Brian O. Brent

Much Ado About Very Little: The Benefits and Costs of School-Based Commercial Activities

School-based commercialism exists whenever a district enters into a relationship with a business that provides access to students or staff in exchange for fiscal or in-kind resources (i.e., goods or services). The practice includes business sponsorship of school activities (e.g., sporting events), exclusive agreements (e.g., pouring rights contracts), appropriation of school space (e.g., scoreboards), electronic marketing (e.g., Channel One), fundraising (e.g., candy sales), and the use of sponsored educational materials. Some hold that commercial activities offer districts a much needed means to supplement their resources. Others charge that school-based commercialism needlessly subjects children to unhealthy products and promotions. Given these opposing viewpoints, we find it surprising that little is known about the nature and efficacy of school-based commercialism. Thus far, the literature offers state and local policymakers only anecdotal answers to the following important questions: What is the nature and extent of commercial activities in our schools? What are the monetary and nonmonetary benefits and costs of school-based commercialism? Does school-based commercialism improve or worsen equity? Using multiple methods to analyze data from Pennsylvania and New York school districts, this study shows, for example, that the net benefits of commercial activities are modest at best. The study also shows that districts that engage in commercial activities are poorer, exert greater local effort, and spend less than those that do not. The implications of these and other findings are discussed.

Expanding Support Through District Education Foundations: A Tale of Two States

In recent years, an increasing number of districts have turned to district education foundations (DEF) for added fiscal support. Similar in many ways to university development offices, DEFs are privately operated, nonprofit, tax-exempt organizations that solicit funds from individuals and businesses and then distribute these funds to public school districts. Despite their prevalence, the literature offers policymakers only incomplete answers to the following important questions: What is the nature and scope of DEF activity? What are the sources and uses of DEF funds? What are the benefits and costs to districts of operating DEFs? Are DEF resources distributed equitably among districts? This article reports on a study that answers these and other questions. Using multiple methods to analyze data from DEFs in California and New York, this study shows, for example, that DEFs benefit district in a number of ways, including improving school-community relationships and the quality of the educational program. However, the study also reveals DEFs are less likely to be found in relatively poor communities. The implications for policy of these and other findings are discussed.

Financial Management of New York's Charter Schools: A Normative, Descriptive, and Prescriptive Analysis

Surprisingly little is know about the financial management practices of charter schools. The literature offer policymakers only anecdotal answers to the following important questions: Who manages charter school finances and what educational and previous employment experiences do they bring to their positions? What do audited financial statements reveal about the fiscal management practices of charter schools? What fiscal management training opportunities do the charter business officials and trustees receive and want? This article reports on a study that provides answers to these questions. Using multiple methods to analyze data from New York charter schools, this study shows, for example, that charter officials are variously prepared and desire more professional development in certain financial practices. The implications for policy and practice of these and other are discussed.