Why give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations

dc.contributor.advisorHolme, Jennifer Jellison
dc.contributor.advisorTreisman, Uri
dc.contributor.committeeMemberJabbar, Huriya
dc.contributor.committeeMemberReyes, Pedro
dc.contributor.committeeMemberGooden, Mark
dc.creatorCox, Lindsay Danielle
dc.creator.orcid0000-0002-3466-7626
dc.date.accessioned2017-07-14T20:35:37Z
dc.date.available2017-07-14T20:35:37Z
dc.date.issued2017-05
dc.date.submittedMay 2017
dc.date.updated2017-07-14T20:35:37Z
dc.description.abstractPhilanthropy has a long history in the American public school system, but a marked influx of private dollars and a shift towards strategic giving has drawn increased attention. Prior research has explored funding patterns, strategies used by foundations to leverage their grants dollars, and the emergence of venture philanthropy; yet little has been done to understand the perspectives of the foundations, the philanthropic approaches that guide their giving, and the desired outcomes of their involvement in K-12 education giving. Using a multimethod qualitative design, this study aims to fill this void through a line of inquiry focused on the perspectives of the leading foundations and how they differ from one another in K-12 education giving. This study reviewed the 35 largest United States based K-12 education foundations by total annual giving in 2013 in two stages. Stage One of the study analyzed annual reports, mission statements, foundation portfolios, and online foundation websites to grasp the degree of adherence to venture philanthropic tenets and how foundations differ in their approach and perspectives in education philanthropy. Stage Two then sought to capture the perspectives of foundation representatives through interviews to better understand why foundations choose to give to education, the philanthropic approach of their giving practices, and the desired outcomes from their work in K-12 education. In the study, I found patterns of similarities and differences in foundations’ perspectives, approaches, and desired outcomes by their degree of adherence to venture philanthropy. Further, I illustrated how some moderate to high venture philanthropy foundations are acting as policy entrepreneurs.
dc.description.departmentEducational Administration
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T21834H6J
dc.identifier.urihttp://hdl.handle.net/2152/60443
dc.language.isoen
dc.subjectVenture philanthropy
dc.subjectK-12 education
dc.subjectFoundations
dc.subjectAmerican philanthropy
dc.subjectPublic school philanthropy
dc.subjectK-12 philanthropy
dc.subjectEducation foundation perspectives
dc.subjectSchool funding foundations
dc.subjectK-12 funding foundations
dc.subjectEducation funding foundations
dc.titleWhy give to K-12 education : understanding the perspectives, approaches, and desired outcomes of foundations
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Administration
thesis.degree.disciplineEducational Administration
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
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