Philanthropy and Education Also by Ekkehard Thümler CITIZENS VERSUS MARKETS: How Civil Society Is Rethinking the Economy in a Time of Crises (Co-Editor)

Philanthropy and Education Also by Ekkehard Thümler CITIZENS VERSUS MARKETS: How Civil Society Is Rethinking the Economy in a Time of Crises (co-editor)

Also by Helmut K. Anheier AMERICAN FOUNDATIONS: A Versatile Institution (co-author) SOZIALE INVESTITIONEN: Interdisziplinäre Perspektiven (co-editor) AMERICAN FOUNDATIONS: Roles and Contributions (co-editor) CREATIVE PHILANTHROPY (co-author) THE POLITICS OF FOUNDATIONS: A Comparative Analysis (co-editor) INNOVATIONS IN STRATEGIC PHILANTHROPY (co-editor) Philanthropy and Education Strategies for Impact

Edited by Ekkehard Thümler Heidelberg University, Germany Nicole Bögelein University of Cologne, Germany Annelie Beller Heidelberg University, Germany and Helmut K. Anheier Heidelberg University, Germany

palgrave macmillan Selection and editorial matter © Ekkehard Thümler, Nicole Bögelein, Annelie Beller and Helmut K. Anheier 2014 Individual chapters © Respective authors 2014 Foreword © Bernhard Lorentz, President and CEO of Stiftung Mercator, Germany, 2014 Softcover reprint of the hardcover 1st edition 2014 978-1-137-32624-9 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2014 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-45967-4 ISBN 978-1-137-32625-6 (eBook) DOI 10.1057/9781137326256 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress.

Typeset by MPS Limited, Chennai, India. This report and the underlying study was supported from Stiftung Mercator, Germany

Stiftung Mercator This page intentionally left blank Contents

List of Figures and Tables ix Foreword x Preface xii Acknowledgements xiv Notes on Contributors xvi

Part I Understanding Education Philanthropy 1 Education Philanthropy in Germany and the United States 3 Ekkehard Thümler, Nicole Bögelein and Annelie Beller 2 School Reform and Philanthropy: Theory and Literature 29 Ekkehard Thümler Part II Case Studies 3 Jacobs Summer Camp and DeutschSommer: Making a Difference with Summer Camp Programmes 47 Annelie Beller 4 The Chance: A Systemic Approach to Integrate Adolescents into the Job Market 65 Steffen Bethmann 5 SEIS: The Role of the Bertelsmann Foundation as a Think Tank Taking Action 84 Gunnar Glänzel 6 Semi-Autonomous School: Bertelsmann Foundation and the Largest School Development Project in German History 97 Gunnar Glänzel 7 Success for All: The Impact of Research-Proven Cooperative Learning Strategies 124 Andreas Schröer 8 Teach For America: How a Teacher Corps Changes Schools and Community 161 Andreas Schröer 9 Assessing the Impact of Educational Programmes: An Evaluation of Research Validity 192 Anke Heyder

vii viii Contents

Part III Analysis 10 Philanthropic Impact and Effectiveness in Education 207 Ekkehard Thümler, Nicole Bögelein and Annelie Beller 11 Islands of Success Revisited: Which Role for Philanthropy? 236 Ekkehard Thümler

Index 246 List of Figures and Tables

Figures

1.1 The research process in Strategies for Impact in Education 20 3.1 The Jacobs Summer Camp research process 59 4.1 The Chance: development of assets and operational costs, in CHF 74 7.1 Cycle of effective instruction 135 8.1 Teach For America alumni 183

Tables

1.1 Expenditures for education by foundations and the state 7 3.1 Comparison of the two programmes (own representation) 54 7.1 Basic reading achievements 126 7.2 Success for All programme components 130 7.3 Stakeholder involvement 139 7.4 Evidence for effectiveness 152 8.1 Teach For America growth rates 163 8.2 Teach For America leadership principles and teacher actions 168 8.3 Teach For America achievement metrics 170 8.4 Teach For America funding sources 171 8.5 Teach For America annual budget dates 172 8.6 Teacher evaluation categories 180 8.7 Teach For America attrition rates 182 8.8 Teach For America corps expenses 186

ix Foreword

Education plays a key role in all modern societies. It is through education that we pass on our values and traditions, as well as the technical skills needed for building the future. Therefore it is certainly of the highest relevance for charitable foundations across the globe, and the first issue that needs to be addressed whenever we set out to support the young generation. Equal access to education is an essential prerequisite for greater partici- pation and fairness in society. We strongly believe that education is a basic civil right that should be enjoyed by everyone. We are therefore committed to ensuring that all children, adolescents and young adults in Germany have access to excellent education in order to be able to make full use of their individual potential. Stiftung Mercator is particularly committed to increasing the significance of cultural education and to fostering the integration of migrants by means of education. We are convinced that cultural education is of major relevance for the acquisition of knowledge, as well as the development of personality, creativity and sustainability. Our goal is thus to anchor arts and culture more firmly within our education system and to bring about a new culture of teaching and learning. In terms of integration we want to eliminate the inequalities which exist between people of migrant and German origin in schools and universities. Hence we aim at reducing educational inequality by 70 per cent for people of migrant origin and aged 15–30 in the long term. As an operative foundation, we are strongly oriented towards generating social impact: We want to create beneficial and lasting social change. It is the basis of our entrepreneurial, professional and international work ethic, and a prerequisite for the legitimacy of what we do. The complex, persistent and difficult question of how to achieve sustainable social impact in the field of education was the starting point of our collaborative project with CSI on these issues, and the reason why we decided to fund the project Strategies for Impact in Education. The study’s goal is to identify and analyse existing models of effective education philanthropy in Germany and the United States, and to make these findings available for use by other foundations, non-profit organisations and scholars. The basic idea is that advanced knowledge about strategies for impact in the field of education will open up new possibilities for foundations to consolidate, expand and justify their scope of action, on the one hand, and for scholars of philanthropy and education to develop a better and more comprehensive understanding of a problem that has not sufficiently been explored to date.

x Foreword xi

In our view, the findings come at a very apt time. Not only does the problem-solving model of education philanthropy fit in well with the present scientific and public debate on evidence-based strategies to improve education in Germany and the United States, it also provides us with important options and thoughts for the further development of our strategy in the field of education. We are convinced that the transatlantic comparison will prove to be of particular importance. We know that, compared to the philanthropic sector in Germany, foundations in the US have a longer and more active tradition in the field of education. However, as the case studies show, very different and highly context-sensitive approaches have developed in both countries that have an obvious potential for mutual learning. In recent years, there has been a persistent and increasing debate on social impact in the philanthropic sector. I am personally delighted that these concerns have been taken up by research, and that we have had the opportunity to fund a study that will, in my opinion, push the discussion forward significantly. I sincerely hope that the results and ideas presented in this volume will prove to be of value for practitioners and scholars alike, that they will inform future work directed towards the improvement of education and thus be instrumental in our societies’ mission to realise the best possible education for the next generation.

Bernhard Lorentz, President and CEO of Stiftung Mercator, Germany, 2014 Preface

The philanthropy sector has undergone major changes in the last century. A preference for charity, mainly concerned with filling gaps in the public provision of services, has given way to the more ambitious institution of philanthropy with its explicit claim to attack the root causes of social prob- lems. Throughout the last decades in particular, we have seen a shift towards a more strategic understanding of the philanthropic endeavour, characterised by a much greater emphasis on the concrete contributions foundations make to society. Accordingly, both scholars and practitioners have increasingly been addressing the issues of organisational effectiveness and social impact, asking what it means for philanthropy to make a difference in society, and how to make sure that the intended change comes about. In these discussions, the lack of sufficient resources is a persistent theme. Despite significant expansion in the last decades, the financial resources of philanthropic foundations remain marginal in relation to the magnitude of the needs they address, be it in the fields of social welfare and health care, environment, education, or arts and culture. What is more, the financial resources commanded by foundations rank significantly below inputs provided by the non-profit sector as a whole, let alone the contributions of the state and, depending on the field, business. Therefore, foundations willing to make a substantial contribution to the public good cannot base their strategies on financial inputs alone. The core challenge for philanthropy is to find ways to enhance their social impact and to lever their assets. Over time foundations have developed a rich reper- toire of strategic, as well as practical, competencies in enhancing the effects of their financial and cultural resources. However, much of this leadership and management knowledge remains implicit. Hence it cannot be shared in a systematic way among the philanthropic community. Thus we saw the need to identify demonstrable examples of effective philanthropy, to analyse this tacit knowledge systematically and to make it available to the foundation community, other stakeholders and scholars of philanthropy. There are good reasons to investigate questions of impact, effectiveness and leverage with a focus on foundation activity in education. Not only is it one of the most important philanthropic fields of action in Europe and the US, it is also one of the largest and most complex subsystems of modern societies. The educational system is influenced by a multitude of different stakeholders on a local, national and international level. At the same time it is deeply embedded within national traditions and culture. This makes foundation work particularly challenging, yet, at the same, potentially highly relevant for society. xii Preface xiii

Currently we are witnessing a change in education philanthropy. Although philanthropic investment in education is on the rise, critical questions about the actual impact of foundation activities are increasingly being asked and possible alternative approaches are being explored. New donors of corporate origin have entered the scene, mobilising considerable amounts of financial resources and employing new and ambitious approaches. Yet their engagement in education philanthropy is all but uncontroversial and triggers critical questions for accountability and legitimacy. These developments coalesce with more specific debates in the field of education on themes such as ways to close the achievement gap in the US, or how to alter unfair educational structures in Germany. Schools are increasingly under pressure to provide better and more equitable results, yet knowledge of appropriate techniques to achieve the required change remains elusive. Both evidence-based and market-oriented approaches to school improvement are a key focal point, but important questions regard- ing the verification of effects and implementation of programs remain unanswered. With our project Strategies for Impact in Education we thus tie in with the latest developments and discussions in both fields. The problem-solving model of education philanthropy is an innovative contribution to a dis- course that largely oscillates between calls for profound or even systemic change, on the one hand, and disenchantment with oftenpiecemeal patterns of change on the other. Seen from this perspective, the present project has large potential to inform practitioners in education philanthropy of the strategic options that are available to them, and to make an important contribution to research on the societal role and contributions of philanthropic foundations, as well as to the scientific debate on processes of school improvement and the implementation of innovations.

Helmut K. Anheier Acknowledgements

The work presented in this volume would not have been possible without the contributions of a multitude of people and we are indebted to many. First of all, we wish to express our gratitude to the case study authors Norin Arshed, Steffen Bethmann, Raquel Campos Franco, Gunnar Glänzel, Jillian Gordon, Anke Heyder, Anael Labigne, Stefan Rundel and Andreas Schröer for their indispensable work and their commitment to our research. The groundings for this project were laid during a preparatory expert workshop on “Philanthropy and Education,” conducted in May 2009 at the CSI in Heidelberg. Thanks to Tracey Burns, Ingrid Gogolin, Justin Powell, Carsten Rohlfs, Jouni Välijärvi and Frieder Wolf for their contributions and for providing crucial input which guided the further course of research. We owe a particular intellectual debt to Brian Rowan for sharing with us his profound knowledge and for giving seminal feedback on the outline, as well as the results, of our project in Heidelberg and in Ann Arbor. Special thanks to Joachim Funke for a most helpful discussion on complex problem solving, and to Tobias Jung for giving us the opportunity to publish an ini- tial examination of education philanthropy. The members of the interdis- ciplinary workgroup on education at Heidelberg University were a constant source of inspiration and feedback. In particular, we wish to thank Katarina Batarilo, Heike Dietrich, Michael Hölscher, Stina Preuß and Birgit Spinath. Many thanks to our colleagues Regina List, Georg Mildenberger, Kathia Serrano-Velarde, Steffen Sigmund and Volker Then for their persistent encouragement and advice, and to Carsten Eggersglüß, Martin Hölz and Regina List for their professional support. Claire Suzanne Dwan, Kerstin Fink, Eva-Lilli Flick and Johannes Sonnenholzner helped us with the inter- view transcriptions. Special thanks to Nivene Raafat for her great editorial assistance. An anonymous reviewer gave us very valuable advice on the sketch for this publication. Our research was made possible by a grant awarded by Stiftung Mercator. This support is gratefully acknowledged. Thanks to Bernhard Lorentz, Winfried Kneip, Kerstin Lehner and Sabine Cofalla for their kind support and patient collaboration. The problem-solving model of effective philanthropy which our analysis relies upon was developed within the context of the precursory project Strategies for Impact in Philanthropy. It was kindly funded by the Fundação Calouste Gulbenkian (Portugal), Koning Boudewijnstichting (Belgium) and Stiftelsen Riksbankens Jubileumsfond via the Network of European Foundations (NEF), as well as the Compagnia di San Paolo (Italy).

xiv Acknowledgements xv

Thanks also to those many colleagues who suggested possible case study candidates. They provided us with the basic information necessary to get this type of research off the ground, and pointed out many important activities which we would not have identified by ourselves. Susan Verducci helped us greatly by making contact with the Bill & Melinda Gates Foundation possible. Finally, we would like to thank the many foundation and non-profit representatives, as well as associated stakeholders, who par- ticipated in the preparatory and expert interviews that were an essential part of this project. It was their kind willingness to offer their time, share information, sometimes confidential in nature, and to expose their work to public, and occasionally critical, discussion that made our research possible in the first place. Notes on Contributors

Helmut K. Anheier is Professor of Sociology and dean at the Hertie School of Governance. He holds a chair of sociology at Heidelberg University, Germany, where he is also academic director of the Centre for Social Investment (CSI). At the CSI he functioned as principal investigator of the Strategies for Impact project series. Helmut K. Anheier holds a Ph.D. from Yale University. His current research focuses on the role of foundations in (civil) society as well as on concepts and methods in civil society and globalisation studies. Annelie Beller is a research associate at the Berlin office of the Centre for Social Investment of Heidelberg University, Germany. She has an academic background in sociology and political science and specialises in organisational and human resources development. Her research interests include education philanthropy, non-profit organisations, accountability and volunteering. Steffen Bethmann is a research assistant at the Centre for Philanthropy Studies at the University of Basel, Switzerland, and a Ph.D. student in sociology at the University of Heidelberg in Germany. His research interest includes philanthropy, civil society, non-profit organisations and social innovations. He also teaches non-profit management in advanced study courses and does strategic consulting for non-profits. Nicole Bögelein is a research associate at the Institute for Criminology at the University of Cologne, Germany. Prior to taking up this post, she was involved in the Strategies for Impact project series at the Centre for Social Investment (CSI) of Heidelberg University for several years. She holds a Master’s degree in sociology and economics from Heidelberg University. Her research interests include philanthropy, criminal sociology, sociology of punishment, and qualitative methods of research. Currently her research focuses on interpretation patterns of monetary sanctions. Gunnar Glänzel is a research associate at the Centre for Social Investment of Heidelberg University and a Ph.D. candidate at the University of Oldenburg, where he is currently working on a thesis in business ethics and economic philosophy. He has an academic background in international business administration, sociology and philosophy. His research interests lie in the field of organisational hybridity and the resourcing of social enterprises. Anke Heyder is a research associate at the Freie Universität Berlin, Germany, in the field of education research with a focus on heterogeneity. She graduated

xvi Notes on Contributors xvii with a Diploma in psychology from the University of Heidelberg in 2010. Her research interests are disparities in educational success and their causes, as well as the role of motivation and self-concepts for academic achievement. In her dissertation, she explores the causes of the relatively lower educational success of boys compared to girls. Andreas Schröer is Professor of Non-profit Management at the Protestant University in Darmstadt, Germany, and a senior fellow at the Center for Social Investment at Heidelberg University. His research focuses on hybrid organisations, social entrepreneurship and leadership in non-profit organisations. He has a Ph.D. from the University of Erlangen-Nuremberg, was a visiting scholar at the Stanford School of Education and held a position as assistant professor of public administration and director of the Institute for Nonprofit Management at Portland State University. Ekkehard Thümler is Project Director at the Centre for Social Investment (CSI) of Heidelberg University, Germany. He holds a Master’s in Philosophy and Law from the University of Göttingen and has previously worked as a project director for the Bertelsmann Foundation, the Vodafone Foundation, and the Landesstiftung Baden-Württemberg. He has published widely on philanthropic impact and effectiveness and is completing a thesis on prag- matic strategies for social problem solving.