)
Parent Demographics - Racial or Ethnic Backgrounds Represented
Respondents could select multiple options.
Respondent Zipcode Map
Closing Thoughts from Parents
Optional response (n=90)
Top ten themes ordered by number of responses (n=205):
Appreciation for the school and its community (~23)
Many parents shared their gratitude and overall satisfaction with Kehillah, praising the school’s efforts and impact on their children.
Concerns about Jewish identity and Israel support (~15)
Several respondents expressed a desire for stronger emphasis on Jewish values, support for Israel, and preparation for anti-Semitism on college campuses
Academic quality and rigor (12)
Comments ranged from praise for academic offerings to concerns about teacher quality and curriculum strength
Communication issues (10)
Respondents mentioned problems with school communication, transparency, and organization
Small school environment benefits (~9)
Parents appreciated the small class sizes, individual attention, and supportive atmosphere
Desire for school improvement (~8)
Several responses indicated a belief that Kehillah has potential for growth and improvement in a variety of areas
Concerns about diversity and inclusivity (~7)
Some respondents touched on issues of diversity, from a variety of perspectives, Some praised the diverse inclusive environment. Others felt it is not diverse enough, while yet others felt the school should focus more strongly on attracting Jewish families.
Extracurricular activities and social opportunities (~6)
A few responses mentioned the need for more clubs, leadership opportunities, and social connections among students and parents
College preparation and counseling (~5)
Respondents expressed concerns or suggestions regarding college counseling and preparation for higher education
Financial considerations (~5)
A few responses touched on issues of tuition, financial aid, and making the school more accessible to a broader range of families
Appendix
In response to the question, “ Which factors mattered to you when considering a high school?”, the following were the responses to the ‘Other- Please fill in responses:
Other 1:
Hebrew
Preparing students to think critically
Experiential education - the ability to learn in more practical ways (Projects, Internships, Hands-on Learning) -Mastery Learning +
Growth Mindset
My student preferred a small school
Good Head of School
Liberal values
Students social interaction
Flexibility for students who don't work to grade level in some subjects
No drug culture; peer pressure not to do drugs
Financial aid opportunities
Connection to Israel is important but that does not mean "unequivocal" support for Israel. Just as we can vigorously condemn the American government and oppose its leaders, we do that from a place of belonging and making OUR country better. I advocate the same approach to Israel.
Healthy Lunch provided
Student sense of belonging
The school’s four commitments
strong STEM
Focusing on values We're not Jewish so for us this isn't about Jewish values per se, but we think it's important to teach, think about, and engage with values (including religious ones)
Kehillah does that much better than public schools
willing to customize scheduling to student's extracurricular needs
safety
not public, presumably non-woke
Other 2:
Strong Student Community
Support for differences in student selfexpression
Fellow students interested in learning
Learning about issues of social justice willing to choose teachers based on fit with student
Vibrant, proud Jewish school culture
A community that values education, critical thinking, academic excellence, community, global and diverse viewpoints
THE 2023-2024 KEHILLAH STUDENT SURVEY
Student Survey Responses
Impressions of Kehillah
What was your first impression of Kehillah? (n=127)
Top ten themes ordered by number of responses:
Welcoming and friendly environment, including staff, teachers, and other students ( 25)
Students noted Kehillah’s small size, both in terms of student body and campus. Some saw this as a positive, while others had concerns about social limitations. (~20)
Engaged and caring teachers/staff (~18)
Students had mixed impressions of the building, with some finding it nice or cozy and other describing it as office-like or underwhelming (~15)
Strong sense of community (~12)
Strong academic focus and culture ( 10)
Jewish affiliation and identity, with some expressing interest and others having initial concerns about the religious aspect ( 8)
Positive shadow day experiences ( 7)
Concerns about social aspects and having a typical high school experience ( 5)
Familiarity through family connections (~5)
How has your impression changed over time? (n=119)
Top ten themes ordered by number of responses:
Disappointment with the academic rigor, particularly in math ( 25)
Positive community atmosphere ( 20)
Teacher quality variability with some teachers rated as excellent, others were perceived as ineffective or unprepared, especially in math (~18)
Administrative decisions, communication and policies, including concerns about the attendance policy and college counseling (~15)
Mixed opinions on Jewish identity and studies with some feeling the Jewish aspect of the school was less prominent than expected and others appreciating the balance (~12)
Mixed feelings about the size of the school and its impact on students ( 10)
Mixed opinions on extracurricular activities and school spirit with some finding them lacking and others appreciating the opportunities for involvement ( 8)
Polarized or one-sided political climate ( 7)
Issues with student behavior and a lack of engagement (~6)
Changes in school environment, staff turnover, or policy changes (~5)
Strengths and Opportunities for Improvement
What are Kehillah’s greatest strengths? (n=113)
Top ten themes ordered by number of responses:
Strong teacher-student relationships, including teacher quality, accessibility and support ( 30)
Small class sizes, including more individualized attention and better learning opportunities (~25)
Quality academics, with specific departments like science, history and language receiving particular praise (~20)
Supportive, welcoming, inclusive, and tight-knit community (~18)
Variety of extracurricular activities and clubs available (~15)
School trips (~12)
Flexible and supportive learning environment and ability to support different learning styles and needs ( 10)
Campus and facilities, including size and layout ( 8)
Jewish studies and identity ( 7)
College counseling (~5)
Where do you see opportunity for meaningful improvement (n=111)
Top ten themes ordered by number of responses:
Improve the math department. Students requested better instruction and curriculum improvements (~12)
Enhance Jewish education and culture, with a stronger emphasis on Jewish values, traditions and Israel education (~10)
Revise schedule including requests to change school start times, improving the daily schedule and reconsidering the use of time in assemblies and seminars (~9)
Increase diversity and inclusion among students and faculty ( 8)
Improve food options and lunch program ( 8)
Reconsider replacing Town Hall and assemblies with more productive activities ( 7)
Enhance academic offerings, with requests to keep AP classes, offer more challenging curricula, and provide more diverse course options (~7)
Revise attendance policy for mental healthrelated absences and excused absences (~6)
Improve sports programs and school spirit (~5)
Listen to student input, requesting for the administration to be more receptive to student feedback and to implement suggested changes (~5)
*Other 1 responses included: where sibling attended, advisory, advanced academics, late application due to Covid, classes offered to lower grade levels tolerance of political values food queer acceptance, tech savvy,, knew others who attended, Israel trip, and poor experiences at previous schools
**Other 2 responses included: multi-stalled, non-gendered restrooms
Alignment with Personal Expectations
(n=105)
% of students who selected each factor as important in selecting a high school
Warm,WelcomingEnvironment(80%)
Closeteacher-studentrelationships(71%)
Smallclasssizes(68%)
Studentwell-being(66%)
Well-qualifiedfaculty(64%)
CollegePrepAcademics(60%)
Lowerpressureenvironment(54%)
Extracurriculars/clubs(50%)
Supportforlearningdifferences(47%)
Collegecounseling/placement(43%)
Educationaltravel(42%)
Campusandfacilities(40%)
Locationoftheschool(36%)
Opportunitytoparticipateinsports(32%)
Adiversestudentbody(31%)
Jewishvalues(30%)
Studentleadershipopportunities(27%)
UnequivocalsupportofIsrael(23%)
Schoolevents(22%)
Jewishpracticeoncampus(20%)
Jewishstudies(19%)
AJewish-friendlycalendar(17%)
Other1*(16%)
Civicengagementopportunities(13%)
Other2*(2%)
Well-Aligned Aligned
MinimallyAligned
NotatallAligned
% of total respondents
*Other 1 responses included: where sibling attended advisory advanced academics late application due to Covid classes offered to lower grade levels tolerance of political values food queer acceptance tech savvy knew others who attended, Israel trip, and poor experiences at previous schools
**Other 2 responses included: multi-stalled, non-gendered restrooms
Alignment and Awareness
Optional response (n=13)
Top themes:
A few students expressed a desire for more Jewish practices on campus or disappointment with the lack of “Jewish spirit” (4)
Israel-related comments ranged from support for Israel to discomfort with how the school aligns Israel with all Jews (3)
Two students mentioned a need for more gender-neutral bathrooms (2)
Did you know about Kehillah prior to starting your high school search (n=105)?
How did you first learn about Kehillah?
(n=104)
Parentorfamilymember
Previousschool Friend
Don'tremember Educationalconsultant
Other* Ravenna JCC
Printad
Parentorfamilymember
‘*Other’ included Peninsula Bridge, therapist and mother’s friend, high school fair and friend of parent
Word of mouth and referrals from feeder schools are by far the largest source of referrals at a combined 75%. No students selected ‘web search’, ‘social media’, or ‘synagogue’, indicating there is room for growth in digital marketing and community outreach.
Did
Kehillah as a School of Choice
Was Kehillah your first choice school? (n=73)
Why was Kehillah your first choice? (n=34)
Top ten themes ordered by number of responses:
Small school and class sizes (8)
Welcoming community and warm environment (7)
Jewish identity and practices, including a Jewish calendar and pluralistic approach to Judaism (5)
Lower stress and less pressure environment (4)
Quality of academics and curriculum (3)
Specific program offerings such as computer science, Latin, and band (3)
Teacher-student relationships (3)
Convenience/location (3)
Contrast to previous school experiences, some public schools and some religious schools (3)
Positive first impression or shadow experience (2)
If not Kehillah, which school was your first choice?
(n=36)
PublicSchool Other*
WoodsidePriory TheNuevaSchool
Menlo CrystalSpringsUplands
TheHarkerSchool SacredHeart
Mid-Peninsula Castilleja
‘*Other’ included Drew School, TIDE, Bellarmine, Compass HS, JCHS, Summit Prep, Gunn, Saint Francis, and Pinewood
Preference for Competitor Schools
Why did you prefer your first choice school? (n=36)
Top ten themes ordered by number of responses:
Better or preferred campus and facilities (8)
Stronger or more diverse academic offerings (7)
Larger student body and class sizes (5)
Existing social connections including friends or siblings (5)
Location and proximity to home (4)
Preferred non-religious affiliation (3)
Better perceived college placement and preparation (2)
Cost considerations (2)
Specific program offerings like STEM or computer science courses or language options at other schools (2)
Family tradition or preference (2)
Why did you not attend your first choice? (n=36)
‘*Other’ included parents’ choice, did attend and then transferred, realized the student body was unwelcoming, inadequate mental health support, better academic support at Kehillah, felt pressured by parents to attend Kehillah
Describe your dream school.
Top twelve themes ordered by number of responses (n=100):
Small class sizes and low student-teacher ratio (~20)
Students consistently emphasized the value of intimate learning environments where teachers can provide individual attention
Strong academics and qualified teachers (~18)
Students desire challenging curricula and expert instructors who knowledgeable in their subjects and passionate about teaching
Welcoming and supporting environment (~15)
Students want a school where they feel accepted and supported with a friendly atmosphere, inclusive policies, and a culture of mutual respect among students and staff.
Focus on student well-being and low stress(~12)
Students desire a learning environment that prioritizes mental health with manageable workloads, stress-reduction strategies and a focus on a love for learning
Diverse course offerings and electives (~10)
Students are especially interested in unique and specialized courses, offering the freedom to explore interests beyond the standard core classes
Strong sense of community (~10)
Students value a tight-knit, collaborative school community with a sense of belonging for all
Facilities and campus (~9)
Students desire modern, well-equipped facilities and an aesthetically pleasing campus
Emphasis on Jewish education and culture (~8)
Some students want a school that integrates Jewish studies, traditions, and values into the curriculum and school life
Extracurriculars and sports (~8)
Students see a robust offering of nonacademic activities, including sports, clubs, and arts programming to be essential for educational and personal growth
Flexible and personalized learning (~7)
Students expressed interest in adaptable curricula that can cater to individual learning styles and interests.
Strong college preparation (~6)
Students desire a high school experience that effectively prepares them for higher education.
Diversity in student body (~5)
Some students specifically valued a diverse student population, recognizing the benefits of learning alongside peers from various backgrounds, cultures, and perspectives
Would you recommend Kehillah to a friend? Why or why not?
Would you recommend Kehillah to a friend? (n=99)
Why or why not? (n=99)
Top ten themes ordered by number of responses:
Depends on the individual (~20)
Student emphasized that their recommendation would depend on the specific needs, preferences, and personality of the friend in question.
Small school environment (~15)
Kehillah’s small size was frequently mentioned both as a positive and a potential drawback, depending on what a student is looking for in a school
Strong community and welcoming atmosphere (~12)
Students praised Kehillah’s inclusive community and friendly environment as reasons to recommend the school
Good for students with learning differences (~8)
Students commented they would recommend Kehillah to students who need additional support or have learning differences
Quality of teachers and education (~8)
Some students cited the quality of education and dedicated teachers as reasons to recommend while others expressed concerns about certain departments or teachers
Jewish education and environment (~7)
Students saw the Jewish aspects of Kehillah as a positive factor and would recommend for those seeking a Jewish high school experience.
Low stress environment (~6)
Several students appreciated and would recommend Kehillah for its lower pressure academic environment compared to other schools
Concerns about administration and school policies (~6)
Some students expressed hesitation in recommending Kehillah due to issues with administration or specific school policies
Limited extracurricular options (~5)
A few students mentioned the lack of certain extracurricular activities as a drawback
Cost considerations (~4)
The high cost of attending Kehillah was noted by some students as a factor that might influence their recommendation
School Pride
Are you proud to attend Kehillah? (n=98)
Why or why not? (n=98)
Top ten themes ordered by number of responses:
Mixed feelings/depends on the aspect (~15)
Many students expressed a combination of pride and dissatisfaction, depending on specific aspects of the school.
Proud of the community and inclusivity(~12)
Kehillah’s small size was frequently mentioned both as a positive and a potential drawback, depending on what a student is looking for in a school
Concerns about reputation or recognition (~10)
Some students expressed hesitation about being proud due to Kehillah's lack of widespread recognition or perceived reputation
Proud of academic quality (~8)
Students commented they would recommend Kehillah to students who need additional support or have learning differences
Not proud due to specific issues (~8)
Some students mentioned particular problems (e g , administration decisions, lack of school spirit) as reasons for not feeling proud
Neutral or indifferent feelings (~7)
Several students expressed neither pride nor shame, viewing Kehillah simply as the school they attend
Pride in Jewish identity and values (~6)
Some students felt proud of Kehillah's Jewish character and the incorporation of Jewish values
Concerns about Israel-related issues (5)
A few students mentioned dissatisfaction with Kehillah's stance on or handling of Israel-related topics.
Proud of individual achievements and growth (~4)
Some students expressed pride in their personal accomplishments and development at Kehillah
Not proud due to lack of athletic recognition (~3)
A few students mentioned the school's limited athletic programs or reputation as a reason for not feeling proud
Demographics - Religion
Religious Affiliation (n=98)
Religious Organization Membership (n=98)
66% of households have at least one member who identifies as Jewish
51% of students attend a synagogue, church, temple, mosque or other place of worship
65% of students personally identify as ethnically or culturally Jewish
36% of households are intersectional (more than one ethnicity, culture or religion present)
Demographics - Racial or Ethnic Background
(n=98)
Middle Eastern or North African
Black or African American
Pacific Islander
Indigenous American or Alaskan
Respondents could select multiple options
Closing Thoughts from Students
Optional response (n=38)
Top themes ordered by number of responses:
Appreciation for Kehillah (4)
Some students expressed gratitude and positive sentiments towards the school, thanking Kehillah for its contributions to their education and personal growth
Concerns about the Math department (3)
Multiple students mentioned issues with the math department, citing poor teaching quality and the need for improvement
Jewish Studies and Israel-related concerns (3)
There were mixed opinions about Jewish Studies requirements and Israel-related topics, with some students supporting the current approach and others calling for changes
Various individual concerns
Additional individual comments focused on praise for specific teachers, concerns about school facilities and a desire for relocation, requests for increased student voice and improvements in assemblies, and desire for improved inclusivity for LGBTQ students.
Respondent Grade Level (n=98)
Faculty Survey Reponses
Impressions of Kehillah
What was your first impression of Kehillah? (n=56)
Top ten themes ordered by number of responses:
Welcoming and friendly environment (~15)
Small school size and strong sense of community (~10)
Jewish aspects of the school, with several respondents being drawn to Kehillah’s Jewish identity, values, and approach to Jewish education (~9)
Commitment to inclusivity, diversity and openness (~8)
Supportive administration and faculty (~7)
Emphasis on student-centered learning and growth with a focus on individual needs and holistic development (~7)
Opportunity for curriculum development and teaching freedom (~6)
Strong academic program and quality of education (~5)
Progressive and innovative approach to education (~5)
Emphasis on arts and extracurricular activities (~4)
How has your impression changed over time? (n=54)
Top ten themes ordered by number of responses:
Evolution of Jewish identity and practices (~12)
Growth in size and increased professionalization of process and administration (~10)
Observed changes in student body diversity, learning differences, and behavioral challenges (~8)
Noted impact of different leadership styles and organizational changes over time (~8)
Maintained positive community atmosphere (~6)
Increased focus on diversity, equity, and inclusion and creating spaces of belonging (~5)
Tensions between academic rigor and support (~5)
Challenges with parent expectations and influence on school policies and decisions (~4)
Evolving curriculum and teaching approaches with some appreciating the freedom and innovative spirit, and others experiencing the approach as more traditional than expected (~4)
Concerns about maintaining Jewish identity (~4)
Strengths
What are Kehillah’s greatest strengths?
(n=54)
Top ten themes ordered by number of responses:
Caring and supportive faculty and staff, with a deep commitment to student wellbeing and success, personal connections with students, and passion for teaching and helping each student reach their full potential (~19)
Vibrant, welcoming, and collaborative community culture, offering a sense of belonging, support, and empowerment for all (~15)
Personalized approach to learning with an educational experienced tailored to each student’s needs and learning style (~12)
Student autonomy and voice,, offering meaningful opportunities for leadership, selfadvocacy, and agency in their own learning and school community (~9)
Inclusive and accepting environment where diversity is celebrated and all students feel like they belong, regardless of their background or identity Respondents appreciated the openness and lack of judgment within the community ( 7)
Academic excellence and rigor, with talented teachers and challenging coursework, offering an excellent, college-preparatory education ( 6)
Flexibility and adaptability with an ability to quickly respond to new opportunities and challenges and a willingness to evolve and innovate (~4)
Professional development opportunities for teachers (~3)
Strong operational and facilities support (~3)
Emphasis on character development and values, with a focus on instilling positive values such as kindness, service to community, and ethical decision making, in addition to academic excellence (~3)
According to faculty responses, Kehillah's greatest strengths stem from its people - the dedicated faculty, staff, and students - and the intentional, caring culture they have cultivated together. This creates a uniquely supportive and empowering educational environment that fosters both academic excellence and personal growth.
Unrecognized Strengths
What does Kehillah do well that people on the outside don’t see or recognize? (n=54)
Top ten themes ordered by number of responses:
Exceptional student support and personalized attention ensuring each student’s individual success and wellbeing (~17)
The passion, commitment, and personal connections the caring and dedicated faculty and staff have for the students and their outcomes (~15)
Vibrant, inclusive community where students feel empowered, find belonging, and are able to be their authentic selves (~10)
Accommodation for a wide range of learning styles through customized approaches and extensive resources (~8)
Student agency and leadership opportunities for students to take an active role in their own learning and school community (~7)
High-quality STEM and academic programming (~6)
Flexibility and responsiveness to evolving student needs (~5)
Effective integration of Jewish values and pluralism in an open, diverse community (~4)
Extensive co-curricular and experiential learning opportunities ( 3)
Unsung operational and administrative support
“The students at Kehillah demonstrate an exceptional level of engagement, especially when they encounter scenarios that involve uncertainty, challenges, and unfamiliar ideas. Especially post pandemic, I have not seen another high school that has built a culture of learning that involves such high levels of resilience, perseverance, and a willingness to learn from mistakes. “
-Kehillah Faculty Member
Opportunity for Improvement, Growth, and Innovation
Where do you see opportunity for improvement, growth or innovation? (n=53)
Top ten themes ordered by number of responses:
Modernize the curriculum and instructional practices, implementing more project-based and interdisciplinary learning, and ensure adoption of research-based teaching methods across all classrooms (~16)
Faculty support and professional development, with more opportunities for collaboration, shared decision-making, and targeted professional development to empower teachers and improve pedagogical practices school-wide (~14)
Clearly define and communicate Kehillah’s core mission, values, and educational philosophy to align the school’s messaging, programming, and identity This includes reconsidering the school’s name (~14)
Refine the school schedule and structure to better support student learning, reduct teacher workload, and allow for more innovative programming (~12)
Strike a better balance between student support, accountability, and agency in both learning and behavior (~11)
Continue to improve the physical campus, technology, and educational resources (~9)
Build stronger relationships and engagement with Kehillah’s alumni network and broader community ( 6)
Further develop Kehillah’s diversity, equity, and inclusion efforts to create a more inclusive community ( 8)
Refine and expand the school’s systems for supporting students’ social-emotional, academic, and mental health needs ( 4)
Improve administrative efficiency, staff support, and institutional knowledge management ( 4)
Where would you like to see improvement, growth, or innovation? (n=53)
2023-2024 KEHILLAH FACULTY SURVEY
Which factors contribute to making Kehillah distinctive?
*’Other 1’ responses included: internship, wouldn’t say unequivocal support for Israel, but it would be nice to communicate institutionally there is a LOVE for Israel academic flexibility robotics student voice and agency outstanding arts programs, do not get rid of APs, innovative academics
**‘Other 2’ responses included: should be spiritual and personal/emotional topics and support- should be preparing students for their entire lives college is but one slice of that
How well is Kehillah delivering on each factor?
(n=53)
% of faculty who selected each factor as contributing to Kehillah’s distinctiveness:
Smallclasssizes(94%)
Closeteacher-studentrelationships(85%)
Warm,welcomingenvironment(83%)
Well-qualifiedfaculty(81%)
Supportforlearningdifferences(75%)
Studentwell-being(75%)
Collegeprepacademics(70%)
Collegecounseling/placement(70%)
Jewishvalues(66%)
Lowerpressureenvironment(64%)
Educationaltravel(60%)
Jewish-friendlyschedule(55%)
Studentleadershipopportunities(45%)
Extracurriculars/clubs(42%)
Jewishstudies(36%)
Opportunitytoparticipateinsports(28%)
Adiversestudentbody(26%)
Jewishpracticeoncampus(23%)
Civicengagementopportunities(23%)
Schoolevents(19%)
Campusandfacilities(17%)
Other1*(15%)
UnequivocalsupportofIsrael(11%)
Other2**(6%)
Deliveringextremelywell
Deliveringwell
Roomforimprovement
Notdelivering
% of total respondents
*’Other 1’ responses included: internship, wouldn’t say unequivocal support for Israel, but it would be nice to communicate institutionally there is a LOVE for Israel, academic flexibility, robotics, student voice and agency, outstanding arts programs, do not get rid of APs innovative academics
**‘Other 2’ responses included: should be spiritual and personal/emotional topics and support- should be preparing students for their entire lives, college is but one slice of that
What are the biggest challenges with your work?
What do you love most about working with Kehillah students? (n=53)
Top themes ordered by number of responses:
Student curiosity, passion, and engagement (~16)
Student kindness, empathy, and strong character (15 responses)
Inclusive, accepting, and diverse student community (~10)
Strong student-teacher relationships and connections (~9)
Intellectual vibrancy and caliber of students (~6)
Collaborative, supportive student culture (~4)
Opportunity to witness student growth and development (~4)
Appreciation for Kehillah’s Jewish identity and values (~3)
Small class sizes enabling individual attention (~2)
What are the biggest challenges with your work? (n=53)
Top themes ordered by number of responses:
Faculty experience challenges in meeting the wide range of learning needs and abilities of students and balancing instruction for both high-achieving and struggling students ( 9)
Some respondents feel there is insufficient time for planning, grading, and meeting all responsibilities as well as heavy extracurricular commitments (~8)
Faculty encounter demanding parents with unrealistic expectations or narrow definitions of education and would prefer for parents to work directly with them instead of appealing to the administration (~6)
There is a desire for better resources, facilities, and administrative support, including better equipment, space, and support staff, especially marketing and development (~5)
Some faculty feel disconnected from colleagues and administrative decisions, and experience difficulties navigating school culture and communication issues (~4)
A few respondents expressed difficulty with the Jewish studies requirement (~3)
Some faculty struggle with salaries not being able to keep up with the high cost of living (~3)
A couple teachers expressed challenges with supporting students with significant socialemotional needs (~2)
What changes would turn Kehillah into your dream school?
(n=53)
Top ten themes ordered by number of responses:
Improved facilities and campus (~8)
Faculty desire a larger, more expansive campus and better amenities like a lunch program, gym, and more comfortable spaces
Increased faculty compensation and support (~6)
There were requests for higher salaries to reflect the local cost of living, more planning and grading time throughout the day, flexible scheduling and reduced mandatory commitments
Enhancing diversity, equity, and inclusion (~5)
Faculty would like to see increased racial, cultural, and socioeconomic diversity among students and faculty, creating a more inclusive, welcoming community that celebrates differences
Reforming curriculum and pedagogy (~5)
Respondents would like to see expanded course offering and opportunities for experiential and project-based learning as well as a reduced emphasis on APs and traditional assessments
Improving school culture and community (~4)
There is a desire for stronger faculty camaraderie and a sense of shared purpose, as well as addressing parental influence and expectations
Clearer mission, vision, and identity (~4)
Respondents would like to see the school develop a more distinct, well-defined identity and brand and align all stakeholders around the school’s core mission
Kehillah already is a dream school (~3)
A few faculty members expressed that Kehillah is their dream school, with the good far outweighing the bad
Increased marketing and development efforts (~2)
Respondents desire a more robust marketing and advancement team and endowment
Address scheduling and logistics (~2)
There were requests to restructure the daily schedule to allow for more flexibility and student engagement
Enhanced Jewish identity and connection (~2)
A couple faculty members would like the school to strengthen its Jewish culture and values.
Educational Programming, Department, and Tenure
Where the school is now:
Where you want the school to be:
Would you like to add any explanation to your selection? (n=22)
Top themes ordered by number of responses:
Desire for more progressive and innovative teaching methods, Incorporating more project-based learning, performance tasks, and experiential/expeditionary learning and moving away from traditional lecturing and assessments ( 8)
Critique of Kehillah’s traditional approach and feelings that Kehillah talks about progressive education but struggles to implement it ( 5)
Appreciation for Kehillah’s balance and blend of Jewish culture and tradition progressive education ( 3)
Concern about overly progressive changes impacting college preparation and a desire to maintain some traditional structures like grades and APs to support college readiness (~3)
Desire for more experiential and communitybased learning, getting students out of the classroom more for hands-on, real-world experiences (~2)
Department (n=53):
Length of Tenure (n=53):
Faculty Demographics - Cultural and Religious Identity
Do you personally identify as ethnically or culturally Jewish (n=53)?
Religious affiliation (n=53):
Faculty Demographics - Racial or Ethnic Backgrounds Represented
(n=53)
Respondents could select multiple options
2023-2024 KEHILLAH FACULTY SURVEY
Faculty Education Level and Closing Thoughts
Highest level of education completed (n=53):
DoctoralDegree Master'sDegree
Other Bachelor'sDegree
Attendedcollege,nodegree
DoctoralDegree
Do you have anything to add? Optional response (n=20)
The majority of the additional responses expressed positivity, fondness, and gratitude towards Kehillah as a school community and appreciation for the accepting, inclusive culture A couple respondents expressed concern for preserving anonymity of survey responses Another couple offered critique for specific survey questions There was also a call to align teacher support and expectations with the ethos of the greater school culture
“Thank you! Kehillah is a wonderful place and I hope these surveys reflect that and help build an even better place.”
-Kehillah Faculty Member
KEHILLAH JEWISH HIGH SCHOOL
Research Update
Over the course of the 2023-2024 school year, extensive research was conducted, including stakeholder interviews and surveys of parents, students, and faculty. The data collected clarified why families choose the school and how well their expectations align with the school. However, the data did not reveal who is not considering Kehillah. While the admissions decline data provides some insight into why families who consider Kehillah ultimately choose not to enroll—largely due to academics and geographic location it does not address who never considers Kehillah in the first place. To gain honest, candid insight into those families' decisions, ten feeder-school placement directors and educational consultants were contacted for interviews. Seven (six placement directors and one educational consultant) responded and participated in interviews in July 2024.
IDENTIFIED STRENGTHS AND DIFFERENTIATORS
The placement directors and educational consultant confirmed previous research findings regarding Kehillah’s strengths and unique qualities. They identified the following key areas of strength and differentiation:
Relationship-based education
Strong sense of community and purpose greater than self
Preserves and leans into the unique identity of individual students/students are known
Serves a wide range of learners with solid student support
Not about status/prestige (seen as positive)
Student leadership, voice, and agency
Values, morals, being a good person in the world
Jewish Studies/Hebrew
Warm, nurturing school environment
Remarkable quality of education
“Big fish, small pond”; students can shine here
Students are happy and thriving
Focusing on the families who do not consider Kehillah as a high school option, the secondary school placement directors and educational consultants identified the following obstacles and provided recommendations to attract more of these families:
OBSTACLES RECOMMENDATIONS
Kehillah is largely unknown/a mystery
People stop at “Jewish”
Parents wonder about Kehillah’s academics/nervous about a lessachievement-oriented school even when it is right for their child
Not currently seen as college-prep because of the students who attended (not the teachers)/cool factor
Parents have the expectation that their children need to be in achievementoriented high schools in order to get into good colleges
“Parents see academic [excellence] and Jewish Studies as mutually exclusive.”
Geographic location and transportation issues: “If Kehillah offered transportation options, they could get more kids ”
Cost is an issue for some families “More than 50% of our students end up at public schools [for high school].”
A few Jewish families “hand wringing that Kehillah is not as Jewish anymore”
Sports is an issue for some, but would not do anything to change the essence of the school
Small size, limited traditional high school experience
Promote the academic program, emphasize the academic quality that comes out of close teacher-student relationships (treat Kehillah like a top liberal arts college)
Keep the academic program top-notch, especially for freshmen
Strengthen curriculum and participation in academic competitions (esp. math, STEM, robotics)
Sell the quality of the faculty
Sell the “Big Fish, Small Pond” metaphor and unique leadership opportunities
Promote college admissions to the right-fit schools
Promote alumni stories: Where do they go and who do they become?
More/improved marketing
List commute times on the website/advertise proximity to Google, etc.
Add transportation options, bussing
Get Kehillah in water cooler conversations
More storytelling- tell stories of students and their successes. Very different kids all off to amazing things.
Get parents to see how Kehillah is an accelerator and a springboard for students
Change the educational narrative that many of us grew up with- “less about the name brand, more about the entrepreneurial-like experience that you can drive yourself”.
Change the name
Most of the recommendations will be considered and addressed during the Strategic Design process, currently underway. However, the primary issue that Strategic Design alone cannot address is the consideration of a name change, which would require action by the Board of Directors
CHANGE THE NAME, NOT THE CHARACTER
None of the interviewees saw obstacles with the Jewish values and character of the school, and saw no reason for that to change. The issue with “Jewish school” in the name is the confusion created by the spectrum of associations people have with that term: standard/traditional
WHATFAMILIESSEEINTHENAME
QUOTES FROM INTERVIEWEES
“If you took the word “Jewish” out of the name, it would be so much easier to sell it to my families. Kehillah would probably get a lot more right-fit families into their pipeline. They would go for the values, spirituality, the sense of community- even without selling the academics.”
“Families have to get beyond the name. Once they get beyond the name and get to know the community, whether Jewish or not, they are excited to further their education about the religious and cultural aspects of the school. Changing the name would help. “
“The thing that stops people is the Jewish part. If you didn't have Jewish school in the name, that would help. It definitely stops people. At JCHS you have to identify to be admitted, so it’s not the same. At JCHS students are more conservative. There’s a difference in the community. Your community is more flexible and relaxed in that regard.”
Taking “Jewish” out of the name would definitely make it easier to sell.
WHY CHANGE?
Reduce brand confusion; give Kehillah a chance to set its own expectations instead of relying on the wide spectrum of associations, perceptions, and expectations that come with the current name.
Declining K-8 Bay Area and national Jewish day school enrollment Well over 50% of these students attend public high schools
Cast a wider net. Encourage more families to be curious about Kehillah and to take the step to learn more before they discount it as an option.
Position Kehillah to better compete with top area independent schools
Align branding to the brand.
TVT CASE STUDY
In July 2024, Jill Quigley, Head of School at TVT in Orange County was interviewed to learn about TVT’s rebranding efforts over the last ten years and their experience and best practices as an inclusive Jewish school
Planted flag in inclusive, diverse, independent school movement
Changed public-facing name to “TVT” instead of “Tarbut V’Torah”
Improved academic programming
“Right-sized” financial aid
“Families must take responsibility for what they want their children to know culturally and spiritually, rather than holding the school to their personal standards.”
Still receive occasional complaints regarding “Jewishness,” but overall community is well-aligned and thriving
Enrollment increased from 400 to 800 over 10 years
To learn more about TVT’s story, see this video: https://youtu.be/JBC4jseKFyk? si=iJsYz 20pc7mFbup&t=305