299 posts categorized "Education"

Weekend Link Roundup (October 28-29, 2017)

October 29, 2017

Tax_2Our weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Civic Tech

On the Getting Smart blog, Tom Vander Ark, former director of education at the Bill & Melinda Gates Foundation and author of Getting Smart: How Personal Digital Learning is Changing the World, highlights ten tech-driven developments (widespread unemployment, widening inequality, algorithmic bias, machine ethics, genome editing) that require decisions, sooner rather than later, we are not prepared to make.

In a new post on her Philanthropy 2173 blog, Lucy Bernholz wonders whether the social sector can "pre-emptively develop a set of guardrails for the application of new technologies so that predictable harm (at least) can be minimized or prevented?" 

Disaster Relief/Recovery

In Houston, the newly formed Greater Houston Flood Mitigation Consortium is convening leading  researchers to compile, analyze, and share an array of scientifically-informed data about flooding risk and mitigation opportunities in the region. Three key stakeholders in the effort — Ann Stern, president and CEO of the Houston Endowment; Nancy Kinder, president of the Kinder Foundation; and Katherine Lorenz, president of the Cynthia & George Mitchell Foundation — explain what the initiative hopes to accomplish.

Education

"It is the latest iteration for a philanthropy that has both had a significant influence on K-12 policy over its two-decades-long involvement in the sector — and drawn harsh criticism for pushing ideas that some see as technocratic." Education Week's Stephen Sawchuck examines what the Bill & Melinda Gates Foundation’s recent strategy pivot and new investments in K-12 education signal for the field.

Giving

Donald Trump and his administration's policies appear to be behind a dramatic increase in giving to progress groups. Ben Paynter reports for Fast Company.

Forbes has published its annual list of the top givers in the U.S.

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Weekend Link Roundup (October 21-22, 2017)

October 22, 2017

Jose_altuveOur weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Education

In 2010, Facebook founder Mark Zuckerberg made a $100 million gift in support of a major overhaul of the public school system in Newark, New Jersey. To be spearheaded by then-Newark Mayor Cory Booker (now a U.S. senator) and New Jersey governor Chris Christie, the effort stumbled out of the gate and became the object of derision (as well as the subject of a well-reviewed book by education reporter Dale Russakoff). But a new study from a team led by a Harvard University researcher finds that the performance of students in the district has improved significantly in English (although not so much in math) since 2010. Greg Toppo reports for USA Today.

Giving

In a post for Forbes, Kris Putnam-Walkerly offers ten reasons why community foundations are your best for disaster relief giving.

On Beth Kanter's blog, Alison Carlman,  director of impact and communications at GlobalGiving, challenges the conventional wisdom that donors are fatigued by the series of disasters that have hit the U.S. , Mexico, and Caribbeanf.  

Interestingly, a new study from Indiana University’s Lilly Family School of Philanthropy shows that since the early 2000s, volunteering and charitable giving in the United States has dropped roughly 11 percent. And, as a country, our generosity appears to have peaked around 2005, with giving hitting an average of $1,024 annually; in 2015, the most recent year measured, that number dropped to $872. Eillie Anzilotti reports for Fast Company.

In the Stanford Social Innovation Review Jennifer Xia and Patrick Schmitt, students at Stanford’s Graduate School of Business, note that while the largest wealth transfer in human history will take place over the next twenty years, most nonprofits are poorly positioned to take advantage of it.

In a video on the CNBC site, tech entrepreneur Alexandre Mars, the "French Bill Gates," argues that giving is something that anyone can — and everyone should — do.

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5 Questions for...Ebony Frelix, Senior Vice President of Philanthropy and Engagement, Salesforce.org

September 28, 2017

The push to ensure that all students receive the high-quality computer science and STEM (science, technology, engineering, and math) education needed to compete in the twenty-first-century economy has been gaining urgency. This week, global Internet companies, foundations, and wealthy individuals announced commitments totaling $300 million in support of K-12 computer science education, including a pledge of $50 million and a million volunteer hours from customer-relationship management software provider Salesforce. That commitment was on top of grants totaling $12.2 million that Salesforce.org, the company's philanthropic arm, had awarded recently to the San Francisco and Oakland Unified School Districts to enhance computer science and STEM education, which included unrestricted funding of $100,000 each to middle school principals.

Earlier this month PND spoke with Ebony Frelix, senior vice president of philanthropy and engagement at Salesforce.org, about the organization's model of giving back 1 percent of equity, product, and employee time; its focus on equality in education; and the importance of expanding access to computer science education for tomorrow's diverse workforce — especially in a sector in which women and people of color are underrepresented.

Ebony_frelixPhilanthropy News Digest: This is the fifth consecutive year that Salesforce.org has provided financial support to schools in San Francisco and the second year it has done so in Oakland. What results are you seeing thus far in terms of enrollment in computer science courses specifically and overall curriculum quality in general?

Ebony Frelix: We know that computer science in general is essential in today's job market and it's imperative that students gain the technical skills they need to be successful in the future. Our goal is to provide opportunities for underrepresented youth in the communities where we live and work to gain exposure and experience in computer science that will help them become college- and career-ready. Ultimately, we believe this will lead to a more talented, skilled, and diverse workforce.

In the San Francisco Unified School District we've given $7 million this year and $21 million in grants to date. Over five years we've seen the enrollment of girls in middle school computer science classes go from nearly two hundred to more than thirty-eight hundred, and of underrepresented student populations from less than one hundred to more than thirty-eight hundred. What that means is that computer science enrollment now mirrors the San Francisco community, with women and underrepresented groups making up nearly half of the students. We also funded twenty-four hundred hours of math content coaching, and we've cut the percentage of students repeating Algebra I in half, from 51 percent to 23 percent, and we hope to see that number continue to drive down. We've also seen a drop in D and F grades in math classes, from 18 percent to 12.6 percent.

In Oakland, we've given $5.2 million this year and $7.7 million in grants to date. We saw an enrollment of nine hundred OUSD middle school students in computer science classes in the first year alone. That was very encouraging, and what was really neat was that those computer science classes are 45 percent females, 38 percent Latinos, and 29 percent African Americans, again closely aligning to the district as a whole. What's even better is that 80 percent of those students received either an A or a B in computer science.

PND: Through the Principal's Innovation Fund (PIF), this year's awards include grants of $100,000 to middle school principals in San Francisco and Oakland. How are principals using those funds?

EF: We like to think that principals are like the CEOs of their schools; they know best how to address the unique needs of their schools. We often hear from principals that failure is not an option, things like "We can't spend money on things that don't work," "We can't take a chance with the district's money." The PIF allows principals to try things and experiment with what works, and then share those learnings with the district. That way we can avoid potentially making a district-wide faux pas with funding or with a program that may not be successful.

We know also that, with a limited budget, principals haven't been able to modernize their schools to align with a twenty-first-century workplace. So if you go into a classroom, they look like they did decades ago — the teacher at the front of the room, the kids sitting in rows, facing the teacher — and that's preventing students from learning in a collaborative workspace. Principals can use the PIF to redesign the classroom, to create a twenty-first-century environment where students are able to learn at standing desks, couches, or pillows; move tables around; have LCD screens all around them. You don't know where the front of the classroom is versus the back of the classroom, because it's flexible. That's a really good way for students to learn, and it also mirrors the workplace they're going to be entering.

In addition, students continue to enter middle school far below grade level, so teachers are faced with having multiple grade levels within one class and having to provide differentiated instruction. Principals are using the PIF to hire additional staff to teach different levels within a multi-tiered computer science curriculum as well as to teach engineering, animation, and robotics courses. And they can implement online personalized learning programs to address the needs of each student and create lesson plans to bring them up to grade level.

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Disrupting the Traditional K-12 Model

September 19, 2017

Computer_classI remember my fourth grade classroom outside Seattle: rows of plastic desks with uncomfortable chairs that inevitably had old bubble gum stuck to the bottom. My teacher sat at a larger wooden desk in front of a large chalkboard, every inch of which was often covered. I remember hurrying to copy all those math equations and English homework questions into my notebook before they were all erased.

You will not be surprised to hear that my kids' teachers rarely use chalk. Students today will never take notes on paper or have to remember what had been on a long-erased chalkboard. These changes have affected not only the way teachers teach and the way students learn, but also the way classrooms and teaching tools can be designed to optimize teacher effectiveness and student ability.

I've noticed two tremendous opportunities in the disruption of the traditional K-12 model — trends that are helping educators reimagine the classroom and how they teach, and reshaping the student learning experience. The first is the imperative to democratize digital skills; the second is the increasing potential of personalized learning and approaches that put students at the center of education.

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Weekend Link Roundup (August 19-20, 2017)

August 20, 2017

Our weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

206_460x460_Front_Color-NACurrent Affairs

The Fuqua School of Business at Duke University has put together a partial list of social impact leaders who spoke out against the events in Charlottesville, Virginia, last weekend. The list includes statements by Elisa Villanueva Beard  (CEO, Teach for America), Ben Hecht (CEO, Living Cities), Danyelle Honoré, (President, UVA chapter of the NAACP), Jonathan Reckford (CEO, Habitat for Humanity International), and Kevin Trapani (CEO, Redwoods Group).

Half a dozen Connecticut Council on Philanthropy members also weighed in, including Michael Johnston (President/CEO, Jewish Community Foundation of Greater Hartford), Martha McCoy (Executive Director, Everyday Democracy), and Frances G. Padilla (President, Universal Health Care Foundation of Connecticut)

Other social sector leaders who made powerful statements include Jean Case (CEO, Case Foundation),  Kristen Clarke (President/ED, Lawyers Committe for Civil Rights Under Law), Aaron Dorfman (Executive Director, National Committee for Responsive Philanthropy), Grant Oliphant (President, Heinz Endowments), and Rip Rapson (CEO, Kresge Foundation).

The violence in Charlottesville prompted the American Civil Liberties Union, on Thursday, to announce that it would no longer represent white supremacist groups that protest with guns. The PBS NewsHour's Joshua Barajas has the story.

In the Daily Dot, Andrew Wyrich explains why there's no such thing as the "alt-left."

On her Philanthropy 2173 blog, Lucy Bernholz reminds us that "Racism is a problem created by white people. People of color suffer, but white people are the ones who created it, benefit from it, perpetuate it, and, I believe, also suffer from it. None of us are free when some are not. It's not enough to say this, we need to act to change it, persistently and continuously...." 

Education

From 2003-2015, U.S. reading scores on the two most respected achievement tests, the NAEP (National Assessment of Educational Progress) and the PISA (Program for International Student Assessment), remained essentially flat. So why aren't we making any progress? The answer, according to Paula J. Schwanenflugel, PhD, and Nancy Flanagan Knapp, PhD, writing in Psychology Today, is pretty straightforward: poverty.

Environment

The Society of Environmental Journalists is proud to present the winners of the 2016-2017 Awards for Reporting on the Environment. Congratulations to the winners!

International Affairs/Development

Convinced that the United States is losing the war of ideas in the Middle East, the Center for American Progress has issued a new guide to countering extremism in the region.

So you want to change the world and know exactly how to do it? Entrepreneur magazine's Jeffery Hayzlett shares five things you should consider before you get started.

And in Good Housekeeping, Melinda Gates, who knows a thing or two about the subject, shares her top ten tips for making the world a better place.

Philanthropy

On his Nonprofit Chronicles blog, Marc Gunther profiles Unorthodox Philanthropy, a program of the San Francisco-based Lampert Byrd Foundation that, in the words of founder Mark Lampert, looks for "opportunities with the greatest potential exist where others aren't looking."

In Fast Company, Ben Paynter reports on the work of a handful of foundations, including Ford and Omidyar Network, that are leading the charge into the brave new world of impact investment. And The Economist reports that even the Catholic Church is dipping its toes into the impact investing water.

The always level-headed Bruce DeBoskey has some good advice for families looking to engage "rising-generation members" in a mutigenerational family endeavor like philanthropy.

And Rockefeller Philanthropy Advisors has three tips for NextGen philanthropists.

That's it for this week. Got something you'd like to share? Drop us a line at mfn@foundationcenter.org.

[Review] 'Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America'

August 17, 2017

When you're able to do something that sparks your passion and leverages your skill set, it feels pretty good. When you can make a living doing it, it's even better. But getting to that place can be hard; you have to have opportunities to learn a new skill or stretch a new muscle, learn from the experience, and improve. I've been lucky to have had some great mentors, informal and formal, who have guided me through such learning experiences — from a cross country coach who taught me that slow and steady will get you to the finish line (if not always win the race), to entrepreneurial friends who offered marketing tips for my side hustles, to my parents, who stressed to me the importance of writing thank-you notes. Many young people, however, aren't as lucky to have received the kind of coaching that can give them the confidence and skills to tackle new or unexpected challenges. That's where mentoring programs can provide significant value; they provide learning opportunities to young people who may not otherwise have them.

Book_teach_to_work_3dPatty Alper is a seasoned mentor with fifteen years of experience mentoring inner-city high school students. She's "adopted" classrooms through Network For Teaching Entrepreneurship (NFTE), an international nonprofit organization that I first learned about in the Mary Mazzio documentary Ten9Eight. The film showcases the transformational learning that happens when students are given the opportunity to create a business, benefit from a curriculum that allows them to dive into critical skills, and have a supportive adult serve as their mentor during the process. As an NFTE donor and board volunteer, Alper wanted to "allow supporters [of the organization] to go beyond financial giving and share their knowledge as well," so she created an Adopt-a-Class program that recruits professionals to sponsor an entrepreneurship class, work with teachers, and commit to mentoring students for a full academic year. I remember being struck by how many of the kids featured in Ten9Eight went from expressing little hope about their future to confidently tackling and successfully delivering a big on-stage presentation about the businesses they had created. Seeing the obvious pride and sense of accomplishment in these young people, it's easy to overlook the other piece of the story, which, I confess, I had done until I picked up Alper's new book, Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America. But once I started reading, it didn't take long for me to be persuaded that mentoring involves both art and science, and that done well, it can truly unlock the potential of underserved youth.

For many, the act of mentoring is something one just does, based on one's hard-won experience. But in her book, Alper takes a very granular, how-to approach to mentoring, starting with this key bit of advice: one of the best things a mentor can do is to listen and not share everything she has learned over the years with her mentee. (Note: Alper relies on an adult-student framework throughout the book and, unfortunately, does not touch on any other kind of mentor-mentee relationship. As the book is based on a particular model of mentorship, so, too, does this review.)

"The fastest way to turn kids off is to tell them how great you are," Alper writes. Instead, mentors should relate to their mentees as "peers." You do that, she adds, by telling them, "[Y]ou are the boss. You can accept or reject my suggestions because this is your project. What I bring to bear is experience, ideas, and support. We can brainstorm, but the ultimate decisions here are yours."

That's only a start, though. There are lots of other things mentors need to be mindful of — from body language, to support systems, to hopes and dreams — and for each, Alper lays out solid advice designed to help mentors approach the challenge at hand in a manageable way. In a chapter about lesson planning, for example, there's a terrific line-by-line guide that adapts the Harvard Business School-developed case method into a ninety-minute classroom exercise. It's hard to tell accomplished adults they may not be good teachers or thoughtful lesson planners (a truth many of us are happy to acknowledge about others, though not ourselves), and so Alper doesn't try to tell us; she shows us instead with tools that no mentor ought to ignore.

But while her advice is grounded in deep experience and mostly useful, there are elements of it that feel outdated. A very thoughtful section on key components to establishing a one-on-one dialogue ended up falling flat for me, as there was no mention of asking a mentee herself if she had any ground rules she'd like to suggest. Without such reciprocity, the dialogue you hope to have often ends up a one-way street. Another example: the advice in a section about preparing a student for an interview ("[W]omen should wear dress slacks or a knee-length skirt with a blouse and possibly a blazer, or a dress...also wear low heels") and, in a later section, about dressing for presentations ("What is inappropriate? Clothing that is too sexy, too baggy, too dirty, too ripped, too short, or too bare") felt too prescriptive and gendered. Like most of the  examples Alper provides in the book, this one is more appropriate for "traditional" professions and contexts, even though the book purports to be about preparing students to pursue any passion and path. And finally, Alper tries so hard at times to be actionably prescriptive that she loses sight of the human touch that, as she reminds readers elsewhere, is essential to successful mentoring. (Do kids actually say, "How do you do?")  

That raises another question: Beyond the grateful letters from students she cites throughout the book, did Alper consult young people about what works (and what doesn't) when writing it? After all, feedback loops are embedded in the mentorship process for mentees, but I wonder whether the same can be said for mentors, or whether the inevitable power differential in any mentor-mentee relationship makes that difficult. And how might authentic feedback be obtained and heard? While there's a nice suggestion for reflective debriefing at the end of each program (a group meal outside the school setting, with some reflective questions kept handy on an index card), it doesn't seem to provide sufficient space for meaningful critique. And still another question I had is whether the pay-to-mentor model she discusses actually limits the diversity of the mentor pool? While this isn't the only model Alper discusses, it is prominent and many examples in the book seemed to refer to careers in which mentors likely could afford to sponsor a class. Which begs the question: Is there a bias in favor of mentoring among people who are paid well, have lots of social capital, and have the wherewithal to be flexible with their time and choices? And how well does such a pool of mentor candidates reflect students' passions and needs?

Those questions aside, Teach to Work left me with a renewed sense of gratitude for the mentors I've had, and pride in the mentoring I've done. There are lessons in the books that anyone — young or old, accomplished or with as-yet–unrealized potential — will find relevant to them in some way. And perhaps most powerful is the assertion implied by the book's subtitle: that the mentoring young people receive can be a lever to help close America's skills gap and bring increased diversity and talent to the workforce. As Alper's book describes and the aforementioned Ten9Eight brings to life, project-based mentorship can be transformational, and, done at scale, there's no doubt it would be a gamechanger. And, besides, this millennial is into placing big bets on solutions that will make the world a better place.

To volunteer as a mentor — and commit to doing it well – is about wanting to create change and catalyze potential. I would suggest there's an added value proposition: maybe mentoring a young person isn't so much a one-way learning opportunity as it is a way for us all to get smarter. Alper certainly acknowledges how much she has learned and grown from her experiences in the classroom. And as I've seen through any number of youth grantmaking programs, philanthropy as a sector has much to learn from students in terms of how they approach community needs assessments and discussions of impact. What more could we learn and apply to our own careers by pairing up with a young person who is wrestling with difficulties in her life and, with our help, coming up with her own solutions to those challenges?

Jen Bokoff is director of stakeholder engagement at Foundation Center. For more great reviews, visit the Off the Shelf section in PND.

Weekend Link Roundup (August 5-6, 2017)

August 06, 2017

Sam-shepard-in-winterOur weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

African Americans

We begin with this week's startling statistic. According to the Pew Research Center, one out of four black Americans have faced online harassment because of their race or ethnicity.

Arts and Culture

On the James Irvine Foundation blog, Leslie Payne, a senior program at the foundation, asks: What does it mean to participate in the arts today?

Education

On the Center for Effective Philanthropy blog, Jen Wilka, executive director of YouthTruth, reports  on key findings of a survey of more than 55,000 high school students that asked them how prepared they feel for life after high school.

Here on PhilanTopic, Alexis Morin, co-founder and executive director of Students for Education Reform, reports that a survey of first-generation college students conducted by her organization found that the majority of them feel unprepared for college.

And in a post for the Hechinger Report, Nicole Dobo shares key findings from Time to Act 2017: Put Data in the Hands of People, which argues that while the use of data in formulating education policy has evolved for the better, parents and teachers still find it difficult to get access to that data.

Immigration

The last time the federal government tried to slow the legal immigration to the United States by adopting a merit-based system was fifty years ago — and Lyndon Johnson was president. Alana Semuels reports The Atlantic.

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Mobilizing Community College Students to Protect Our Democracy

August 04, 2017

News_africanamerican_grads_300x250These are extraordinary times. From education to immigrant rights to health care, it seems we wake up every day to news of fresh assaults on equity, opportunity, and inclusion.

In the education area, proposals floated by the administration slash budgets for public education, including a draconian 50 percent cut for college work-study programs, and the administration and its allies in Congress are engaged in an ongoing effort to dismantle hard-fought rules that protect postsecondary students and their families from predatory lenders and fraudulent for-profit colleges. If passed, mean-spirited healthcare proposals would strip essential coverage from millions of vulnerable people. And a recently enacted ban on refugees fleeing persecution and harm is tearing apart families and communities.

And all this in only seven months. Confronted by this relentless assault on our values, there is a real danger that we will grow numb to the enormous challenges we face, or become overwhelmed by the amount of work needed to repair the damage. But we simply can't afford to give up or give in. Too much is at stake. In this extraordinarily fraught moment, we must embrace new, extraordinary measures to advance the values and priorities we share. We have to think differently — and bigger — about how to make a difference.

For the Rappaport Family Foundation, that means ramping up our commitment to a population whose voice, power, and potential are too often ignored: the twelve million students enrolled at more than twelve hundred community college systems across the country. Over the next fourteen months, we will commit $2 million to efforts aimed at mobilizing and training student leaders as advocates for positive social change, with a focus on community college students.

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Weekend Link Roundup (July 22-23, 2017)

July 23, 2017

Our weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Climate Change

According to the best-case scenario — a drastic reduction in greenhouse gases across the world — 48 percent of humanity will be exposed regularly to deadly heat by the year 2100. But "[e]xtreme heat isn’t a doomsday scenario," writes Emily Atkin in The New Republic, it's "an existing, deadly phenomenon — and it’s getting worse by the day. The question is whether we’ll act and adapt, thereby saving countless lives."

Puppy_with_fork_hiResCommunity Improvement/Development

In a Perspectives piece on the MacArthur Foundation website, Tara Magner and Cate A. Fox discuss how the foundation's newly appointed Chicago Commitment team is beginning to think about its work to make Chicago a more connected and equitable city, and the opportunities and challenges that lie ahead.

Education

After twelve years, the Moody's Foundation has dropped its sponsorship of the Moody's Mega Math Challenge, a national math modeling competition for high school juniors and seniors, and the Society for Industrial and Applied Mathematics, which runs the competition, is looking for a new sponsor. Forbes associate editor Alex Knapp has the details.

Environment

According to a new report from international environmental NGO Global Witness, two hundred environmental activists were murdered in 2016, more than double the number who lost their lives defending the environment just five years ago. And the violence continues, with more than a hundred activists murdered in the first five months of this year. On the Skoll Foundation website, Zachary Slobig talks with Global Witness' Billy Kyte about the  “culture of impunity” that is enabling these gross violations of human rights.

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Weekend Link Roundup (July 15-16, 2017)

July 17, 2017

Roger-federerOur weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Climate Change

Cities are where most of the world's population lives. But with the climate warming at an alarming rate, just how hot will they be by the year 2100? An interactive map created by Climate Central and the World Meteorological Organization has the scorching results.

Education

Anyone who cares about public education in the U.S. will want to check out the longish piece by Chris Ford, Stephanie Johnson, and Lisa Partelow on the Center for American progress site detailing the "sordid" history of school vouchers in America.

Quartz has a nice profile of Maggie MacDonnell, the Canadian winner of this year's $1 million Global Teacher Prize.

Health

Just how does the health system in U.S. stack up against those in other developed countries? Using data from Commonwealth Fund surveys and other sources of standardized data, the fund's Mirror, Mirror 2017 report identifies seventy-two measures relevant to healthcare system performance and organizes them into five performance domains: Care Process, Access, Administrative Efficiency, Equity, and Health Care Outcomes.

The Kaiser Family Foundation's Cynthia Cox and Larry Levitt examined the individual insurance market in early 2017 and, contrary to Republican Party talking points, found no evidence that it was collapsing; indeed, Cox and Levitt discovered that health insurers are on track to have their best year since the Affordable Care Act was signed into law.

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Weekend Link Roundup (June 10-11, 2017)

June 11, 2017

HonnoldOur weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Children and Youth

On the Annie E. Casey Foundation blog, Tracey Feild, managing director of the foundation's Child Welfare Strategy Group, shares five lessons from the foundation's recent efforts to develop tools to measure and address racial disparities in child welfare systems.

Education

"If Facebook’s [Mark]. Zuckerberg has his way, children the world over will soon be teaching themselves — using software his company helped build." The New York Times' Natasha Singer considers the efforts of Zuckerberg, Salesforce founder Marc Benioff, Netflix chief Reed Hastings, and other Silicon Valley billionaires to remake America's public schools.

Giving

In an article for Nature, Caroline Fiennes, founder of Giving Evidence, an organization that promotes charitable giving based on sound evidence, argues that "[p]hilanthropists are flying blind because little is known about how to donate money well." The solution to the problem, she adds, "lies in more research on what makes for effective philanthropy [and donor effectiveness]."

And here, courtesy of the International Council for Science's Anne-Sophie Stevance and David McCollum, research scholar at the International Institute for Applied Systems Analysis, is an SDG-related example of exactly the kind of approach and methodology Fiennes would like to see more of.

A recent column by New York Times columnist David Brooks in which Brooks asks, "What would I do if I had a billion bucks to use for good?" raises other interesting questions, writes John Tamny on the Real Clear Markets site, including: Why do the superrich think their skills in the commercial space render them experts at charity? And: Why should the supperrich be expected to do "good" after they have created wealth — and the jobs and social advances that usually come with it?

Reid Hoffman, a supperrich Silicon Valley entrepreneur and founder of networking site LinkedIn, tells The Atlantic's Alana Semuels that having people who know how to apply capital in the service of getting things done is a good thing for social causes, as long as those same people are careful about big-footing the politics of the issue.

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Most Popular PhilanTopic Posts (May 2017)

June 02, 2017

Like many of you, we're trying to make sense of all the tweets, charges/counter-charges, and executive orders emanating from the White House. One thing we do know, however: you found plenty to like here on the blog in May, including a stirring call to action from Tim Delaney, president of the National Council of Nonprofits; some excellent grantmaking advice from Peter Sloane, chair and CEO of the Heckscher Foundation for Children; a new post by everyone's favorite millennial fundraising expert, Derrick Feldmann; posts by first-time contributors Nona Evans and Jaylene Howard; and an oldie-but-goodie by fundraising consultant Richard Brewster. But don't take our word for it — pull up a chair, click off MSNBC, and treat yourself to some good reads!

What have you read/watched/heard lately that got your attention, made you think, or charged you up? Feel free to share with our readers in the comments section below. Or drop us a line at mfn@foundationcenter.org.

Weekend Link Roundup (May 27-28, 2017)

May 28, 2017

Our weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Frog-in-the-Rain

Climate Change

As the Trump administration prepares to exit the Paris climate agreement, a new Global Challenges Foundation poll finds that a majority of people in eight countries — the U.S., China, India, Britain, Australia, Brazil, South Africa and Germany — say they are ready to change their lifestyles if it would prevent climate catastrophe — a survey result that suggests "a huge gap between what people expect from politicians and what politicians are doing."

Criminal Justice

On the Ford Foundation's Equal Change blog, Kamilah Duggins and William Kelley explain why and how they created a professional development program at the foundation for graduates of the Bard Prison Initiative, which creates the opportunity for incarcerated men and women to earn a Bard College degree while serving their sentence.

Diversity

A new white paper (6 pages, PDF) from executive search firm Battalia Winston sheds light on the lack of diversity within the leadership ranks of the nation's foundations and nonprofit organizations.

Education

Does the DeVos education budget promote "choice" or segregation? That's the question the Poverty & Race Research Council's Kimberly Hall and Michael Hilton ask in a post here on PhilanTopic.

Fundraising

There are mistakes, and there are fundraising mistakes. Here are five of the latter that, according to experts on the Forbes Nonprofit Council, we all should try to avoid.

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Does the DeVos Education Budget Promote "Choice" or Segregation?

May 24, 2017

Public-privateThe American public education system should provide all students with the opportunity to receive a rigorous, quality education — regardless of class, race, or ethnicity. In direct opposition to this goal, the FY2018 budget recommendations issued by the Trump administration would limit and even reduce opportunities, support, and civil rights protections for students across the country.

The proposed Furthering Options for Children to Unlock Success (FOCUS), a new Title I program, is a thinly veiled attempt to open the door for the voucherization of all federal, state, and local public schools funding. As such, the push to funnel public money to private schools with the aim of "improving student academic performance" ignores the lessons of the past.

Attempts at voucherization by school districts across the country have resulted in overwhelmingly negative academic outcomes for students and the promotion of segregation. In the District of Columbia and Louisiana, both of which implemented district-wide voucher programs in an effort to "rescue" poorly performing school districts, evaluations of student performance showed a negative impact on student achievement, with students who participated in the Louisiana voucher experiment exhibiting steep declines in math performance — 13 percent lower, on average, after two years — compared to students who attended traditional public schools.

Why would we voluntarily expand a program that has proven to have the opposite effect of what we all hope to achieve?

The Poverty & Race Research Action Council, like other members of the National Coalition on School Diversity, is not opposed to expanding the range of opportunities available to students and their families. In fact, our research advocacy efforts are centered around the thoughtful, responsible expansion of public school choice approaches that bring children together in racial and economically integrated schools.

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Weekend Link Roundup (May 20-21, 2017)

May 22, 2017

Pause-button-2Our weekly roundup of noteworthy items from and about the social sector. For more links to great content, follow us on Twitter at @pndblog....

Communications/Marketing

Does your organization have a strategy for dealing with the media? To help its members think beyond the press release, dispel misperceptions about working with the media, and provide practical guidance on how to approach this powerful medium, Exponent Philanthropy has released A Funder's Guide to Engaging With the Media, which includes the five building block of a successful media strategy highlighted in this post on the organization's PhilanthroFiles blog.

"Why do so many nonprofits take on the burden of producing the equivalent of a magazine a month [i.e., your monthly newsletter] that gets an average 1.5 percent click through rate and 14 percent open rate?" That's one of the controversial questions Ally Dommu poses in a post on the Big Duck site. Before you do anything rash, take a look at some of the other questions Dommu poses in her post and read the half a dozen or so comments submitted in response to her post.

Education

Budget documents obtained by the Washington Post offer the clearest picture yet of how the Trump administration intends to shrink the federal government's role in education and give parents more opportunity to choose their children's schools. Emma Brown, Valerie Strauss, and Danielle Douglas-Gabriel report

Environment

In his first four months as president, Donald Trump has walked back many of the promises he made to supporters on the campaign trail. One thing is absolutely clear, however: he is committed to rolling back a half-century of environmental regulations and protections supported, at different times, by majorities in both parties. And that, according to the findings of a new Pew Research Center survey, puts him at odds with a majority of Americans.

Global Health

On the Devex site, Rebecca Root shares five key takeaways from her conversations with attendees at the recent G-20 meeting on global health innovation.

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