The Role of Nongovernmental Organizations in Financing Public Schools

Hansen, Janet S.

doi:10.4324/9780203961063.ch18

Cited by 12 publications

(15 citation statements)

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“…The range of organizations providing financial and material resources to traditional public schools and to charter schools is diverse, and our understanding is fragmentary. While private resources supporting public education are nothing new (Wohlstetter et al, 2004), there is recent interest in exploring whether nongovernment organizations such as foundation donors, are responding to incentives to increase accountability for school performance (Hansen, 2008). Our results suggest that financially affiliated directors with organizational ties to a non-profit have a positive effect on financial performance but an insignificant effect on academic performance.…”

Section: Summary Contributions and Conclusionmentioning

confidence: 73%

“…We set a financially affiliated director variable in a given year equal to 1 to indicate on the school board those individuals with ties to cross-sectoral alliances that provide financial and material resources to charter schools. Building on prior description and analysis of the range of private givers to public education (Zimmer, Krop & Brewer, 2003;Hansen, 2008), we define "financially affiliated directors" as board members with direct ties to locally based voluntary contributors, independent foundations and donors/sponsors by serving as a staff member, executive, or on a board of directors. To dummy code this variable, we conducted an exhaustive search for links between directors on a charter board and locally based voluntary contributors, independent foundations and corporate sponsors.…”

Section: Classification Of Board Directors With Financial Interest Bymentioning

confidence: 99%

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Founders and Financially Affiliated Directors on Charter School Boards and Their Impact on Financial Performance and Academic Achievement

Ciamarra

Gulosino

2012

SSRN Journal

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This study uses a hand-collected dataset for charter school boards in Massachusetts between 2001 and 2009 to examine the relationship between financial performance and the presence of founders and financially affiliated directors. School-level financial performance suggests that founder presence on a board has a negative effect on both financial and academic performance of a charter school. On the other hand, the presence of financially affiliated directors on the charter school governing board is positively related to financial performance, but unrelated to academic achievement. The results are consistent with the literature on corporate and nonprofit boards that have attributed financially affiliated directors with greater incentives to monitor financial targets, while founders are less likely to achieve performance expectations.JEL classification: H75, I20, L29

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Section: Summary Contributions and Conclusionmentioning

confidence: 73%

Section: Classification Of Board Directors With Financial Interest Bymentioning

confidence: 99%

Founders and Financially Affiliated Directors on Charter School Boards and Their Impact on Financial Performance and Academic Achievement

Ciamarra

Gulosino

2012

SSRN Journal

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“…To the best of our knowledge, this is the …rst empirical research to systematically examine the in ‡uence of directors on charter school performance. The range of organizations providing …nancial and material resources to traditional public schools and to charter schools is diverse, and our understanding is fragmentary Imazeki, 2003, 2005 are responding to incentives to increase accountability for school performance (Hansen, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…Building on prior description and analysis of the range of private givers to public education (Zimmer, Krop & Brewer, 2003;Hansen, 2008), we de…ne "donor-directors" as board members with direct ties to locally based voluntary contributors, independent foundations and donors/sponsors by serving as a sta¤ member, executive, or on a board of directors. In addition, to review and cross-reference our data set of locally based contributors, foundations, and corporate sponsors, we sent charter school administrators a one-question survey on external support.…”

Section: Donorsmentioning

confidence: 99%

Donors and Founders on Charter School Boards and Their Impact on Financial and Academic Outcomes

Gulosino

Ciamarra

2019

Education Finance and Policy

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This study provides the first systematic analysis of the composition of charter school governing boards. We assemble a dataset of charter school boards in Massachusetts from 2001 to 2013 and investigate the consequences of donor and founder representation on governing boards. We find that the presence of donors on the charter school boards is positively related to financial performance and attribute this result to the donors' strong monitoring incentives because of their financial stakes in the school. We also show that financial outcomes are not generated at the expense of academic outcomes, as the presence of donors on the boards is also associated with higher student achievement. Founder representation on charter school boards, on the other hand, is associated with lower financial performance but higher academic achievement.

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“…The number of NPOs founded to support schools in the US increased from 3,500 in 1995 to 11,500 in 2010 [Nelson, Gazley 2014]. Funds that American schools receive from nonprofit organizations allow them to cope with the lack of public funding and increase the quality of educational services [Hansen et al 2015].…”

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confidence: 99%

Collective Co-Production in Russian Schools

Suslova¹

2016

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Abstract. The growing demand for quality education services together with the financial constraints faced by educational institutions produce the need for the active involvement of parents and other representatives of local communities in the educational process so as to provide schools with additional resources. As a form of such involvement, non-profit organizations (NPOs) can be established to support educational institutions. In this paper, we assess the level of collective co-production in Russian school education and look for correlations between institutional characteristics of schools and their cooperation with NPOs. The data for the research was obtained from the Unified State Register of Legal Entities (through the SPARK System), websites of local departments of education, and publicly available sources of information about activities of NPOs supporting schools. We reveal considerable cross-regional differences in the development of collective co-production in school education. The process is more active in provincial towns than in megalopolises: the proportion of schools supported by specifically founded NPOs is higher in many regional centers than in the capital cities. At the same time, a lot of regions have no such NPOs at all. As it turns out, NPOs are more likely to be created to support schools with a special status (gymnasiums, lyceums and specialized schools), where the parental demand for quality education services is higher. Meanwhile, we found no correlation between autonomous status of educational institutions and their participation in collective co-production. Thus, the increased degree of independence did not induce cooperation with NPOs for the purpose of raising extra-budgetary funds in this case. Keywords: school, co-production, non-profit organization, demand for education services, autonomous educational institution, gymnasium, lyceum, specialized school. 10.17323/1814-9545-2016-4-144-162 The public sector has been interacting more and more with the private one over the last few decades. Various parties including nongovernmental organizations make their contribution in providing public services to the population. Management of such services often builds upon a long-term partnership of mutual responsibilities [Osborne 2010]. This interaction between citizens and government results in the development of co-production, i. e. engagement of con- DOI:

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The Role of Nongovernmental Organizations in Financing Public Schools

Cited by 12 publications

References 0 publications

Founders and Financially Affiliated Directors on Charter School Boards and Their Impact on Financial Performance and Academic Achievement

Founders and Financially Affiliated Directors on Charter School Boards and Their Impact on Financial Performance and Academic Achievement

Donors and Founders on Charter School Boards and Their Impact on Financial and Academic Outcomes

Collective Co-Production in Russian Schools

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