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ERIC Number: ED483415
Record Type: Non-Journal
Publication Date: 2004-Sep
Pages: 106
Abstractor: Author
Virtually Everywhere: Marketing to Children in America's Schools. The Seventh Annual Report on Schoolhouse Commercialism Trends, 2003-2004.
Molnar, Alex
Education Policy Studies Laboratory, Arizona State University College of Education
Schools have become integral to the marketing plans of a vast array of corporations as commercial interests--through advertising, sponsorship of curriculum and programs, marketing of consumer products, for-profit privatization, and fundraising tied to commercial entities--continue to influence public education. The trend persists despite growing criticism of--and to some degree, attempts to resist--practices that create tighter bonds between public schools and private, for-profit corporations. It is driven in large part by continued financial struggles of public school systems to meet the demands of educating children in the face of tighter resources. For the period from July 1, 2003, through June 30, 2004, media references to schoolhouse commercialism rose in 5 of 8 categories monitored by the Education Policy Studies Laboratory's Commercialism in Education Research Unit (CERU) at Arizona State University. CERU uses media references to measure schoolhouse commercialism by conducting searches on relevant terms in the media databases Education Index, Google News, and the news, marketing, and business databases of Lexis-Nexis, and counting the number of citations each search produces. Appended are: (1) Search Terms and Modifications for the 2003-2004 Trends Report: Terms for Popular, Business, and Advertising/Marketing Presses in Lexis-Nexis; (2) Search Terms and Modifications for the 2003-2004 Trends Report: Terms for Education Press in H.W. Wilson Education Index Database; and (3) Search Terms for the 2003-2004 Trends Report: Terms for Popular Press in Google News.
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State Univ., Tempe. Education Policy Studies Lab.
Grant or Contract Numbers: N/A