Computer & Information Sciences. 6.1. 2.5. Education ... Majority of Graduates Pursue Advanced Degrees. Students ...
Survey of North American Waldorf Graduates
Leading Thought
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Education for the Twenty-First Century In his book, A Whole New Mind: Why the Right-Brainers Will Rule the Future, Daniel Pink lists six virtues necessary for education in the 21st century: • empathy
• story • play • synthesis
• meaning • design (meaning "integration")
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Reply
"Waldorf education already gets this and does this." – Patrick Bassett, President , National Association of Independent Schools (NAIS), 2006
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Buzzwords in Education The Survey of North American Waldorf Graduates indicates that Waldorf Education is achieving the following in its graduates: • • • • •
Multiple Intelligences and Cross Disciplinary Learners Global Consciousness and Sustainability Basis for Moral Navigation Creative Problem Solving High Levels of Social Intelligence
• Environmental Stewardship • High Levels of Emotional Intelligence • Thinkers Who Think Outside the Box 5
Profile of a Waldorf Graduate • After graduating from Waldorf, attends university(94%)
• Majors in arts/humanities (47%) or sciences/math (42%) as an undergrad • Graduates or is about to graduate from university (88%)
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Profile of a Waldorf Graduate • Practices and values ―life-long learning‖ (91%) • Is self-reliant and highly values selfconfidence (94%)
• Highly values verbal expression (93%) and critical thinking (92%) • Expresses a high level of consciousness in making relationships work—both at home and at work 7
Profile of a Waldorf Graduate • Is highly satisfied in choice of occupation (89%) • Highly values inter-personal friendships (96%) • Highly values tolerance of other viewpoints (90%) • At work cares most about ethical principles (82%) and values helping others (82%)
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Level of Post-Secondary Study Statistical Data: •
94%
of
Waldorf
graduates
attended
• 88% graduated from university • 42% chose science as a major • 47% chose humanities as a major • 91% are active in lifelong education • 92% placed a high value on critical thinking
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university
Comparison of Waldorf and US Population Declared Majors
General US Population Waldorf Graduates 1991–2002 1991–2002
Arts & Humanities Social & Behavioral Sciences Life Sciences Physical Sciences & Math Engineering Computer & Information Sciences Education Business & Management Health Other Technical & Professional Vocational , Technical, & Other
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14.6% 10.9 6.2 2.0 6.4 6.1 7.3 19.3 11.6 9.7 5.9
39.8% 29.9 9.9 2.8 1.8 2.5 2.1 4.6 5.6 0.4 0.6
Comparison of Waldorf and US Population Compared to the general U.S. population: • Almost 3 times as many Waldorf graduates study social and behavioral sciences • About 50% more Waldorf graduates study science and math • Almost 3 times as many Waldorf graduates major in arts and humanities
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Majority of Graduates Pursue Advanced Degrees
Students Currently in University
Students Graduated from University
Intend to study beyond undergraduate level
Have studied beyond undergraduate level
79.6%
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51.1%
lv i
So ng
5
4.5
13
In iti at Et iv hi e ca lS ta nd ar ds Ju dg Sp m ea en ki t ng th Le eT ad ru er Co th sh m ip m St un So y ic le ci at al an io A d n w E ffe ar en ct es iv s/C en es ar s in g fo rO th er s
m
bl e
Pr o
Scale
Ranking of Waldorf Graduates by Professors 4.8
4.6 4.7
4.6 4.4
Quality
4.7 4.8
4.4
4
3.5
3
2.5
2
1.5
1
0.5
0
Ranking of Waldorf Graduates by Professors
University professors praise Waldorf graduates for their social awareness, initiative, communication, and truthfulness
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Testimonials by Professors ―Very self-directed. She took responsibility for her education – she turned things in on time – but more importantly,
she did not simply do the minimum. She was clearly interested in learning. She had a great sense of humor and had excellent interpersonal and intrapersonal skills. She was a great knitter!
She was without question one of the most outstanding students I have had the good fortune to mentor.‖ – Timothy Crews, Professor, Prescott College
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Occupations Undertaken
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Ranked most to least frequent for all participants
1944-1993
Education Fine and Studio Arts (incl. Architecture) Administration, Management, and Development Performing Arts (Broadcasting, Dance, Film, Music, Theater) Health and Medicine Business Various Professions or Trades Publishing, Journalism & Writing Sciences and Technology Environment, Horticulture, and Agriculture Government, Politics, Lobbying, Planning Not for Profit and Volunteer Social and Human Services Advertising and Marketing Trades: Construction and Mechanical Engineering Retail hourly Office and Clerical Law Raising Family Athletics/Sports
17.2% 9.9 8.2 6.9 8.2 7.7 6.0 8.6 4.3 2.6 3.4 1.7 3.4 3.4 1.7 2.1 0.0 1.7 1.3 1.7 0.0
1994-2001
9.1% 9.8 9.8 11.2 7.7 5.6 7.7 1.4 8.4 4.9 2.8 4.9 1.4 0.7 3.5 1.4 4.9 1.4 1.4 0.7 1.4
Years in Same Occupation 0.3 26.5% 0.25
0.2 18.4% 16.3% 14.3% 0.15 12.2%
12.2%
0.1
0.05
0
1y
e
ar
l or
es
s 2Š
e 5y
ar
s
Graduates directly entering the work force
17
6
Š1
e 0y
ar
s 11
Š1
e 5y
ar
s 16
Š2
e 0y
ar
s
y 21
ea
rs
m or
or
e
Years in Same Occupation • Over 55% of the respondents are in the same job for 5+ years • Over 35% of the respondents are in the same job for 10+ years • Over 25% of the respondents are in the same job for 15+ years
Graduates entering directly into the work force
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Statistical Analysis: Social Inclusion What do Waldorf graduates value at work? 5
Years Graduated 4.61
1943-1967
M E A N IM PO R T A N CE (1=totally unim portant; 5=extrem ely im portant)
4.34 4.13
4
4.19
4.13
3.97
2001-2005
3
2
1 Contact with Others at Work
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1968-2000
Self-Reliance at Work
Life Skills Ranking 65.6%
Communication 55.9%
Truthfulness 43%
Problem Solving
41.7%
Ethical Standards 26.9%
Initiative 17.2%
Leadership
17.2%
Sociability
16.5%
Other 10.1%
Reputation 4.3%
Wealth
3.9%
Control 0
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Life Skills Ranking
Communication – vital for good interpersonal relationships – was ranked as the highest life skill by respondents, followed by truthfulness and the ability to problem solve
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22 R el
r it
ng
fe
i fe
ki
Li
lL
in
in
ua
Th
e
lth
ob
ea
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ns
tic
/J
H
n
ns
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ac
fe
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Li
os
e
pi
re
/S
/F
us
al
io
ic
ig
r it
ic
al
rp
on
Pu
si
st
ct
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at
31
C
es
rt i
ra
at
uc
el
te
R
Ed
il y
50
of
A
s/
In
ip
al
sh
ci
nd
So
ie
m
64
Pr
Fr
Fa
What Is Your Greatest Gift?
250 220
200
150 123
100
62 47 29 16 15 15
0
What Is Your Greatest Gift?
Social relations, education, and artistic practice were the gifts graduates most appreciated, indicating a high level of interest in humanity
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24 el op in In
al
av
i fe
el
ity 33
Tr
rL
iv
ity
ob
iv
ct
ct
ne
A
A
/J
e
42
an
ic
r ly
fe
ur
s
e
er
at
th
N
O
t ic
ps
il y
50
g
ys
la
Li
ng
al
pi
on
ho
Ph
Sc
si
el
hi
m
ac
ns
Fa
Pr
io
ic
at
st
el
rt i
R
H
A
s/
es
ip
of
sh
Pr
nd 100
ev
ie 150
D
Fr
What Is Your Greatest Joy? 250
200 193
164
135
92 89
42 32 32
0
What Is Your Greatest Joy?
Again, social interactions, education, and artistic practice were listed as the greatest joys in life
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Statistical Analysis: Cultural & Social Activities How important to Waldorf graduates is watching television? M E A N IM P O R T A N C E (1= totally unim portant; 5=extrem ely im portant)
5 4.45 4.29
4.28
3.98
4
3.94 3.76
3.68
Schools founded in 3.39
1942-1964 3.04
1965-1996
3
1997-2001 2.31 2.15 1.97
2
e
ic
iv ct A
M e
al
ly
ak
st
ic
M
H 26
A e B
an
g
O
r ti
ut
W
ith
W
Fr
at
ie
ch
nd
us
s
TV
1
Statistical Analysis: Cultural & Social Activities
Graduates prefer artistic activity to watching television
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Three Key Findings
1. Waldorf graduates think for themselves and value the opportunity to translate their new ideas into practice. They both value and practice life-long learning and have a highly developed sense for aesthetics.
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Three Key Findings
2. Waldorf
graduates
value
lasting
human
relationships—and they seek out opportunities to
be of help to other people.
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Three Key Findings
3. Waldorf graduates are guided by an inner moral compass that helps them navigate the trials and
temptations of professional and private life. They carry high ethical principles into their chosen professions.
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Statistical Analysis: Graduates‘ Own Children 100
M EA N R ES P O N S E (% )
High School 80
73
60
High School & Pre-High School
51
40 26
22
20
13
13
ld hi C
Pl ot N
hi
D
o
C 31
nd Se To an
an Pl
ld
In
W
al
To
do
Se
rf
nd
Sc
C
ho
hi
ol
ld
0
Statistical Analysis: Graduates‘ Own Children
Great majority of Waldorf graduates want to send their children to a Waldorf school
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Final Words ―I was introduced to Waldorf education by a student and since then have done some research on my own. I am so favorably impressed that I have enrolled my daughter in a Waldorf program.‖ – Randye Ruberg, Professor, Hunter College
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Testimonial by a Waldorf Alumnus ― I was asked to describe how my [Waldorf] education has served me in life – but that‘s like asking me how my heart has served me in life! It has been so essential. ―Now I‘m not saying that knitting got me into Yale. But [Waldorf education] helped me develop a vitally important capacity which I would call ‗cognitive love‘ – the ability to embrace the world with one‘s thinking, to engage one‘s mind actively in loving dedication to a brighter future.‖
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Testimonial by a Waldorf Alumna ―In high school, I gained a foundation in real knowledge that
is already evident in college. This is true in math and science, not just in art and history. In chemistry at Rochester Institute of Technology, I can explain to my classmates what happens when a particular acid and a particular base mix because we mixed those chemicals in 10th grade. ―Other students learned about acids and bases from textbooks, or their lab experience wasn't meaningful, and so they can't picture what happens. Classmates and dorm friends constantly ask me how I know what I know – it's not that I know more facts than they do, but that I have remembered what I learned and I know how to connect facts to relate them to what I'm doing.‖ 35
Testimonials by Professors ― [The Waldorf student I taught had a] breadth of interest, willingness to explore new areas and to make connections to what she already knew, artistic sense, and ability to apply it to scientific problems. She also brought a strong, highly individualistic (non-sectarian) spiritual sense to her work – her world was larger and more interesting than herself.‖ – Stan Rachootin, Professor of Biological Sciences, Mount Holyoke College
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