Private Giving to Public Schools and Districts in Los Angeles County: A Pilot Study

By Ron Zimmer; Cathy Krop et al. | Go to book overview

4.
The Who, How, and What of Private
Giving

As we've noted in this report, our review of the literature on private giving to public schools raised several questions on who the private givers are, how schools and districts attract private support, and what type of support they get and how that support is used. We sought answers to these questions through site visits to six school districts in Los Angeles County and ten schools within those districts.

To document our findings, we developed a matrix of private giving, displayed in Table 4.1. The content of the matrix was developed first through our review of the literature,1 and then supplemented with data we gathered during our site visits. This matrix presents a useful framework for examining the various di­ mensions of private giving.

Table 4.1 demonstrates the potential paths that resources might follow as they move from private givers to eventual use by districts and schools. Specifically, both monetary and in-kind resources flow from private givers through various entities that attract donations through a variety of mechanisms. In turn, private giving may take a variety of forms and be used for diverse purposes.

The matrix serves as the framework for our discussion of the results of our study. The beginning sections in this chapter correspond to the column headings in the Table 4.1 matrix. We explore the how, why, and what of private giving from the perspective of the district staff members and school principals whom we interviewed. We note the frequency of each type of private giving and describe how these resources are used at both the district and school level.

We also discuss differences across schools and districts to the extent that private giving appears to be related to school and district socioeconomic status, as measured by participation in the federally funded Free and Reduced Price Lunch Program.2

____________________
1
See Appendix E for additional details on the sources for each of the items included in the matrix.
2
We also examined patterns of private involvement by district and school size, racial/ethnic makeup, and the tenure of superintendents and principals. In general, no clear patterns were revealed through these analyses.

-35-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Private Giving to Public Schools and Districts in Los Angeles County: A Pilot Study
Table of contents

Table of contents

  • Title Page *
  • Preface iii
  • Contents v
  • Tables vii
  • Summary ix
  • Acknowledgments xix
  • Acronyms xxi
  • 1 - Introduction 1
  • 2 - What We Currently Know about Private Support of Public Education 7
  • 3 - Research Methodology 25
  • 4 - The Who, How, and What of Private Giving 35
  • 5 - Lessons Learned from This Study 67
  • A - School Principal Interview Protocol 77
  • B - District Interview Protocol 81
  • C - Local Education Foundation Interview 85
  • D - Study Results on Local Education Foundations 87
  • E - Source Citations for the Private-Giving Matrix 93
  • Bibliography 99
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 105

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.