ERIC Number: ED442803
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Can Philanthropy Fix Our Schools? Appraising Walter Annenberg's $500 Million Gift to Public Education. Case Studies: New York City by Raymond Domanico; Philadelphia by Carol Innerst; Chicago by Alexander Russo.
Thomas B. Fordham Foundation, Washington, DC.
The best-known model for large-scale private giving to foster education reform is Walter Annenberg's $500 million gift to U.S. public education in 1993. The biggest chunk of this money was used to fund challenge grants in the nine largest U.S. cities. The three case studies and commentary in this report evaluate the success of the Annenberg Challenge grant in three of these cities: New York City, Philadelphia, and Chicago. Overall, they find that the schools systems on the whole have been largely unresponsive. It is concluded that the reason that these grants did not accomplish more was because the idea on which they were based, that public schools lack expertise and that talented and motivated outsiders working with the system can provide it, is wrong. The essays in this collection are: (1) "Foreword" (Chester E. Finn, Jr.); (2) "Introduction: An Unprecedented Challenge" (Raymond Domanico); (3) "A Small Footprint on the Nation's Largest School System" (Raymond Domanico); (4) "Grant Brings High Hopes, Modest Gains to Philadelphia School Reform" (Carol Innerst); (5) "From Frontline Leader to Rearguard Action: The Chicago Annenberg Challenge" (Alexander Russo); and (6) "Afterword: Lessons from the Annenberg Challenge" (Chester E. Finn, Jr. and Marci Kanstoroom). (Contains 19 references.) (SLD)
Descriptors: Case Studies, Disadvantaged Youth, Educational Change, Elementary Secondary Education, Grants, Private Financial Support, Program Evaluation, Urban Schools
Thomas B. Fordham Foundation, 1627 K Street, N.W., Suite 600, Washington, D.C. 20006. Tel: 888-TBF-7474. For full text: http://www.edexcellence.net.
Publication Type: Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: Thomas B. Fordham Foundation, Washington, DC.