ERIC Number: ED498984
Record Type: Non-Journal
Publication Date: 2006-Dec
Reference Count: 0
Turning Good Intentions into Educational Capital. Carnegie Perspectives
Bacchetti, Ray; Ehrlich, Thomas
Carnegie Foundation for the Advancement of Teaching
The writers call for foundations and educational institutions to build their programs around the goal of increasing educational capital through more open and accountable forms of education grant-making and educational activity. Recognizing that education needs philanthropic foundations to enliven imagination, spur improvements and test solutions; and that foundations need education to increase individual and collective capacity to act effectively in the world, the writers observe that the two cultures are spinning away from each other, particularly in the arenas of teaching and learning. Foundation leaders are pessimistic about the intentionality of educators when assessment and improvement of teaching and learning are on the table. Educators feel that foundations are too distant in their understanding of how schools and colleges work and that they are looking for speedy solutions to long-germinating problems and indifferent to academic priorities. Central to the book that resulted from a three-year study of the relationship between philanthropic foundations and higher education is the concept of "educational capital," the accumulation in usable form of tested and validated experience and knowledge about successful ideas and strategies to improve teaching and learning. Five criteria are identified as necessary to building educational capital: (1) Grounding of Project Design; (2) Identification of Non-Negotiables; (3) Incorporation of Staying Power; (4) Built in Appropriate Assessment at Every Stage; and (5) Encouragement of Interconnectedness. Additional recommendations that support and reinforce the building of educational capital include openness, external review, professional development, collaboration and putting the educational capital to work. Recognizing that much of what was found in the study was negative and that putting recommendations into practice will require that both foundations and education want to change the nature of their relationship. Additionally, it is recognized that those in foundations over-expect, those in education over-promise, and both sides over-claim. Leaders in both sectors also express interest in adapting study proposals to their work. The challenge now, say the authors, is to push each other intellectually and develop and deepen the ideas that will carry this work forward.
Descriptors: Philanthropic Foundations, Program Effectiveness, Educational Change, Organizational Objectives, Private Financial Support, Accountability, Higher Education, Educational Strategies, Educational Cooperation, Program Evaluation, Program Development, Elementary Secondary Education, Problems
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: firstname.lastname@example.org; Web site: http://www.carnegiefoundation.org
Publication Type: Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA.