Conclusions from Indigo's Data Research

Indigo adds each school’s data into an ever-growing database of insights and information about how schools operate. As we work with more and more schools, it is revealing the trends of education. Here are the insights that are beginning to emerge. 
 

The educational system rewards a specific subset of behaviors – which kills innovation

Students who follow rules and don’t talk in class perform best academically.  This system disincentives innovation; student and staff Creativity scores are well below adult averages.  Students with high Creativity scores found few outlets in their educational setting to express and act upon ideas.  

 

Resources for social emotional support are scarce – 
mental health issues are an epidemic.

More than 1 in 5 students were identified from Indigo’s “Blue List” as needing extensive social emotional support. Despite overwhelming need, there is little to no support as counseling staff are stretched and schools are hesitant to incorporate social emotional learning due to academic time constraints.  

 

Teachers are behaviorally homogenous – 
they are resistant to change & have low urgency.  

90% of teachers are behaviorally patient and steady, and only 1 in 7 are urgent and driven.  Given this environment, schools need at least one leader with a natural propensity for driving change.  Many schools do not even have one individual on staff with these behavioral qualities.  

 

Charter Schools have distinctive cultures – 
successful schools have aligned motivations.  

The most successful charter schools we have worked have either a natural alignment between student and teacher’s motivators, or they learn how to respect each other’s differences and talk about them in a constructive way. This is key for overcoming communication barriers and building a better education experience together.

 

Over 20% of students are entrepreneur candidates – the system marginalizes their potential.  

Students frequently identified as “difficult” by school counselors were high potential entrepreneurs.  Because less than 5% of teachers have Utilitarian motivation, learning is generally disconnected from ROI and the real world.  Schools also lack extracurricular activities and classroom subjects that appeal to entrepreneurs.