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By Karen E. Ross, Dominic J. Brewer, Tessa Kaganoff, Cathy Krop, Ron Zimmer

Assembly the demanding situations of securing inner most help for public schooling.

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Extra resources for Private Giving to Public Schools and Districts in Los Angeles County: A Pilot Study 2001

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Although the districts actively raise support for the schools, principals consistently reported that the share of private resources that the schools themselves secure is greater than the share they receive from the districts. This may be due, in part, to districts allocating funds across a large number of schools. In addition, schools may receive relatively large in-kind contributions, particularly of the volunteer type. 7 list the types of in-kind volunteer time, in-kind material donations, and monetary giving, respectively, received by schools and districts in our sample.

The partnership had an advisory committee that included the more-active members of the community and school district. Advisory committee members also acted as “ambassadors” to the community, promoting involvement in the various district programs. Mechanisms to Attract Private Resources Our interviews with school and district personnel revealed that individuals and organizations used a number of mechanisms to attract private support. 4 lists those mechanisms, which were employed by the schools and districts in our sample to attract both monetary and in-kind private support.

In the districts that agreed to participate, we interviewed either the superintendent or members of the superintendent’s staff responsible for private giving. In two of those districts, we met with the superintendent; in the other four districts, we met with staff members responsible for private giving. ” School Selection Part of the overall goal of this report is to provide information to schools and school districts about the kinds of private-giving partnerships that have been developed in various communities and the mechanisms used to attract private resources.

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