Empowering Education with Crowdfunding: Empirical Evidence from California Public Schools
51 Pages Posted: 16 Jun 2019
Date Written: April 29, 2019
In the past decade, crowdfunding has emerged in education as a social enterprise to empower public education. In this research, the authors investigate the role of crowdfunding in public K-12 education as an emerging alternative source for resource investment. In particular, they assess the impact of teacher-acquired instructional resources via crowdfunding on student academic achievement. Collating novel data from an education crowdfunding platform dedicated to public schools in the U.S and the California Department of Education at the school-subject-grade-academic year level, they find that teacher-acquired instructional resources via crowdfunding can effectively improve student academic achievement on average, while having a differential impact on students at different proficiency levels. Furthermore, this research identifies boundary conditions for this effect, in terms of the type of resources acquired by teachers (i.e., books and technology) and the subject for which the resources are used (i.e., English). This research provides rich implications for education administrators, crowdfunding platform managers, donors/investors in public education, and public school teachers.
Keywords: education crowdfunding, K-12 education, social entrepreneurship, instructional resources, academic achievement, academic ROI
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