Assessment of Inclusivity and Multiculturalism (AIM) Methodology

‚ÄčIn 2003 and 2004, more than 70 individuals representing 40 member schools, NAIS staff, and support agencies worked with consultants from the National Multicultural Institute in developing AIM.  While in development, AIM went through several iterations to ensure specific questions and survey items supported the research goals. In 2009 the Younger Student School Climate Survey (ages 9-11) was added to the assessment suite to better serve schools K-12. AIM seeks to gather data from school community members using an appreciative lens, that is, a lens that acknowledges that which is working in the system to help schools articulate possibilities that lead to a brighter future.

Among the schools and organizations that contributed to the development of AIM are the following:

  • Call to Action MAP/AIM workgroups
  • AIM Project Task Force
  • MAP designers and users
  • Canterbury Episcopal School (Texas)
  • University Liggett School (Michigan)
  • Marin Academy (California)
  • Oldfields Schools (Maryland)
  • St. Mark’s School (California)
  • Greenhill School (Texas)
  • GLSEN: Gay, Lesbian, and Straight Education Network
  • Independent Schools Association of the Central States (ISACS)
  • Sanchez Tennis & Associates
  • Beta-Test Schools:
    • Bertschi School (Washington)
    • Chatham Hall (Virginia)
    • George School (Pennsylvania)
    • Greenwich Academy (Connecticut)
    • John Burroughs School (Missouri)
    • Lawrenceville Academy (New Jersey)
    • Lexington Montessori School (Massachusetts)
    • Lowell School (District of Columbia)
    • Trevor Day School (New York)
    • University School of Nashville (Tennessee)
    • Winchester Thurston School (Pennsylvania)