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Philanthropy in Education
Philanthropy entails funding dedicated to a specific cause with expectations that the gifts, especially financial gifts, will produce change to such a degree that it is measurable and recognized as a product of the gift. As such, the cause must be defined, the amount of donated resources extensive, and the gift should be sustainable over a period of time. Such criteria often require massive amounts of wealth; thus the association between philanthropy and the wealthy, and the disassociation between philanthropy and general charitable giving.
In education, philanthropy is likely to include donations of money, services, time, or materials to support the goals and objectives perceived to have value in educational settings. Those settings range from preschool settings to postsecondary institutions. The donors give without expectation of material reward for their gifts.
Development of Modern Philanthropy
Charitable giving in America can be traced to the early colonists. Although their altruism may have been somewhat associated with a desire to memorialize themselves, the giving was substantial and served society's needs. Giving in America mirrored the traditional giving of civilization at the time. Paul Boyer credited Benjamin Franklin with advocating that both the rich and the less well off should engage in philanthropic activities. Boyer wrote that by the mid-1770s, giving from one's own stores of wealth, whatever they might be, to the needy was an entrenched disposition in New England communities. As the country developed in the 1800s, citizens expanded their gift giving by creating private associations, such as orphanages, and maintaining contributions to schools and alms houses. Women were a critical component of multiple philanthropic institutions. For example, Dorothea Dix sought treatment for the mentally ill; Jane Addams and Lillian Wald established settlement houses for immigrants. These reformers who focused on social responsibility promoted assistance efforts to remedy multiple social woes and obtained funding to support their endeavors.
One critical concern is related to when charitable giving became differentiated from philanthropy. The economic growth in the United States in the late 1800s, a source of great wealth for industrialists of the time, was the likely catalyst. The development of the business corporation model emerged in this period and eventually served as the model for philanthropic development.
Philanthropic giving can be traced to the turn of the 20th century and the efforts of men like Andrew Carnegie, John D. Rockefeller, Sr., John D. Rockefeller, Jr., Henry Ford, and Andrew Mellon. These industrial giants adhered to beliefs that the rich were trustees of wealth and that such wealth should address social issues and contribute to the alleviation of identified ills. Philanthropy (the word is derived from the Greek, meaning to love people) offered the wealthy a means to distribute grand sums to a wider range of recipients than did the traditional charitable giving of the time. Through the creation of organizations modeled on the successful business model (establishing trust and endowment funds) of the late 1800s, donors were able to gift large sums of wealth to address causes and effects of specific societal phenomena. These founders of modern American philanthropy established a format for giving by the wealthy for the 20th century. By 1930, approximately 150 foundations were active in the United States; Boyer reported that by 2000, more than 42,000 foundations existed. Of course the subset of philanthropic foundations supported by high-profile business wealth remains active in society, but the majority of active foundation support is a group of smaller organizations created by wealthy families at local levels. The recipients are also local; in this respect, these private foundations supplement the community foundations.
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- Accountability
- Biographies
- Addams, Jane
- Ashton-Warner, Sylvia
- Ball, William B.
- Beckner, William M.
- Beecher, Catharine
- Bethune, Mary McLeod
- Blow, Susan
- Bruner, Jerome
- Butler, Nicholas Murray
- Coleman, James S.
- Comer, James
- Conant, James Bryant
- Counts, George S.
- Cubberley, Ellwood
- Dabney, Robert L.
- Dewey, John
- Douglass, Frederick
- Drexel, Katharine
- Du Bois, W. E. B.
- Eliot, Charles W.
- Finn, Chester E., Jr.
- Flesch, Rudolf
- Franklin, Benjamin
- Freire, Paulo
- Friedman, Milton
- Gallaudet, Edward
- Gibbons, James Cardinal
- Giroux, Henry A.
- Goodlad, John
- Goodman, Paul
- Greeley, Andrew M.
- Haley, Margaret
- Hall, G. Stanley
- Harris, William Torrey
- Hirsch, E. D., Jr.
- Hodge, Charles
- Holt, John
- Hughes, John
- Illich, Ivan
- Ireland, John
- Jefferson, Thomas
- Jencks, Christopher
- King, Martin Luther, Jr.
- Kozol, Jonathan
- Lyon, Mary
- Mann, Horace
- Marshall, Thurgood
- Maslow, Abraham
- Mercer, Charles F.
- Merriam, Lewis
- Montessori, Maria
- Neill, A. S.
- Peabody, Elizabeth Palmer
- Piaget, Jean
- Ravitch, Diane
- Rice, Joseph Mayer
- Rickover, Hyman
- Ruffner, William Henry
- Rugg, Harold
- Rush, Benjamin
- Rushdoony, Rousas
- Seton, Elizabeth
- Shulman, Lee
- Sizer, Theodore
- Skinner, B. F.
- Taba, Hilda
- Terman, Lewis M.
- Thorndike, Edward L.
- Tyler, Ralph
- Utopian Reformers
- Vygotsky, Lev
- Warren, Earl
- Washington, Booker T.
- Webster, Noah
- Willard, Emma Hart
- Young, Ella Flagg
- Concepts and Theories
- Ability Grouping
- Age Grading
- Americanization
- Assertive Discipline
- Behaviorism
- Berkeley Plan
- Compulsory Attendance
- Conflict Management
- Desegregation/Integration
- Dispositions
- Essentialism
- Ethical Theories
- Faribault-Stillwater Plan
- Feminist Perspectives
- Herbartian Movement
- Libertarianism
- Lowell Plan
- Management by Objectives
- Moral Development
- Moral Education
- Multiple Intelligences
- Neoconservatives
- Oswego Movement
- Paideia Proposal
- Performance Contracting
- Pestalozzianism
- Postmodernism
- Poughkeepsie Plan
- Process–Product Research
- Professional Development
- Progressive Education
- Reconceptualists
- Rural Education
- School Choice
- School Climate
- School Size
- School-to-Work
- Scientifically Based Research (SBR)
- Secular Humanism
- Service Learning
- Small-School Movement
- Social Efficiency
- Social Reconstructionism
- Teacher Education
- Teacher Evaluation
- Time on Task
- Unionization of Teachers
- Value-Added Education
- War on Poverty
- Curriculum and Instruction
- Algebra Project
- American Sign Language
- Art Education
- Bilingual Education
- Career Education
- Civic Education
- Co-Curricular Activities
- Compensatory Education
- Comprehensive High School
- Critical Literacy
- Curriculum Reconceptualists
- Early Childhood Education
- Education of the Deaf
- Education of the Visually Impaired
- Educational Reform during the Great Depression
- Elementary Curricular Reform
- English as a Second Language (ESL)
- Evidence-Based Education (EBE)
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- Extracurricular Activities
- Family and Consumer Sciences
- Gary Plan
- General Education
- Gifted Education
- Health Education
- International Baccalaureate Organization
- Life Adjustment Education
- Manual Training
- McGuffey Readers
- Modern Red SchoolHouse
- Music Education
- Native American Education
- New England Primer, The
- Open Education
- Phonics
- Physical Education
- Reading First
- Reading Reform
- Secondary School Curricular Reform
- Sex Education
- Singapore Math
- Social Studies, New
- Vocational Education
- Whole Language
- Diversity
- Black Alliance for Educational Options
- Diversity
- Hispanic/Latino Education
- Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues
- Minorities in Educational Leadership
- Multicultural Education
- National Association for the Advancement of Colored People (NAACP)
- National Council of La Raza (NCLR)
- Race- and Ethnic-Based Schooling
- Racism
- Whiteness
- Women in Educational Leadership
- Finances and Economics
- Government
- Accreditation
- Alternative Licensure
- Boards of Education
- Collective Bargaining
- Community Control
- Consolidation of School Districts
- Flint Approach to Community Involvement
- General Education Board
- Interstate New Teacher Assessment and Support Consortium (INTASC)
- Interstate School Leaders Licensure Consortium (ISLLC)
- Licensure and Certification
- Local Control
- National Council for Accreditation of Teacher Education (NCATE)
- No Child Left Behind–School Partnerships
- Site-Based Management
- Southern Education Board
- State Departments of Education
- Teacher Education Accreditation Council (TEAC)
- U.S. Department of Education
- Organizations—Advisory
- Alliance for School Choice
- Alliance for the Separation of School & State
- American Legislative Exchange Council (ALEC)
- Carnegie Foundation for the Advancement of Teaching
- Coalition of Essential Schools
- Concerned Women for America (CWA)
- Council of the Great City Schools
- Education Sector
- Family Research Council
- League of Small Democratic Schools
- National Organization for Women
- New Commission on the Skills of the American Workforce
- Parent Teacher Association
- People for the American Way
- Organizations—Business and Foundations
- Organizations—Curriculum
- Organizations—Government
- Education Commission of the States (ECS)
- Freedmen's Bureau
- High Schools That Work
- Institute of Education Sciences
- Job Corps
- National Center for Educational Statistics (NCES)
- National Defense Education Act (NDEA)
- National Endowment for the Arts
- National Endowment for the Humanities
- National Governors Association
- National Science Foundation
- Presidents and Educational Reform
- Teach for America (TFA)
- What Works Clearinghouse
- Organizations—Professional
- Achieve, Inc.
- American Association of Colleges for Teacher Education
- American Association of School Administrators (AASA)
- American Federation of Teachers (AFT)
- Council for American Private Education (CAPE)
- Council for Exceptional Children
- Education Policies Commission
- Education Week
- International Reading Association
- National Association for the Education of Young Children
- National Association of Elementary School Principals (NAESP)
- National Association of Independent Schools
- National Association of Secondary School Principals (NASSP)
- National Board for Professional Teaching Standards (NBPTS)
- National Commission on Teaching and America's Future (NCTAF)
- National Council for History Education
- National Council for the Social Studies
- National Council of Professors of Educational Administration (NCPEA)
- National Council of Teachers of English
- National Council of Teachers of Mathematics
- National Council on Teacher Quality (NCTQ)
- National Education Association (NEA)
- National School Boards Association
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- Progressive Education Association (PEA)
- Schools of Education
- University Council for Educational Administration (UCEA)
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- Professional Development
- Assessment
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- Class Size
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- Comprehensive School Reform
- Constructivism
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- Culturally Relevant Teaching
- Curriculum Controversies
- Developmentally Appropriate Practice
- Differentiated Instruction
- Differentiated Staffing
- Direct Instruction
- Ebonics
- Experiential Learning
- Guidance and School Counseling
- Inquiry-Based Learning
- Learning Packages
- Mastery Learning
- Minimum Competencies
- Modular Scheduling
- Peace Education
- Performance-Based Assessment
- Play School Movement
- Problem-Based Learning
- Programmed Instruction
- Project Learning
- Reading Recovery
- Sesame Street
- Teacher Institutes
- Values Clarification
- Web-Based Teaching
- Winnetka Plan
- Year-Round Schools
- Public Policy
- Academic Freedom
- Affirmative Action
- Agostini v. Felton
- Bennett Law
- Board of Education v. Rowley
- Brown v. Board of Education
- Busing
- Central School District v. Allen
- Civil Rights Act of 1964
- De Facto Segregation
- De Jure Segregation
- Elementary and Secondary Education Act
- Engel v. Vitale
- Equal Education Opportunity
- Everson v. Board of Education
- Federal Educational Reform
- Hobson v. Hansen
- Immigration and Education Reform
- Lau v. Nichols
- Meyer v. Nebraska
- Milliken v. Bradley
- No Child Left Behind Act (NCLB)
- Northwest Ordinance
- Old Deluder Satan Law
- Pierce v. Society of Sisters
- Politics of Curriculum
- San Antonio Independent School District v. Rodriguez
- School District of Abington Township v. Schempp
- Serrano v. Priest
- Smith-Hughes Act
- Swann v. Charlotte-Mecklenburg
- Title IX
- Vouchers
- Wisconsin v. Yoder
- Zelman v. Simmons-Harris
- Religion and Religious Education
- Amish and Mennonite Schools
- Catholic Schools
- Christian Day Schools
- Creationism
- Edgerton Bible Case
- Episcopal Schools
- Greek Orthodox Schools
- Intelligent Design
- Islamic Schools
- Jewish Schools
- Lemon v. Kurtzman
- Lutheran Schools
- Religion and the Curriculum
- Separation of Church and State
- Seventh-day Adventist Schools
- Society of Friends Schools
- University Consortium for Catholic Education
- Reports
- School Types
- Academies
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- Afrocentric Schools
- Alternative Schools
- Calvinist Schools
- Charter Education
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- Continuation Schools
- Cristo Rey Schools
- Dame Schools
- District Schools
- Dual Enrollment
- Dunbar High School, Washington, D.C.
- Early College High Schools
- Education of the Deaf
- Effective Schools Movement
- Free School Movement
- Head Start
- Homeschooling and the Home School Legal Defense Association
- Infant Schools
- Junior High School
- Kindergarten
- Knowledge is Power Program (KIPP)
- Laboratory Schools
- Lancaster System
- Latin Grammar Schools
- Magnet Schools
- Middle School
- Montessori Schools
- Normal Schools
- Professional Development Schools
- Reform Schools
- Single-Sex Schools
- Success for All
- Tech Prep Education
- Waldorf Schools
- Special Needs
- Technology
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