School Choice International

School Choice International

Full name	School Choice International (SCI)
Founded	1998
Members	90 consultants in 50 countries (2010) [1]
Key people	Liz Perelstein, President
Office location	White Plains, New York
Country	International
Website	www.schoolchoiceintl.com

School Choice International and its consumer division School Search Solutions, specializes in school admissions and placement services. School Choice International provides education consulting for transnational companies and globally mobile families. The company has three main functions: aid relocating families find schools, help global companies set educational policy in regards to their employee’s children, and provide online tools for globally minded populations.^[2] School Search Solutions provides school placement and advisement services directly to families.

Operations

The company employs over 100 consultants in 50 global locations, including 9 special needs educators. The consultants work with families, especially those facing unplanned relocations or midyear moves, students with learning disabilities or learning style preferences, parents interested in exploring local schools in the host country, as well as families facing repatriation.

The company also has a research team that specializes in research projects for families and companies: helping answer specific questions about specific academic situations or creating educational policy for large multinational companies. School Choice International also developed Global Education Explorer, an online tool to help families understand and compare educational system all around the world.

School Choice International headquarters is located in White Plains, New York. The company recently appointed Timothy Dwyer as Chief Operating Officer.^[3]

History

In 1998, Liz Perelstein founded School Choice International as a result of her husband’s business transfer to London. The move proved to be difficult in terms of school choice, and despite her credentials as an educator, Perelstein struggled to make an informed decision about her children’s education: to fully understand the British curriculum (and long term academic implications for her children) and compare it with the American and international schools available in London.^[2]

She established School Choice International to help families choose the right schools for their children, based on understanding of local and international educational systems, as well as personal values and the circumstances of the family. Prior to founding School Choice, Liz Perelstein was a teacher, an educational administrator, a school board member, and worked at all levels of education, from nursery school through university. In 2006, she co-founded the British International School of New York, the first British curriculum school in the New York metropolitan area. She frequently writes and speaks on topics related to education, relocation, and women owned businesses. Ms. Perelstein holds two master’s degrees in Educational Administration, and Public Policy, from the University of Chicago.^[4]

History of global education

Before the 20th century, professionals living abroad consisted mostly of missionaries, diplomats and military families. These sectors educated children living abroad in differing ways: missionary kids were often home schooled or sent to boarding schools; diplomat children often attended American schools set up specifically for the State Department; and military “brats,” attended Department of Defense Dependents Schools (DoDDS) on the military base with other American children.

Due to globalization and the rise of multinational companies in the fields of banking, oil production, consulting and manufacturing, more people live as expatriates, temporarily or permanently residing in a country and culture other than that of the person's upbringing or legal residence. Expatriates may live abroad on a short term or long term basis, and about 50% bring their families;^[5] the cost of moving a family can be up to 4 times the annual base salary of an employee.^[6]

Research in the area of multinational business has focused on the qualities of a successful assignment and has strong data to suggest that the success of the assignment is highly dependent on the spouse and children’s experience. For instance, children’s education ranks first in the family challenge to mobility, 90% of employees cite “family circumstances” for turning down a global assignment,^[6] and 28% cite family concerns as the top reason for early repatriation.^[5] Much progress has been made to ensure the traveling spouse and children have fulfilling international experiences. In addition to housing, part of the expatriate package, or benefits, is and education package. The type of educational subsidy varies significantly: at the high end, benefits might cover tuition, admission fees, tutoring and transport, though some companies may decide not to cover anything at all.

Localization

While expatriate families have often relied on the international school for education, companies like School Choice International have encouraged families to explore local options, especially when taught in English or the child’s mother tongue. In the last few years, localization has become a key focus. Even though there has been growth in the number of expatriates in most companies, more than half are reducing expenses for international assignments.^[5] Facing this economic pressure, some large companies are encouraging employees to explore local educational options, as opposed to expensive American or British international schools. Localization may be a good option in some countries, but cannot be taken lightly; often this decision depends heavily on both the quality local education, and also the child’s ability to adapt and educational goals, among other considerations.^[7]

Third culture kids

The children of expatriate are often referred to as third culture kids (TCKs), individuals who spend a “significant portion of his or her developmental years outside of their parents’ home culture” (David Pollock).^[8] Traditionally TCKs have been home schooled, attended boarding school or educated at international schools with an American or British curriculum. These international schools often serve as the focal point of a transient community of expatriates. These schools and communities are often accustomed to continually changing populations and children from varying personal and educational backgrounds. This means students often make friends more easily, expecting peers to come and go, teachers comprehend and manage difference in knowledge base in new students and coaches allow new players on their teams.

References