Tag Archives: Family Philanthropy

Philanthropy and the Games We Play – virtue redux

A few years ago I met with a school superintendent of one of the districts in the county. We had lunch at a now defunct Friday’s located on the periphery of a dying mall in Elyria, Ohio. It must have been in the early spring because the school year was coming to an end and the results of the State standardized tests were revealed. As we talked about potential funding projects within the district we were interrupted with greetings from a group of about five other men who had just finished their meal and were on their way out. The men were superintendents from other districts and of course knew the man I was with. The greetings were hearty and the topic immediately focused on the test scores. ” How’d you do Larry,” said one of the guys. The guys were comparing the scores. They were talking the same way they would about a national football, baseball or basketball championship. The guy with the poorest results withstood the jousting. It was all good fun ending with chortles and high-fives. The guys left the restaurant. Larry looked at me and said, “John, these tests are just a big game but we have to play it if we want to survive.” The comment struck me as tragic. Here was a talented creative man stuck in a system he knew was not serving its purpose and yet – there he was. More tragic was the thought of individual children who are the afterthought in this system that makes fetish of statistics and numbers.

That was my first glimpse into the public school system which, like many of our public institutions, has a disproportional number of people suffering cynicism and an overall loss of virtue. In college, I took it upon myself to read all of John Updike’s novels. Fast forward thirty years and in that restaurant in Elyria; over my “calorie conscious” club chicken salad, it occurred to me I was living an Updike chapter. Wikipedia tells us that Updike describes his subject as “the American small town, Protestant middle class.” Joyce Carol Oats says,

JOHN UPDIKE’S GENIUS is best excited by the lyric possibilities of tragic events that, failing to justify themselves as tragedy, turn unaccountably into comedies. Perhaps it is out of a general sense of doom, of American expansion and decay, of American subreligions that spring up so effortlessly everywhere, that Updike works, or perhaps it is something more personal, which his extraordinarily professional art can disguise: the constant transformation of what would be “suffering” into works of art.

Suffering was my sense in the restaurant that day. I knew instinctively I was experiencing the first of many Updike-ian experiences in Ohio. Too many good teachers and their students suffer because we are stuck in a game that is about quantifying learning in ways that are totally incapable of capturing that elusive topic. Yet in an effort to please authorities and follow the law, people get stuck in a looping game. No wonder the entire teaching profession is suffers from a malaise. Unlike the novels, I cannot find the comic relief in reality so I turn to film to find it.

We all play games. In philanthropy, the game with grantees goes something like this. “Last year we asked for $50,000 but the foundation gave us $35,000. This year we really need the $50,000 so should we ask for $65,000? It has been my experience that when we get into the game, we loose sense of our values and loose the ability to have honest conversation. If we play that game too long, we risk loosing our moral compass.

I am writing about the games we play having just spent the holidays watching the entire five seasons of the HBO Series, The Wire. I would make this required viewing for anyone intending to engage in charitable work in any urban area of the United States. This incredibly well-written and acted series validates the analysis of Dr. Kuserow which I published. in a previous post “Philanthropy and Class- What are We Thinking.” The Wire provides a glimpse into the workings of urban drug rings, police homicide and drug units, the venality of city government and the cynicism and hopelessness of urban public schools. The series hired local people to act in the film with the leads carried by professional actors. The result is a more violent but realistic portrayal on film of what Updike conveys in literature – “…the general sense of doom of American expansion and decay.” If Bach had put this series to music, the recitative would be, “It’s all in the Game.”

Let’s look at the first group – the police department. The Baltimore Chief of Police has gotten word from the Mayor to reduce the alarmingly high crime statistics. The high numbers of homicides and felonies in particular jeopardize the Mayor’s ambitions to win the upcoming Gubernatorial election. The Chief and his Deputy Chief for Operations are good bureaucrats and realize that their fealty to the Mayor will position them for promotion. Their own ambition increases the pressure on their subordinates – the district directors and the cops on the street to make the crime stats go down. The cops and their officers realize the futility of the strategies used to combat the drug wars in the city. They know their tactics of arresting street pushers is pointless since the suppliers and kingpins elude arrest. People are murdered with impunity. The Mayor demands a decrease in the stats, the Chief and the Superintendents know their orders and tell the cops they must comply. The cops play a game to keep their jobs. The “game” devolves into a cynical game of beat the chumps. Authority looses all respect. The cops change the stats and the “system” appears to improve. The game is called jukin’ the stats. Check out the meaning of Jukin’ to understand the depths of cynicism. On the ground, nothing changes. In the third this episode of the series only one cop has the courage to stand up and tell the leaders the truth. This is how that session goes – beware, the language is strong!:

A British friend of mine once stated, “In the U.S. when your legislators make a law they think the whole affair is ‘done and dusted’ ” once it is signed. The Urban Dictionary defines the term thus –

When something is “done and dusted”, it’s not merely created or accomplished, it’s also polished and cleaned up after. Nothing else is needed, so it can be considered “case closed”.

In our case, the Feds made the law (No Child Left Behind) and case is closed. The Congress wrote the law, the President signed it. People were reelected. The States were left with implementation. With no money. The result has been a system that demeans professional teachers, opens the doors to venal and ambitious personalities that will use reporting to gain recognition, access and ultimately rewards in terms of professional promotion.

In series three of The Wire one of the sharpest police officers leaves policing to become a teacher in the Baltimore public schools. There he is faced with kids from the same corners he busted their older siblings. He learns quickly bring the attitude of the corner into the classroom. The game is how to get around real learning, to test authority and ultimately assert oneself in a world of chaos. Check out this clip – I love these kids. I don’t know how many times I have seen classes just like this in my travels around the country.

B-5 “And I’m an Audi 5000!

Eventually the teacher “Mr. Prezbo” figures out these kids are not going to learn seated in rows reading from outdated and used textbooks. He senses that and realizes they can learn the material but he needs to do that by opening the learning process from their experiences. The superintendent pressures him to teach to the text. He argues they are not learning. He is told that if he wants to keep his job he must use the text. He figures out that these “corner” kids live a life of gambling and play dice in the streets. Using their experience of the game he find out they understand probability. Here is a great scene.

But save the best to last. Now into the semester, with progress made, the first-year teacher is called to a general meeting with the school principal. She describes the terms in which teaching will take place during the remaining weeks of the semester. Compare this dynamic with the first scene in the police headquarters.

Anyone I know who has seen The Wire agrees that the directors capture the reality of public education in most schools in urban areas in the U.S. It is a portrait not only of Baltimore, but New York, Cleveland, Boston….the list goes on. It is a sad and tragic case that the system is allowed to go on. Clearly there are successful classrooms and good students. The reality is those successes take place because of dedicated teachers and typically have nothing to do with the added “rigor” the legislators and designers of NCLB intended. What we have created is a sense of doom in our public schools.

I think it is the role of philanthropy to speak out against the games. Funding programs we know work. Finding and supporting teachers who are making a difference in classrooms despite the system – not because of it – remain the challenge. It is interesting to me that Al Sharpton and Joel Klein wrote and article for the January 12, 2009 Wall Street Journal entitled “Charter Schools Can Close the Education Gap – it is not acceptable for minority students to be four grades behind.” They tell us, “Genuine school reform, you stated during the campaign, “will require leaders in Washington who are willing to learn from students and teachers . . . about what actually works.”

Much like the cops on the corner or the teachers that work with the kids day in and day out, the truth will come only if we are humble enough to listen and open to learning. Doing so can open individuals to virtue.

I am happy to report that my superintendent friend retired from the system leaving behind one of the most dynamic schools in the county. The project we discussed involved implementation of the Universal Design for Learining UDL developed at the Center for Applied Special Technologies (CAST) in Winchester, Massachusetts. The foundation provided the support and worked closely in fostering healthy relations between the colleagues in Massachusetts and Ohio. He made UDL the required approach to learning for all teachers in every building in the district. By focusing on UDL and linking UDL, with Co-Teaching and appropriate use of technology, this district has had an excited teaching core and children of all abilities engaged in learining. Incidentally their test scores have gone up too.

Foundation Support for Independent Schools – new opportunities for public school education

The publicity about the Obama’s choice of the Sidwell Friends School shed light on the apparent contradiction of those who support public schools but elect to send their children to private schools. I am sure this fact makes the Obama’s and others like them feel a bit defensive when attending parties. In Oberlin, Ohio where I live, people who send their children to the independent school are literally shunned by those who keep their children in the public system.

One of the great challenges facing Independent schools, and the foundations that support them is how to make the excellent quality of education available to those outside the walls of these relatively small institutions. The winter 2006 edition of Independent School, published by the National Association of Independent Schools gave voice to a growing number of members who struggle with perception that independent schools are institutions only for the elite. In an environment where the gap between wealthy families and poorer families grows, fewer middle class families are able to afford private school education. The quality of Independent School education, such as the institution I send my children (Lake Ridge Academy) can not be disputed. In fact trustees of foundations tpically send their children to independent schools places like: Noble and Greenough School, Heathwood Hall, Buckinham, Browne and Nicols and others of pedigree based on a history of quality education. Read the mission statments of any of them and compare that aspiration to those of public schools. This reality presents an unease because these same trustees approve grants that try to improve the quality of public school education. We all know that undertaking can have pockets of success but due to the enormity of the task of reform rewards are elusive.

Faith-based schools such as Epiphany School, Nativity Prep, Arrupe Prep as well as non-denominational charter KIPP schools. supported by the foundation I serve, offer the quality education that rivals the atmosphere, academic dicipline and values of higher priced independent schools. However these schools are expensive to maintain and require constant funding from private sources. The State simply will not fund these entities. In the case of KIPP and Charter Schools, the national discussion is typically met with a vitrol accompanied by public policies that keep State funding to a minimum. Tacitly, the policy carries a hope that charters will fail and, like apostates, will someday realize the waywardness of their action and return to the public school system as we know it. That system of course is failing millions of children in the U.S. daily, but there remains no strategy to address that reality.

How can one make the quality of Independent School education available to families of the middle class and even children of low-income families has remained elusive. D. Scott Looney, Head of Hawken School in Cleveland suggested, “The benefits of having the broadest possible exposure to students with other backgrounds, races, ideas, and experience must be part of that education, and must include children from families in the bottom 50 percent of the socioeconomic tier.”

How can an independent schools do that when the availability of scholarship monies is limited? Technology provides answers.

Independent Schools can make better use of web-based technology to break down the walls of their institutions and make their curriculum available to a larger number of students.

The Harvard Crimson reported an innovative adaptation of SecondLife™ at Harvard University in 2006 whereby students at the Harvard Law School will co-learn with students at the Harvard Extension School – linking a divergent student body in a cooperative learning process. Independent Schools can and should do the same thing with outreach to public schools. Foundations can support these activites.

SecondLife offers very tremendously exciting opportunities to explore how the quality of independent school education may be open to others who cannot afford a typical four-year education. What can that look like? Check out the site that explains how Secondlife works for educators.

Independent schools can and should explore the possiblity of creating their schools in Secondlife and inviting their professors and other educators to work with selected students in a virtual envorinment. This is particularly true of the children in the lower 50% of the economic tier Mr. Lowney mentions.

Phillips Exeter Academy is known for the Harkness Table. This seminar-styled approach to high school education was developed in 1931 and invites young people to share thought together in a collaborative learning experience. Why not re-create a Harnkess Table in Secondlife whereby children from schools across the country could benefit from this educational style and interact with students who typically will not have access to these inistitutions of privilidge.

The Burton D. Morgan Foundation in Hudson, Ohio funded one of the first business/entrepreneurship programs at the high school level to Lakeridge Academy. The teachers developed a very fine curriculum which serves the 20 or so students in that program. I can imagine a very interesting project where, for example students from the business/entrepreneurship at Lakeridge Academy participated in SecondLife with students from the E-City program and the related Entrpreneurship Academy or E-Prep in Cleveland. (E-Prep received a start-up grant from The Nord Family Foundation and continues to receive yearly operating support s0 I disclose my interest and passion for this great school). A project of this type would expand the number of people who share in the curriculum and widen the perspectives on what entrepreneurship means in the suburbs and what it means on “corners” in Cleveland.

Foundation should consider funding these types of projects as a means of opening quality education they can (and often do) provide their own children and to talented and able children attending failing public schools.

I have had the priviledge to get to know some of the people at The Center for Institutional Technology and Academic Computing (ITAC) . This institution is currently supporing several innovative uses of Secondlife in the educational settings including pioneering work in the high school curriculum.

Although SecondLife has been tremendously successful in higher education, the potential for its use in high school settings has been thwarted because SecondLife restricts its users to a minimum age of 18. Students under that age are pointed The Teen Grid. It is the hope of many educators that someday soon, SecondLife and its creators at Linden Lab will allow for less restrictive use by high school teachers.

Another very interesting organization to watch for application for Independent schools is the work of the remarkable Aaron Walsh at MediaGrid at Boston College. This organizations provides high quality virtual environments that rival those of expensive interactive games.

Foundations that restrict themselves only to supporting projects in public education are selling themselves short by not opening themselves to exploring these new ways to blend independent school and public school education. It is my experience that most independent school faculty would welcome this innovation to expand their educational mission to those outside their walls.

It is time the philanthropic sector open itself to this important discussion with colleagues from Independent and Public Schools. For those unsure about all this, may I suggest reading a report published by the MacArthur Foundation’s and the Digial Youth Resesarch at U.Cal. Berkeley. Great reading!

Foundations as Convenors for Civic Discussion – another case study

It is becoming common for foundations to serve an important function in the communities they operate. That function is convening “stakeholders” or “community leaders” to discuss issues and in particular – thorny issues. They can do this for several reasons. As funders of nonprofits, they have an interest in collaborating with colleagues who may need an audience to advocate with government officials and other stakeholders for the populations they serve. The nonprofits typically are recipents of government funds and, as such, are players in a larger network of fiscal exchange that include private and “public” dollars. (I define public dollars as those raised through taxes). City and/or state agencies distribute these tax dollars to nonprofit collaborators tying them to the cohort involved.

The “thorniness” arise when discussion opens to critique the way in which the various iterations of public dollars flow and exchange among the entities. Too often critique is mistaken for criticism and agency directors can revert to defensive postures. This is particularly true when entrenched entities and the ways they doing business are suddenly open to public scrutiny.

Business leaders have an interest in the communities served by nonprofits by dint of living in the same community but also having a direct or indirect financial investment in that community. The private sector may sneer at the way government entities function. We suggest that it is healthier for the community to bring that critique to a common ground rather than lob salvos at an agency that might raise and individuals ire.

Foundations play a unique role in this civic environment. If they call the meeting most people will come. There is the power of money and the high probability that good food will be part of the deal inevitably an incentive for people to attend the meetings. If the meetings are choreographed carefully ahead of time it is very likely that the intellectual discussion will provide enough nourishment to sustain the conversations.

I propose that family foundation’s might have the advantage over community foundations and corporate foundations in this arena since they are inurred from “interests.” Community Foundations must raise money from the community and therefore must be careful not appear endorsing a position that could alienate a (funding) constituency. Similarly corporations must be somewhat risk averse to issues that could result in a public relations (PR) controversy. Of course there are exceptions to my broad comments. Community foundations can and have taken a lead role in conferences that are meant to be conciliatory. Case in point – the Cincinnati Community Foundation’s initiative to address racial tensions in that city a few years ago was a national model and the Pittsburg Foundation‘s efforts (in collaboration with the Heniz Endowment) to address thorny issues in the public schools. The Columbus Medical Association and Foundation is a national model for convening stakeholders around the crisis of health care in that city. The Cincinnati Health Foundation is another standard for how to engage a community around this critical issue. With far fewer resources than our colleagues in Columbus or Cincinnati, we explored their methods as we embarked on our own response.

At the February 2008 Board meeting The Nord Family Foundation made a grant of $100,000 to the Community Foundation of Lorain County to initiate a community engagement and planning process to improve access to health care for the uninsured and under insured. (A great snapshot of the Lorain County Health statistics are found at the Public Service Institute) The initiative was a response to several critical factors. The two charity hospitals Community Health Partners of Lorain and the Elyria Memorial Hospital are reporting approximately $20 million and $12 million in uncompensated care each year. In addition to the two charity hospitals, the Lorain County Health and Dentistry is a beacon of hope for the scores of medically uninsured and under insured in Lorain County. LCHD had applied several times to receive funds from the Federal government to receive support as a Federally Qualified Health Care Center (FQHC). Unfortunately it is considered a FQHC look alike because it has all of the services but does not get the Federal Funds. The requests were turned down several times because demand exceeds supply of federal funds. Equally disturbing was the increased pressure from the charitable group Lorain Free Clinic (headed by a remarkably talented and passionate executive director Paul Baumgartner) to meet the increased demands of serving the rising number of medically indigent people in a county with staggering job loss and poverty.

Adding to the complexity is the aggressive move of the Cleveland Clinic Family Health satellite offices in Lorain and Elyria which is perceived as skimming the full-pay insured patients from the other two hospitals and FQHC.

So, when LCHD received a turn down of a $700,000 federal grant we sensed the community needed help. A convening was in order!

We knew the task was enormous, but the urgency of the situation demanded a response. Funds were used to support the work of the Altarum Institute of Ann Arbor, Michigan, in partnership with the local Public Services Institute of Lorain County Community College. The overall project is currently referred to as Health Care Lorain County.

Upon approval of the grant, a Steering Committee was formed to provide community leadership for what became known as Health Care Lorain County. This ten-member committee has been chaired by the Executive Director of the Lorain County United Way and includes high-level representatives from the two main hospital systems, a local health departments, the Lorain County Medical Society, a local business leader, two nonprofit healthcare providers, a Lorain County Commissioner, and the President & CEO of the Community Foundation of Lorain County. This committee came together for a strategic planning retreat facilitated by staff of the Altarum Institute.

In preparation for the retreat, the Public Services Institute (PSI) conducted a basic environmental scan using existing data sources, to help define the prevalence and nature of the problem and to identify unanswered questions to inform future data needs. PSI and later United Way of Lorain County and Community Foundation staff also conducted one-on-one interviews with all members of the Working Group (key stakeholders, including members of the Steering Committee) to garner their expertise on the issue and input into the planning process. This compiled information was then presented at the retreat, to assist the Steering Committee in determining a shared understanding of the problem to be addressed, and to begin identifying project objectives and benchmarks for success. The Steering Committee developed into a highly dedicated group of community leaders with expertise and interest in the topic at hand and a commitment to serve the health care needs of the community. Meetings continued throughout the year, and included large stake-holder meetings to continue data analysis, fine-tune the project direction, and determine the best steps for action.

After more than a year of meetings, the following conclusions were made:

There is a need to continue exploring this very complex issue of providing quality health-care to medically uninsured and under insured people in the county.
There must be a new technology infrastructure put in place to facilitate data sharing.
There is a desire to provide every citizen a sense of a medical home. People desire a relationship with a personal health care provider rather than an impersonal institution.
The community needs to explore open-source charts so every patient can have an online chart that will follow him or her to their port to the health care system. The Cleveland Clinic’s remarkable on-line health record called My Chart is a great example of what an electronic health portfolio for medically under insured and uninsured could look like.
There is a need to examine how health dollars currently flow into the county. There are tremendous inefficiencies and possible duplication of effort among three distinct health departments (Elyria, Lorain City and Lorain County Health) which draw most of their funding from federal and state programs. These departments which were established initially to address infectious disease in the earlier decades of the 20th Century, are not equipped to handle comprehensive chronic care that the majority of the population needs. Competition from for-profit clinics such as Walgreens raise questions about the place of these health departments in a 21st century health care model.
The economic pressure necessiate collaboration between the two charitable hospitals and the Cleveland Clinic.

I am pleased to report that the undertaking has the active engagement of Senator Sherrod Brown and House Representatives, the Honorable Marcie Kaptur and Honorable Betty Sutton. The project has taken on a life of its own and stakeholders who would have otherwise had no incentive to come to the table have and continue to do so. Their is consensus among the stakeholders that the large number of medically uninsured and under insured is a case of tragedy of the commons. The response requires a willingness of leaders to listen, learn and possibly give up power in the years ahead. That is a threatening prospect, but and genuine possibility. It is a conversation that would not have taken place were it not for the foundation’s willingness and financial commitment to step in and assume a leadership role.

We do not know at this point where the effort will end up. We do know that others have agreed to chip in to pay the costs to continue the facilitation. It is our sincere belief that this effort will have positive impact on the access to health care that every family in this country deserves. If nothing else in a age of disease resistant microbes, increased mental illness and poverty access quality health care and drugs is a public health issue that should concern all citizens.

So the challenge for any foundation deciding to take on a major effort in convening, you must determine{

what role you want to take
have flexibility built into the expectations you have for the outcome
know the level of risk you will tolerate (the outcome could result in stakeholders walking away from the table) and
be honest about much staff time and money you are willing to put into the effort
look for innovation outside the conversations so to better inform the conversations
be willing to stick with it – conversations of this magnitude can take year

We are making good progress with our effort. I admit to frustration about the ponderous pace the effort can take. It is my sincere hope that our stakeholders will embrace innovation in thought to explore interactive maps such as those developed by the Cincinnati Health Foundation, as well as virtual environments like those featured below that become places to test their theories.

Doing so will encourage even wider and broader horizions of possiblities.

Should the project work well, there can be nothing more rewarding than knowing you have created a space where citizens can leave their official interests at the door and collaborate as colleagues challenged with solving an enormous social problem.

Collective Intelligence and the Zoo – a challenge for educators and philanthropy

I have posted previously on the foundation’s support for non-formal science and art education programs and their role in education. Today I had the priviledge of visiting the Cleveland Metroparks Zoo buided by one of its most impressive Directors, Liz Fowler. Liz is one of those rare and inspirational directors whose love for the organization is infectious. The Nord Family Foundation provided a grant several years ago to support a Distance Education program when distance education was still on dial-up networks. I was really pleased and stunned to see how far this museum has come in developing quality broadcast of its distance education programming. While I was there today, I learned about the plans for the Zoo to expand its space but also its education programs for the Elephants. There is a cool video about the Plans for Elephants. As I toured the facility I had the opportunity to meet the staff at the Zoo’s Hospital and their office with links to the Ohio State School of Veterinary Medicine. Dr. Lewandoski provided me with a tour of the surgery unit for animals. The zoo provides window in the surgery units that allow any child an opportunity to view the procedure. An interpreter provides and explanation of what is happening during the operation. Interestingly, the zoo staff rigged a webcam to one of the overhead lights allowing a webcam to broadcast the event as the Vet see it. At this time, the broadcast takes place internally.

As I moved I watched zoo education staff provide animated lessons about animal science to classes of children from some of Cleveland’s inner city schools. The children were completely engaged with the lectures that were accompanied with hands-on experiences. As I watched I wondered what would happen after the students returned to their classrooms. Was there anyway to follow-up to keep the student’s engagement with the teacher and/or subject matter alive? Did the students have portfolios or an opportunity to write about what they saw, to use blogs? I met staff who are profoundly knowledgable in their subject area and they exude excitment about science and animals. Did the zoo use blogs to allow these people to keep touch with any of the students through a blog? As I watched these experts, I looked at the teachers who sat at the back of the room who were also enjoying the subject matter. Did the zoo open it’s curriculum to these teachers so the teachers could use a wiki to shape their own science programming and allow these “expert” to become co-teachers on the child’s learning process. The answer was no. The zoo simply does not have these tools. The majority of teachers do not know how to use them.

What a waste of resources. At a time when the schools are pushing for innovation, the resources are lying all around us. The State school system lacks a coherent strategy for linking the many tools that are available right now, to the many many resources and expertise of institutions such as the Cleveland Metroparks Zoo, The Great Lakes Science Center, The Lake Erie Nature and Science Center and many others like it just in the Cleveland area. How many other institutions of this type across the country are underutilzed simply because the State’s do not know how to adequatly train teachers on use of something as relatively simple as the suite of services available through Google for Educators. How much philanthropic funding supports these programs year-after-year without providing the tools to bring these resources into the core of learning in public schools.

A place like the Cleveland Zoo is a place where K-12 educators, as well as Colleges and Universities focus on science and can introduce young people to biology, animal sciences, chemisty and math….all in one place. The educators I have met at these institutions are more than willing to join in developing curriculum through an effort of collective knowledge. I am particularly excited about this concept having listened in part to a conference called Program for the Future One of the most compelling presentations was by Thomas Malone from MIT’s Sloan School of Management. This slide show on Collective Intelligence points the way for people who are trying to figure out what P-16 councils can really mean for igniting educational achievement in their communities.

Tom Malone – Program for the Future Dec. 8

View SlideShare presentation or Upload your own.

I think it is incumbent upon foundations to find ways to work among themselves to foster conversations across sectors that will tap into the collective conscience. In this time of economic crisis (the State of Ohio has a projected budget deficit of almost a billion dollars), we need to make more effective use of the resources we have. There will be resistance because this type of knowledge sharing is a trenemdous threat to those who have interest in guarding “knowledge” as they see it, (read, state education bureaucracies, Departments of Education, many School Boards, and Teachers Unions). It will take conversations that phanthropists can convene, push and bring to the state and national agenda. No one else will.

Philanthropy – Evaluation of Education grantmaking

The foundation has considered the importance of strategic grantmaking and the idea of having high impact. What does it mean to have impact when the average grant in education is around $25,000 to $50,000.

What do we know?

Private/faith-based schools have remarkable success with inner city kids. Remediation takes place within the first year; reading seems to be easier to remediate than math and science. In most cases adherence to one particular faith is not mandatory. Most schools welcome families of all faiths. Students thrive in an atmosphere that is safe, and has rules. This seems to be the case across geographic funding areas.

Public Schools pose a more formidable challenge when looking for impact, but the foundation has made significant inroads in shifting the direction of some of these large ships. The work of CAST in schools in Lorain County has generated enthusiasm, contributed to a change in discussion about delivery of curriculum to divergent learners. It has added to conversation in schools about brain function and development and its impact on curriculum. It is exciting to see small pockets emerging where teachers are eager to shift the focus from assessment of learning to a concept of assessment for learning.

There are promising programs in isolated public schools that will address assessment of student performance such as the assessment for learning programs as well as programs that develop co-teaching. We see in these programs an attempt to bring to large public schools methods that have worked well in smaller, private school environments.

Structure of the school day

For inner city schools, a traditional public school day of 8-2:30 is not in place. In the Denver Street School, students are taught in blocks of 90-100 minutes as opposed to the typical 45 min schedule. This, teachers say, allows more time for challenged students to talk and reflect on the matter at hand rather than the typical – here’s the lesson, take it in, and report back to me on a standardized test and we will see how we do.

An environment that incorporates individual attention

In the National Association of Street Schools (NASS), each student has a faculty advocate who watches out for that youngster throughout the year. At Nativity Prep, Epiphany, Arrupe Prep and even the Urban Community School of Cleveland , the school days provide structured environments for students from early morning until the evening. All schools agreed that the after-school hours are when youngsters are most vulnerable.

Each of the schools incorporate into their behavior the reality that educational needs are not divorced from the social needs. For most of these schools the average teacher student ratio is 10/1. In the Cristo Rey model schools, young people who are teachers in training also serve the students by being available for them after the school day is over, for mentoring, coaching. The students live modestly and have little cost impact on the administration.

Respect for individual learning styles and adaptation

We have learned that whether it be in a small nurturing environment that a small private/faith-based school creates, or in larger public school classrooms, teachers know they teach better and students actually learn when the curriculum is adapted to the individual learning styles CAST has been phenomenal in helping teachers understand the link between brain research, and translating that into excited learning.

What we see on the horizon.

Using web-technologies students will develop electronic portfolios for their work which is open to each other (peers) for critique and discussion as well as with teachers. These educational portfolios contain the work that a learner has collected, reflected, selected and presented to show growth and change over time, representing an individual or organization’s human capital. The portfolios are not so much an instructional strategy to be researched, but more of a means to an end: to support reflection that can help students understand their own learning and to provide a richer picture of student work that documents growth over time.”

The Governor of Ohio, Ted Strickland has called for something like this in his very impressive set of Conversations on Education which include an appeal to “personalized learning.” People have yet to figure out what that means. As of 2008, there were no plans in place for the State of Ohio to implement electroinc-portfolios that could follow students throughout their careers (and also be used as a solid record should students transfer to another district or out of the State).

Islands of excellence

In a conversation with Mr. Geoff Andrews, Superintendent of the Oberlin City Schools, I talked about the wealth of learning the foundation has gained by funding a diversified portfolio of schools. After listening he said, “Wouldn’t it be great if the foundation could figure out a way to bring all this learning and leverage it in one district somewhere and create an “island of excellence” that could serve as a model. I said, yes it would be great.

Two months later, my esteemed colleague Helen Williams, Education Program Director of The Cleveland Foundation informed me of legislation in the State of Colorado that would create just that. The Innovation Schools Act of 2008

The Innovation Schools Act is intended to improve student outcomes by supporting greater school autonomy and flexibility in academic and operational decision-making. The Act provides a means for schools and districts to gain waivers from state laws and collective bargaining agreements.

The suggestion could not have come at a better time. It is my hope that philanthropy can suggest the Ohio legislature examine this act and seek advice from experts to do the same in Ohio.

Effective Education Grantmaking

For two years, Ohio Grantmakers Forum has taken on the issue of education in the State of Ohio. In 2006 Education for Ohio’s Future framed the motivation for the undertaking stating,

“As the new century unfolds, Ohio stands at a crossroads. Over the past 20 years, our state and local leaders have worked to improve student, school and system performance. We have seen progress in some areas, but our education system falls far short of preparing all students for the challenges and opportunities of the 21^st Century. Consider how far we still must go.”

Ohio was not alone in addressing the critical issue facing education in the United States. In March 2008, The New York Times Magazine published a conversation with philanthropists from large foundations that have invested heavily in education reform. The article, “How Many Billionaires Does it Take to Fix a School System” captured the reflections of people who, with abundance of money, “can-do,” and (to quote from the article) “armed with controversial ideas about education and some very different approaches to giving their money away.” decided to take on education reform in cities including New York. Their conversations reveal the complexity of such an undertaking and, at times the frustration in trying to reform a system where change can appear elusive and at times obscured. They discussed two camps, the “fix-the-system side” and the “replace the system side.”

Philanthropy can easily be co-opted into funding programs that fit into either of these camps. At the Nord Family Foundation our funding in education is relatively small but our goal is to fund a variety of projects – some in public education, some in private, some faith-based schools and diversity our portfolio in a manner that would reflect our financial investment strategy. Our purpose is to support projects, find out what seems to work and find out why. Our responsibility is to share that information with other Grantmakers and policy makers with a hope that our learning can be brought to scale.

As the Trustees and members try to consider where its funding should be directed in the future one area to consider is what you consider to be effective grantmaking. The shared knowledge is an opportunity to learn what from grantees and benchmark what can be considered areas for successful grantmaking. Research is showing us that the one-size-fits-all model can no longer work to address new knowledge in brain research on learning. Innovation in technology is producing disruptive technologies that are changing the way people learn. Clayton Christensen’s new book Disrupting Class will challenge the huge system called education in ways the current system cannot sustain.

As trustees your job is to share thoughts about where the foundation has been in defining education and perhaps glimpse into the future as to where we as a sector might have a role in shaping an educational system that will truly prepare students to be life-long learners able to meet the challenges we have not even imagined for the 21^st Century.

I referenced Clayton Christensen’s book Disrupting Class. I recommended this book to the OGF Working Group which is focused on the issue Preparing Students for a Global Economy. The book has been a huge success and changed the way we are making recommendations to the governor’s task force. Of particular interest is Dr. Christensen’s discussion of the role disruptive technologies are having in the way people learn in ways that were unimaginable before innovations in social networking. It is a challenge for public schools to adopt a bureaucratic flexibility to be able to incorporate these changes into their business. How did IBM adopt (too late) to the laptop computer? Dr. Christensen makes an appeal to philanthropies and foundations in the last chapter.

“Help fund this disruption. Generous people and institutions have wasted enormous resources on innovations that well-tested theories of innovation could predict would have little impact. Computers in conventional classrooms; dominant-intelligence software that assumes that all students learn similarly; pay-for-performance schemes for teachers and descriptive research that correlates the attributes of schools or teachers with their average performance all will do little to improve schools. Similarly, the very raison d’etre for chartered schools is architecturally innovation. If the vision of their founders is to try harder to make conventional curricular architecture succeed, don’t fund it.

Instead fund research that helps us learn how different people learn; how to identify those differences; and how different students can best educate themselves and each other. Such investments will create inestimable and enduring value because this is the only that learning will become intrinsically motivating to all those who need to learn. Prosperity remember is stripping schools of extrinsic motivation that has driven so much of our learning in the past.”

Public Schools and Innovation

When I first began at the Nord Family Foundation, I agreed to serve as program officer for education. I had experience teaching high school for a few semesters and teaching at the college level. Realizing my limitations, decided it was essential for me to learn more about what teachers go through every day. The best way to do this, I thought, was to form a book club which I did with the help of colleauges at Center for Leadership in Education which the foundation funded. Seven school professionals participated and consisted of middle, high school and elemetary teachers as well as a first-year school principal from a rural school district. Our book was Victory in Our Schools – We CAN Give Our Children Excellent Public Education by Major General John Stanford. Gen. Stanford was elected Superintendent of the Seattle Public Schools in 1995 and initiated a quality reform effort with lasting postive results. Gen. Stanford died of lukemia in 1998 and was mourned deeply by the Seattle community.

Our book club met faithfully and teachers found it a safe environment to share their experiences of being in classrooms. They loved the intellectual challenge and everyone kept their assignments faithfully. What I found was an alarmingly bright gathering of people who felt as though the “system” treated them as children. The felt as though their creativity as professionals was not really respected by supervisors and they yearned for more communication with supervisors. I will remember one passage toward the end of the book that resulted in lengthy discussion for two sessions.

General Stanford writes, “As the CEO of this ailing business, I had high aspirations. I wanted to be in the Fortune 500 of educational institutions. …We’d have to act as if every one of our customers had a choice about whether or not to use us, and we’d have to do everything we could to become every customers first choice.”

This was another philosophical shift in public education. The schools were accustomed to operating as if they were part of a command economy like the one in the former Soviety Union. Money and students were alloted by the central administration; the survival of individual schools was guaranteed regardless of customer satisfaction and customers had to accept the prudcut whether they liked it or not.”

This section of the book on page 186 resonated with the teachers. This was shortly after the reforms of t he No Child Left Behind Act resulted in a frenzy of high-stakes testing in the schools. The teachers I spoke with lamented the fact that their school principals and superintendents focused now on producing schools that would make the Officials at the Ohio Department of Education (ODE) happy. Superintendents began competing for report card scores in the same way they compete for football or baseball standings. The tests were the game and the goal was to win no matter what. Teachers felt as if a punative system was in place in which the Centeral Offices were now positioned to threaten teaching that did not align with their rapidly developed assessment tools.

Ten years after General Stanford’s death, schools have made efforts to change the philosphy toward better customer service. That is, I find, a slow process. In Oberlin where I live I have heard several teachers say that parents are a nuisance and should leave the teachers to do what the do best. There is little sense of customer service. In my time visiting schools and talking with teachers throughout Ohio, Colorado and South Carolina few would disagree with General Stanford’s original comment. Public Schools in this country continue to function as the last bastion of the Soviet style command economy. Until recently, charter schools and alternative schools were seen as diabolical. Even today, education reporters from The Cleveland Plain dealer write as if charter schools “take” money from the public system. Few take the time to help the reader understand that Charter Schools ARE Public Schools – they simply have a little more freedom to do what needs to be done to run a school like a business that is locally owned.

The parallels between the old Soviet system are helpful when one tries to understand why it is so difficult to encourage innovation within the system. At the Centeral Offices, the focus is on a standardized system that fits all. The assesment tools are created in ways that make it easy for a teacher to gather data quickly so that the people at Data Central can churnc that data out. The assessments are summative – i.e. a snapshot that serve to determine a minimal level of competency for a student. I found this summative assessment to be embedded in the teachers vocabulary. I attended a local meeting of teachers and superintendents from Lorain County at the local community college. The topic of conversations was, “How we can achieve ADEQUATE schools for the children of the county.” I was depressed and lost patience with the group and challenged them as to why they would not be talking about how to achieve EXCELLENT schools in the county?

The challenge for most states is to determine how schools can have the freedom to develop formative assessment tools that work. To do this, one needs to change the way we allow students to learn. Proper use of techonology can facilitate this process. There are teachers who are using technology in very innovative ways and finding remarkable results. Too often, this innovation happens outside the system and often without the approval of the principal or superintendent.

For really interesting discussion on this topic listen to archived recordings from the website EdTechTalk – Teacher on Teaching.

I have just finished reading Clayton Christensen’s book called Disrupting Class This book is a must read for every educator and/or education policymaker in this country. Not only does Dr. Christensen explain how and why innovation can and cannot take place within public schools, but he challenges us to view public education as an old bureucratic system that is being challenged by innovation and activities that are happening with success outside its reach. In many ways, Mr. Christensen is a Yeltsin to our public school leaders. Depending on which part of the country you reside, we have local and state leaders who are devout “party” members who are like Gorbechev’s trying desperatly to reform the system from within. In philanthropy, I think we have a growing number of people who see the writing on the wall and realize we must look for pockets of innovation in education and help bring it to scale.

Philanthropic Support for Faith-Based Schools – A case study

I have often said that when trustees of private foundations gather for their meetings, the exercise is akin to what happens in the halls of the U.S. Congress. Representatives from a variety of communities gather to make decisions about distributing funds to support nonprofits often lead by “community organizers” (a term recently ridiculed at the 2008 Republican convention more than once!). The trustees come to the meetings prepared with a board book, prepared by staff that includes written information on each grantee as well as web-based links to the organizations in question. They come to the meeting from their own perspectives and experiences which created an atmosphere charged with intellectual curiosity and a strong desire to be the best citizens with the funds the government allows them to steward.

Not too long ago, the trustees had a lengthy discussion about funding faith-based schools. It began with a question about the overt christo-centric language of one of the schools applying for a grant. As the discussion ensued, questions were raised as to whether the Foundation or (any other private foundation for that matter) should provide support to faith-based schools. The conversation then led to questions as to whether the foundation should fund any faith-based organization. The primary concern was whether these faith-based institutions force youngsters to adopt the religious faith of the teachers and/or administration. The trustees feared that requiring students to adopt the religion of the institutions takes away the freedom of a young person to question religion and ultimately to takes away their freedom to dissent. The questions are legitimate and clearly mirror conversations that take place nationally on some level. News reports from forced religious compliance in the Muslim world and narratives about the abuse of the Taliban in countries contributed to what all agreed was a legitimate intellectual concern.

This debate was critically import for in that any decision on the matter could not only affect decisions on grant requests from faith-based schools on the docket, but could potentially affect allocations of foundation dollars in other program areas. There was strong diversity of opinion on the matter, based primarily on the personal religious (or agnostic) experiences of the individuals on the board. I have found that issues of religion have the greatest potential of alienating some trustees from others because the positions are so deep. Any misstep had the potential to result in some trustees forfeiting their future involvement with the foundation.

Despite the dangers, one of the great opportunities for a foundation is that it really is a place for members to engage in these intellectual challenges. It is a place where informed discussion can lead to shared learning from each other and, in the end, a more focused sense of mission for the foundation itself. As executive director, I feel it part of my job to provide them with the best sources of information to make sure the conversations is based in solid research and good data on the subject. I wrote the following thought piece in an effort to deepen the discussion and make sure that all members felt an opportunity to express their own thoughts. I share this as a lesson to other foundations and even legislators who may want added insight into the subject. These are my opinions and I therefore welcome public scrutiny, rebuttal or debate on the topic from those who may have different information.

With regard to the first question about whether a foundation can/or should give to any religious organization, I would like to suggest several books on the history of philanthropy in the United States. The first is Charity, Philanthropy and Civility in American History, published by Cambridge University Press in 2003. This is an excellent overview on the subject. The book points out the ambiguous nature of private philanthropy funding religiously based organizations.

It traces American philanthropy to its colonial origins stating that its roots are grounded in the British sense of philanthropy as “charity.” Throughout American history, charities were conducted by organizations of one religious organization or another. Some of the leading U.S. universities were established as religious institutions.

One chapter of the book traces the evolution of Roman Catholic schools in the United States. Late in the 19^th century there was a dramatic increase in the number of parochial (parish-based) schools which were established to meet the crushing needs of the poor and working class immigrants. Communities of religious sisters were recruited to teach in these schools which marked a significant shift from what had been their primary focus – The Charity Hospitals. (Many of the leading hospitals in the United States were founded by orders of religious women). Today, an impressive number of foundations were established when the hospitals were sold to private health care companies, e.g. Sisters of Charity Foundation, St. Ann Foundation, St. Luke’s Foundation and many others across the U.S. The religious women’s vocation in hospitals and schools was grounded in Vatican Encyclicals issued throughout the late 19^th and early 20^th centuries. The encyclicals were strong denunciations against the abuses of human labor under early industrialized capitalism. These encyclicals called for a “preferential options for the poor” described as:

“Coming from Catholic social teaching, this concept expresses a special concern in distributive justice for poor and vulnerable persons. The “poor” includes but is not limited to those who are economically deprived. The principle is rooted in the biblical notion of justice, where God calls us to be advocates for the voiceless and the powerless among us (e.g., “the widows and the orphans”), and where right relationships are restored. Regardless of the reasons, those who are in any way deprived or who are particularly vulnerable have a special moral claim on the community (including its institutions and organizations, but particularly Catholic health care institutions, see Ethical and Religious Directives, n. 3). As a matter of both justice and charity, structures and systems must be in place to address and meet their special needs, so that they might participate more fully in the common good and thereby flourish more fully as human persons.”

The preferential option for the poor does not discriminate for or against an individual’s religious belief, but instead address the philosophical all embracing concept of “humanity.” These documents were the founding documents for the labor movement in the early to mid 20^th Century as well as United Nations Charter.

The authors trace the demographic shift in Catholic populations from the mid and late 20^th century. As Catholics became wealthy and moved from the inner cities, more parochial schools were started in suburbs and religious orders of sisters were expected to continue providing their services for free. Starting in the mid-century more and more sisters questioned why they were expected to educate the children of wealthy Catholics in suburban communities and not opt to return to inner-city parishes where the preferential option for the poor could and should be practiced. In the late 20^th century vocations to women’s religious communities dropped dramatically and the number of Catholic children in parochial schools diminished,

“Now, with rising costs and declining parish memberships, inner-city schools – in much higher proportions than suburban parish schools – had to close their doors. Ironically, in this period, applications for admission to inner-city schools from minority populations (most of them non-catholic) expanded greatly. Minority enrollments in parochial schools averaged about 20 percent nationally in 1984, but urban schools were reporting far higher proportions for example, 74 percent in Newark, 65 percent in Los Angeles, 58 percent in Detroit and 55 percent in New York.”

Much like formerly catholic charity hospitals, the schools our foundation has funded follow a similar evolution in staffing. Most of the schools we support have a religiously diverse teaching corps as well as a religiously diverse student body. Just as catholic charity hospitals do not admit patients based on religious preference, so too these inner-city faith schools do not admit students based on religious preference. The Roman-Catholic and Episcopal linked institutions state emphatically they are not in the business of converting people but instead, are focused on healing – one with physical, and the other in terms of the more complex issues of societal ills that poverty carries with it.

Undoubtedly, the Cristo Rey and Nativity modeled schools are grounded in Roman Catholic tradition. This tradition is the “preferential option for the poor” which is distinct from its evangelical mission. My research has shown this to be true of the Cristo Rey schools (Arrupe Prep, St. Martin de Porres, Nativity School, and Don Bosco) and the Epiphany School which is rooted in the Episcopal tradition. Each school not only respects the faith of the families that attend the school but invites students to explore the faiths of other religions even among students who attend the schools. (All the schools invite leaders of the Muslim, Jewish, Buddhist and other faiths to the schools as part of the curriculum). My interviews with the school heads and the teachers indicate their philosophy is less an exercise in forming faith than it is to introduce students to diversity of thinking and the cultural reality religion plays in the civic life of this United States. In short, these schools are Catholic in mission only, and that mission is the preferential option for the poor

Other faith-based schools in the foundation’s portfolio include the National Association of Street Schools and these are aligned with a fundamentalist tradition of evangelical Christians. NASS has a mission to work with the most challenged young people in society. Their students include former drug dealers, gang members, prostitutes, and youngsters that have been crushed by all dire poverty has dealt them. Their schools transform lives. The evidence is their in the increasing number of successful alumni. Their work has been validated with recognition from the White House and subsequent support from the likes of The Bill and Melinda Gates Foundation. NASS has a more overtly religious curriculum than do the schools from more other traditions. A grant we made to support their accreditation process revealed a section requiring teaches to sign a pact whereby they agree to espouse the precepts of Jesus as one true savior. Without question these schools have a more focused message of “salvation” through a religious framework. Adopting Jesus as your personal savior is a key component to reforming a young person’s life. In some cases, the requirements for prayer are explicit but not found in the other schools discussed. As trustees discussed the grant request to NASS and one of its affiliated schools – the Denver Street School, they made the grant understanding that these schools provided hope to individuals and families which in turn, gave them incentive to pursue academics and strive for a better life. In the cloying economic and social oppression these people live, hope is a critical element for survival. It provides a horizon to the future that otherwise is not there. .

Staff has recommend support for all the schools I described with the understanding that they met the three core goals of the Nord Family Foundation’s mission – to build community – to support projects that bring opportunity to the disadvantaged – strengthen the bond of families – and improve the qualities of people’s lives. After lengthy debate that covered issues of hope, economic despair, and a genuine attempt at putting themselves in the mindset of those the funds were meant to support, the trustees approved the grants in question.

The discussion lead to the larger issue as to whether this foundation should follow the Constitutional separation of church and state when making grants to nonprofit organizations. Staff was put in the position of arguing that foundations were created to be a conduit of a different form of public monies to ensure that faith-based along with a variety of other organizations would be able to thrive with public support.

Federal and State laws governing foundations have never made that requirement of private foundations or charities. The founding documents of The Nord Family Foundation dated 1997 stated that the foundation dollars would not go to support churches. There was no mention of a prohibition against funding faith-based organizations.

A great book on this issue (and my second recommendation) is called,

Governing Nonprofit Organizations – Federal and State Law Regulation

By Marion R. Friemont-Smith

Belknap Press – Harvard University Press Cambridge, MA 2004

“Philanthropy in the United States has been claimed by one writer to be ‘our freest enterprise,’ and this phrase does emphasize what the dominant policy of the federal government and individual states toward charitable activities has been since colonial times. With the exception of the restrictive legislation regarding charitable trusts that has been described, the enactment of legislation in a few states designed to protect heirs against complete or unreasoned disinheritance in favor of charity, and minor restrictions on the holdings of charitable corporations, the great body of legislation and court decisions has been directed toward the removal of restrictions on charitable funds and toward the grant of almost complete freedom of action to the managers and directors of these funds.”

In a recent interview in Philanthropy Magazine, Carl Schramm, President of the Ewing Marion Kauffmann Foundation in St. Louis and a respected leader in the field of philanthropy provided his thoughts on the role of foundations in a fee society. The following comment, is of particular relevance to the discussion any board might undertake relative to funding faith-based entities,” Because of its financial structure, and because it is above and apart from politics, it (a foundation) can go to places that aren’t necessarily popular. The record is very clear about what has been achieved historically. Foundations can explore the new frontiers and take risks that government can’t and private industry won’t.

With regard to use of deferred tax dollars, Schramm comments, “It is deceptively easy to think of “wealth reconstitution” and “institutional entrepreneurship” as strictly economic concepts. But democratic capitalism is a social, political, cultural and economic system – we can’t speak of “civil society” as something apart from this system.”

After more than four hours of debate and discussion, the trustees agreed to support the faith-based schools. They also agreed that it made sense to continue support of faith-based entities but that staff should be mindful of any nonprofit that would coerce children or the vulnerable into belief in order to received assistance from a nonprofit. So agencies were funded, people were served and the trustees adjourned leaving for their homes a little more enlightened having gone through the exericse.

As lawmakers in state and federal houses continue debate how much influence they feel need to legislate on private charities, it is my hope they make the time to sit in board meetings of any private foundation and watch the incredible exercise on civic debate that takes place. I would argue they have much to learn about the stewardship or public trust. Trustees who are often uncompensated for their service contribute valuable service to this country. That privilege should not be truncated or taken away.

Philanthropy's role in Educational Standards and Assessment

I have had the enormous privilege to interact with highly talented and profound thinkers. That spectrum of people includes classroom teachers, after-school program directors, college professors and yes, even program officers at foundations. One of my most delightful professional affiliations has been with the Ohio Grantmakers Forum (OGF) which is a regional association of Grantmakers from across the State of Ohio. Over the past year, my colleagues have taken on the challenge of improving the quality of public schools in the State of Ohio. Governor Ted Strickland began his tenure with a pledge to develop a new vision and program to improve education in the State and has appointed several civic committees to gather, provide their insights and filter that information to his offices. Presumably that information will be used to roll out a final plan that will transform Ohio schools to prepare all students with “21^st Century Skills.” OGF assembled its membership to gather their collective knowledge and provide insight. Taking on a task that will gather information from across the state is an enormous task and OGF is doing a heroic job. Two years into the effort, a document was produced that captured the first phase of the undertaking and included voices from across the State. The Cleveland Plain Dealer review of the document claimed it contained nothing new. Undeterred by tepid reviews, OGF has agreed to take on a second round. I agreed to serve on two of three committees focused on Standards and Assessment and Evaluation of Grantmaking.

It has always been my conviction that philanthropy has an important role to play in public policy. It has a great power in convening people from public (government), private and nonprofit sectors to explore areas of common interest. Foundations not only have the power that comes with money, but they have a vast knowledge resource from evaluations of nonprofit organizations they have funded. Done properly, the foundation will have a relationship with the nonprofit and gather evidence of success and impact by way of site visits and evaluation reports. Unfortunately, too many evaluation reports go unread. I am finding that program officers with power and knowledge, can sometimes go with their personal agendas and be timorous about seeking out innovative things that might happening “outside the box” in the social sector. This is most eviden, i think, When it comes to public education. it is my observation that too many program officers find change to the public system threatening. In watching the coreography, their anxiety reverts people to entrench in what they believe to and resist the absolute need to think critically. I have heard the phenomenon referred to as those who sit in pews of the religion of public schooling. I am not convinced that my colleagues are indoctrinated, but a notion of belief in the ideal of American public schools is a strong because the model worked well for many years. Unfortunately, as too many inner city schools now attest, the model has flaws.

An important task for philanthropy is to find programs that are slightly outside the box. There are ample texts from business schools that describe how innovation in business takes place. One of the best is Clayton Christensen’s book The Innovator’s Dilemma which describes how so-called disruptive technologies can be both a threat and a potenial for businesses. More ofen than not, it occurs on the fringes or outside the companies which gives managers some trepidation, especially if it poses new challenges. Think of IBM and managements resistance to accepting personalized computers as something people would need. The challenge for new manaters is to create envionments that stimulate new thought and out of the box thinking but one that can easily meet new demands from the public.

The same can be said for philanthropy. One important task is to find social innovation that with private money can be tested and, if successful, brought to scale. This is no truer than in education. I just finished reading, Relentless Pursuit – A Year in the Trenches Teach of America. This successful program began with determined, organized and focused Wendy Kopp. Her program was the result of her thesis at the Princeton University Woodrow Wilson School entitled, “A Plan and Arguement for the Creation of a National Teacher Corps.” With the assistance of a development officer at Princeton Ms. Kopp got her start with a $26,000 seed grant from Mobile and donated office space from Morgan Stanley. Later, Doris and Donald Fisher founders of GAP provided the financial support to truely launch this sophisticated non-profit. Two companies and a family foundation took a risk but the result has become a national program that, in the words of Pursuit’s author Donna Foote, “…an operation to accomplish what no government program has yet managed – to overcome one of the most basic and vexing of social inequities, a problem we can no longer afford to ignore.”

Teach for America has been slammed by the “establishment” most notably by Stanford University School of Education professor, Linda Darling Hammond at Stanford School of Education. Dr. Hammond’s who skoffed that TFA is argument against teach for America is that it smacked of “missionary program,” calling it a quick fix, “that was harmful to students most in need of qualified teachers.” Dr. Darling Hammond called TFA a revolving door trip into and out of teaching where it was an elitist “pit-stop” on the road to students “real” jobs in law, medicine and business. Dr. Darling Hammond’s suggested the answer to the problem was improving the quality of teacher training, whereas, Mr. Kopp blieives the answer is to be foind in improving the quality of the teacher. In my experience, I have found that Ohio Department of Education dollars used for teacher training is an appalling mess and accounts for unspeakable waste of public dollars.

Similarly, the highly successful KIPP schools were launched with private funding, once again with significant input from the Fishers. The Nord Family Foundation provides support to the KIPP Sunshine Peak Academy in Denver which sits literally between a pubic elementary and public high school. KIPP schools reports on student success shame the performances of the two public schools. So what is the secret to their success?

These institutions which are having positive impact on schools could not have easily happened within the government bureaucracy of the public school system. As I mentioned in an earlier post, any public school teacher I have met introduces an innovative idea despite the system, not because of it. The high-stakes testing standards are just too high for a principle of superintendent to tolerate risk.

Now, when we gathered foundations from across Ohio, it is clear that within philanthropy, there is a divide about the role philanthropy can and should take when assuming the role of advising a Governor as to how to improve the quality of education. On one side is the eternal belief that the public schools can be fixed and other side believes that the system should be scrapped and begun anew using schools like KIPP, teach of America and another highly successful faith-based model known as the Cristo Rey network.

When it comes to addressing standard and assessment, there is equal division. Our task with OGF is to advise the Governor on what role the standards should take on in the future. We have assembled a group of people who have read material provided to us much of which is published by the American Federation of Teachers Union. The theme is how the standards help focus the teachers. Most disconcerting to me is the utter lack of understanding of how technology and sophisticated computing is likely to render the way students learn and teachers teach utterly useless. I highly recommend a book by, David Weinberger, fellow at the Harvard Law School’s Berkman Center for the Internet & Society. His book, Everything is Miscellaneous – the Power of the New Digital Disorder provides a glimpse into how computer technology has revolutionized the way we do categorization and assemble knowledge. The book is so popular, he has his own blog inviting comments on this thoughts.

Weinberger draws comparisons to the way we used to assemble photos in albums and coded them by weddings, vacations or other special events and put them in boxes to be retrieved at dates. Compare that to the online photo album Flickr and its ability not only to upload photos, but through tagging, assemble them into various cross-referenced platforms and repackaged and/or referenced in ways unimaginable with a box. Similarly, how Itunes revolutionized the way we pick our music, a far cry from the days of albums and even CD’s. The music industry has spent millions to try and get a hold on this randomness. Play lists are now assembled by millions of users and tagged and shared with themes like, “Loneliness,” “NASCAR,” “breast-cancer” and of course “Love” Weinstein points out that these play lists are a means of self expression. They use explicit (a song) and add to it to make evoke and disclose that which is “implicit.” And there is a power in their being shared with others.

One of the most powerful examples of the impact that recent computer technology has had on knowledge is the emergence of Wikipedia. This tool has challenged the Encyclopedia Britannica for its place in determining and categorizing bits of information which is turned into knowledge. How many schools today prohibit youngsters from using Wikipedia based on the fact that it is somehow unreliable?

Britannica enables us to be passive knowers: You merely have to look a topic up to find out about it. But Wikipedia provides the metadata surrounding the article – edits, discussions, warnings, links to other edits by the contributors- because it expects the reader to be actively involved, alert to the signs. This burden comes straight from the miscellaneous itself.”

Weinberger makes only passing reference to schools and their utter lack of understanding of how these tools can improve learning. Wallowing in ignorance, schools and even their supporters try in vain to tinker with ways to improve the way Standards are set and children assessed. His argument for standards and standardized tests is that they capture that which is “explicit” and perhaps merely a snapshot in a child’s knowledge. They cannot by their nature capture the “implicit” which is really the process of learning the child undergoes as they progress. To make the point, Weinberg says,

“Social knowing changes who does the knowing and how, more than it changes the what of knowledge.

Now poke your head into a classroom toward the end of the school year. …you are likely to see students with their heads bowed, using No. 2 pencils to fill in examinations mandated by the Massachusetts Comprehensive Assessment System. Fulfilling the mandate of the federal No Child Left Behind Act, the MCAS measures how well schools are teaching the standardized curricula the state has formulated and whether students are qualified for high school degrees. …The implicit lesion is unmistakable: Knowing is something done by individuals. It is something that happens inside your brain. The mark of knowing is to be able to fill in a paper with the right answers. Knowledge could not get any less social. In face, in those circumstances when knowledge it social we call it cheating.

Nor could the disconnect get much wider between the official state view of education and how our children are learning. In most American households, the computer on which students do their homework is likely to be connected to the Net. Even if their teachers let them use only approved sources of the Web, the chances are good that any particular student, including your son or daughter, has four of five instant-messaging sessions open as he or she does homework. The have their friends with them as they learn. In between chitchat about the latest alliances and factions among their social set, they are comparing answer, asking for help on tough questions and complaining. Our children are doing their homework socially, even though they’re being graded and tested as if they’re doing their work in isolation booths. But in the digital order, their approach is appropriate. Memorizing facts is often now a skill more relevant to quiz shows than life.”

The point is reinforced by the field research of Dr. Sugata Mitra presented at the TED Conferences. Click on the site to see his findings on how computers help children form communities of learning. “What”, he asks, “is the role of the teacher.”

Mr. Strickland has called for a system that will personalilze learning in public schools. He is on the right track. Teachers I have spoken with at places like KIPP and Cristo Rey would happily bring these new technologies into their schools which would likely further personalize their already successful programs. Unfortunately, these schools get minimal to no government assistance and must continue to rely on foundation support to just keep the doors open. Despite their obvious remarkable success, they cannot secure the funding they need to educate children. There are many public school officials and advocates that would like nothing more than to see these alternative schools go under.

The challenge for philanthropy is to find pockets of innovation where that idea of personalized education is actually taking place in either a public or priavte school. If the technology does not yet exist in a charter setting such as KIPP funds could be directed to test it there. Similarly we would do well to target one or two successful public schoolls and work with teachers to test the technology and bring it to scale.

The goal should be to exempt these schools from the current Standards and Assessment models and allow teachers, student and designated mentors use the technology to explore how these tools can best support learning. One concrete example is the use of electronic portfolios or (e-portfolios). One of the more promising applications of e-portfolios is found at Florida State University which is the world leader in electronic portfolio development for demonstrating student achievement.

I believe the only authority by which philanthropy can speak is from its relations with the incredible people who are demonstrating programs and methods that are making a difference in a child’s learning experience. Of course standards are needed but the technology challenges us to thing through how these standards which currently operate as a one-size-fits-all program, can be transformed to refocus on what a child learns not what a child can memorize. New starndardization and assessment tools make it possible to bring to light the implicit learning that takes place with a child and helps to make it more visible, i.e. explicit to teachers who more often than not, recognize the bright child who, “just doesn’t test well.” These innovations can and will occur. Robert Stephenson from the Global Education & Learning Community has focused reasearch on in this area, focusing on the need to have bottom-up solutions rather than top-down solutions to personalize education. Philanthropy can provide funding to allow teachers to figure this out. We need to moved beyond the hubris that straddles Encylopidia Britannica that assembles the keepers of knowledge. We can and should be looking at a wikipedia type model that will invite teachers from public schools and private schools, from universities and from businesses – people from inside and outside the box – to become communities of learners who, together will make best use of these tools to make students into life-long learners.

Education and Technology: A role for philanthropy

The more I visit schools and hear about the challenges for teaching, the more I am convinced that educators must move VERY quickly to make better use of the phenomenal technologies that are available to them. I have met teachers who understand how it works and are transforming the engagement of students in their schools. One sharp high schooler made reference to a teacher that integrated blogging and open-source voice-over IP into the language curriculum. ‘By making these tools available to us, she changed us from students into scholars!”

I remember Eric Nord, entrepreneur and philanthropist extraordinaire, once cautioned our trustees saying that people in the foundation world tended to be risk averse. I find this to be true with far too many of my colleagues from foundations who tend to be surprisingly hesitant about pushing the technology and learning agenda in schools. There are exceptions of course. The work of people at the Hewlett Foundation and the George Lucas Foundations are leaders in seeking innovative solutions to the challenges facing teaching and learning in our nation’s public schools. Edutopia, published by the Lucas Foundation provides examples of how technology serves to usher in new ways that students can learn.

I think that high-stakes testing in schools and even the way States try to fix “the standards” are thwarting creativity in the classroom. Worse, is the system of so-called “assessment” which is emerging as a orgy of testing that focuses on a fixed moment of time in a child’s development. Rather than seeing learning as a process, current assessment tools serve the needs of statisticians but not teachers. Therein lies one of the huge rifts in our systems. There is a bureaucracy in the Departments of Education that appear to fetish-ize data collection and assessments and then there is the teacher in the classroom who feels pressured by the “officials” to give the tests and report back. The current system is an abomination, yet we in the philanthropic field, for the most part feel the need to tinker with the current system rather than seek out and then support systems that promote real learning.

We cannot ignore the power of social software an its impact on the future of education of young people in our schools. Appropriate use of technology can and will result in budgetary savings. One area alone is the textbook frenzy. In Ohio schools, the yearly budget for one students text book is $900 per student. One of my favorite websites is TED. Check the following website that talks about how technology can change the way a school system deals with textbooks in schools. Check out the
I also suggest you visit the Federation of American Scientists site and browse their research on education technology.
Reference related studies by the Federation of American Scientists
http://fas.org/faspolicy/ed_testing2-1.pdf
http://www.fas.org/main/content.jsp?formAction=297&contentId=563
http://www.fas.org/main/content.jsp?formAction=297&contentId=62

Most of my colleagues use their computer in the following ways: 1. an expensive electric typewriter, 2. The thing on which you get and read your e-mail. 3. The thing on which you can occasionally shop. 4. A resource to read information that are typically brochure-like websites.

In addition to philanthropy program officers, too many teachers are comfortable with very antiquated forms of communication such as e-mail and do not understand the new technologies and impact they are having on teaching and learning. They really need to be challenged by visionary superintendents and principles to explore how the tools can enhance learning. More importantly, teachers and education leaders need to understand the way to assess learning with these tools is almost impossible given current assessment tools. Learning with and through technology (especially with the use of e-portfolios) allows teachers to view learning as a process rather than a static moment in time, which is what the current system uses. It is like the difference between viewing a students process on carefully edited video presentation, opposed to a series of photos.

In my opinion, Philanthropy can play an important role by providing teachers and school building leaders with opportunities for focused professional development in these areas. Concentrated programs bringing teachers and software program developers on a regular basis would serve the enhance education tremendously.

We in the philanthropy field do ourselves a great disservice (not to mention our grantees) by NOT engaging in conversations about these important technological tools that are changing the very lives our young people experience…..except in public schools! We cannot allow ourselves to become complacent in this area. I welcome comments.

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