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Venture Philanthropy, Field Building and the Newschools Venture Fund

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Venture Philanthropy, Field Building and the Newschools Venture Fund City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 Schooling the Market: Venture Philanthropy, Field Building and the NewSchools Venture Fund Gregory E. Tewksbury The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1589 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SCHOOLOING THE MARKET: VENTURE PHILANTHROPY, FIELD BUILDING AND THE NEWSCHOOLS VENTURE FUND By GREGORY E. TEWKSBURY A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the Requirements for the degree of Doctor of Philosophy. The City University of New York 2016 i ©2016 GREGORY E. TEWKSBURY All Rights Reserved ii SCHOOLOING THE MARKET: VENTURE PHILANTHROPY, FIELD BUILDING AND THE NEWSCHOOLS VENTURE FUND By GREGORY E. TEWKSBURY This manuscript has been read and accepted for the Graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy ____________ Professor, Nicholas Michelli Date _____________________________ Chair of the Examining Committee ____________ Professor, Anthony Picciano Date ______________________________ Executive Officer Supervisory Committee: Professor, Michelle Fine Professor, David Bloomfield THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT SCHOOLOING THE MARKET: VENTURE PHILANTHROPY, FIELD BUILDING AND THE NEWSCHOOLS VENTURE FUND By GREGORY E. TEWKSBURY Advisor: Nicholas Michelli Since the 1980s and the Reagan administration’s report “A Nation at Risk” and with the passage of No Child Left Behind during the George W. Bush Administration, the ground of public education has shifted. Reform efforts previously geared toward improving the system of public education have been superseded by the efforts of venture philanthropies and foundations like Gates, Walton and Broad to remake education into a private market. The power of these institutions politically, socially and economically to reshape the educational landscape in America raises fundamental questions about the role of wealthy elites and their influence on democracy and education. How is this educational map being redrawn? What field are being created and what processes are being repurposed? What are the purposes, values and ultimately its impact on the young people of the United States? To engage these questions within a qualitative case study approach and be able to trace the effects and reach of the movement of neoliberal social policy in education, this dissertation research will focus on the role of intermediaries, and the NewSchools Venture Fund in particular. My case study focuses on the NewSchools Venture Fund as one of the oldest and most influential intermediaries, interconnected with other powerful forces of venture philanthropy, venture capital, technology and leaders of government and policy. It offers a rich location from which to assess what Datnow and Park call “Large-Scale Reform in an Era of Complexity.” Employing a critical policy framework to keep the larger context in view as well as foregrounding concerns of social justice, my case study will explore the development, reach and policy practices of NSVF. The data sources for my research, I will interview some of key NSVF stakeholders, document and analyze its “artifacts,” and do a Social Network Analysis (Scott) of the key players to map their connection to shapers of policy and practice. Further, this analysis will afford the opportunity to assess the potential development of a new social form of power relations called Shadow Elites, theorized by Wedel and elaborated by Picciano and Spring. iv The theoretical framework for the dissertation will include, but not be limited to, critical work on neoliberalism (Harvey, Brown, Duggan, Ball, Apple) and given the emergence of intermediaries as a force in educational policy an critical theory approach to the study of organizations (Burch, Ozga, Bourdieu). The findings of the study will help to map the shifting terrain of public education, see the effects of privatization in key aspects of charter schools, charter management organizations, data, leadership and policy and advocacy – all central investments in the NewSchools Venture Fund “portfolio.” This mapping and analysis will in turn raise questions about the direction of public education for policy makers, community members and educational activists. v ACKNOWLEDGEMENTS Many friends, colleagues, advisors and loved ones have joined me on this journey of research, exploration and dissertation writing. In their own way they know who they are and the central role they play in my life and struggle for a more just and sustainable world. Many people continue to inspire and accompany me in the day-to-day while others have passed on but are not forgotten. First, I want to express my love and complex admiration to my parents Earl L. Tewksbury and Helen M. Tewksbury. While neither graduated from high school, they offered me the push to go after what I found meaningful in life. And to my late brother, Guy L. Tewksbury, who both suffered with cancer and struggled sometimes successfully and others time not to be free, happy and plot the course of his life. I wish he was here to share in this completion and know how I miss him. Next, I want to thank my Dean Street crew for all the love support and wonderful meals. John Gordon and Judy Loebl (her brother David) and their three wonderful kids --Naomi, Anna and Sean for the love and solidarity they offered. John is one my dearest friends, a man of great heart energy and inspiration. Thank you. To my Lang College, New School for Social Research friends and colleagues who supported me while I searched and struggled to find the right location for my doctoral work. I am deeply grateful for all the conversations, lunches and counsel so crucial to me; they never lost faith in me or my abilities. Big hugs of appreciation to Nancy Barnes, Jane Lazarre, Maria ElanaTorre, Toni Oliverio and Jan Clausen (the people's poet). A deep sadness is that my friend and creative muse Sekou Sundiata is not here to share this moment and offer a verse like only he could --"I don't know much but I have seen a few and a few things have seen me too." Like all the people above, special everyday friends who may have questioned but never stopped believing in me or my capacity to do this work, especially Eleanor J Bader, Sonia Bu, Ann Weiner, John Berman, and Janet and David Greene. A special recognition to my Tuesday night group, Sarai Batchelder, Marilyn Recht, Johanna Tiemann, Robert Friedrich, and Lisa Moskowitz/Slade. They have seen me in and through the most difficult times, their belief in my capacities and encouragement was strength I could turn to whenever needed. I have to express my deepest heartfelt gratitude for my advisors who offered guidance and support beyond anything I have known. Dr. Doren Slade has been with me every step of the way; her won struggle with illness and writing her masterful book, Making the World Safe for Existence is an incision into a troubled world. She has been an inspiration to me when I needed it most. Here steadfast accompaniment has made all the difference . vi To my committee members -- David Bloomfield, his incisive critiques and careful analysis and probing has made this a clearer piece of research; Michelle Fine has been a friend and colleague and guiding presence for many years always ready to engage and push for critical understanding and practice that advances social, racial and educational justice. Her support, backing and her steady help in formulating its scope, theory and methodology provided me with the confidence to keep on. My chair and advisor Nicholas Michelli is one of the finest and most insightful educational policy analysts I have ever met. His good humor, guidance and feedback coupled with sharp critique enabled me to bring this dissertation research to fruition. His unique spirit to be able to guide, enable and move the work is a profound gift that I am so grateful for. Thanks Nick!! And yet given all this amazing support-- I could not have been able to formulate, research, write, and revise such a complex and detailed project without the love and support of my life partner Abby L. Scher. She is a historical sociologist and master journalist in her own right and a keen analyst of right-wing formations and envisioning possible locations of democratic and emancipatory practices. Her patience, editing (and sustaining dinners) helped keep me on the path and make my writing clear and to the point. I hope to be able to return the favor to her in the years ahead. My most fervent hope is that we have many years of writing, struggling and tending the gardens of the earth together! vii TABLE OF CONTENTS Approval Page . iii Abstract . iv Acknowledgements . .. .vi List of Tables . .. xi List of Figures . .xii Chapter One: Introduction and Background .. .. 1 Statement of the Problem . .1 Purpose of the study. 7 Research Questions . .. 9 Theoretical Framework . ..13 Neoliberal Educational Policy and Inequality: A Brief Overview . .19 Chapter Two: Literature Review . .. .. .26 The Rise of Intermediaries: Setting the Policy Context . .26 The NewSchools Venture Fund . .29 Significance of the Study . .. .33 Chapter Three: Research Methodology, Data Collection and Analysis . .35 Data Collection Procedures . ..37 Data Analysis Procedures . .38 Network Ethnography . ..34 Chapter Four: An Introduction to the NewSchools Venture Fund: A Case Review . .43 Preface . ..43 Introduction to the Findings Chapters . 46 Opening Vignettes: Puzzles of My Research . 49 viii Case Review of the NewSchools Venture Fund: A Venture Philanthropy Intermediary Builds the Education Policy Field .
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