![]() ![]() As they continue to grow, their brand is poised to be a catalyst in reaching the next level of success. Consistency in their visual assets help further establish them as a dependable, quality school. The new identity system will allow Lynn-Rose to increase recognition and better connect with their target market. We brightened the primary red, deepened the navy blue, and gave them a new color palette that is more refined and functional. Giving the typography a more modern treatment helped convey the sophisticated approach Lynn-Rose takes with their education. Keeping a shield was a natural evolution from their old logo, and introducing a rose connects with their name and their promise of helping students flourish. The icon was going to be the workhorse visual of the brand, so it had to be just right.Īfter tireless exploration, the final result is a simple, expressive rose blossoming inside a shield. It was illegible at small sizes, and was far too dated for the brand position the school wanted to take. Their old logo was overly ornate, making it difficult to use well. We worked with them to reimagine their brand, produce a more functional and compelling logo, and formulate a visual language that could impact every touchpoint of the Lynn-Rose brand. Their intricate, restraining logo was in dire need of an upgrade, as well as their visual identity system across both their campuses. Coordinators also suggested that a successful CAS programme depends on identifying CAS activities that students consider to be both meaningful and enjoyable.Lynn-Rose School is a premier private school in Ontario, CA, focused on delivering world-class education and creating independent learners. Two variables were found to be important for successful CAS implementation: students perceiving CAS as a valuable use of their time and goal setting before beginning CAS activities. Moreover, students overwhelmingly viewed CAS as “challenging” but “worthwhile”. Coordinators, students and alumni believed that CAS helps students to become better at “taking on new challenges”, “learning to persevere” and “developing better interpersonal skills”. Survey responses were submitted from 7,973 students, 490 coordinators and 903 alumni from the Africa, Europe, Middle East (AEM) and Asia-Pacific (AP) regions. Perceptions of CAS, details of CAS activities and examples of good practice in schools were collected via online surveys. The study involved three groups of participants: current DP students, staff responsible for delivering or supporting CAS, and DP alumni. ![]() This study explored the impact on students, schools and communities of one component of the International Baccalaureate (IB) Diploma Programme (DP): creativity, action, service (CAS). Mary Hayden, Anthony Hemmens, Shona McIntosh, Andrés Sandoval-Hernández, Jeff Thompson “The impact of creativity, action, service (CAS) on students and communities” (2017) Furthermore, DP students (both diploma earners and non-earners) have notably higher six-year graduation rates (83%) than the 2009 national average of 56% (NCHEMS n.d.). The average four-year graduation rate of all DP students (both diploma earners and non-earners) was 79%. The first year retention rate of DP students enrolled in four-year institutions was 98%. Findings show that 92% of DP students graduating from US high schools in 2008 enrolled in US postsecondary institutions between 20, while 78% of students enrolled immediately. Data from two sources were used: the IB information system (IBIS) and the National Student Clearinghouse’s (NSC) student tracker system. This study examines patterns of college enrollment, retention and graduation rates of Diploma Programme (DP) students who graduated from public and private high schools in the United States in 2008. “Diploma Programme students’ enrollment and outcomes at US postsecondary institution 2008-2014” (2015) Jacobson Technical High School at Seminole (hs)
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