Smart money? Philanthropic and federal funding for the Common Core

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Abstract

The Common Core State Standards Initiative seeks to prepare all students to graduate high school without remedial needs, to improve transparency across states’ accountability systems, and to foster efficiencies in the development and distribution of educational resources. The reform was adopted in more than 40 states and has been described as state-led. We examined federal and philanthropic funding for the reform through a conceptual lens of resource dependence theory. Our document analyses surfaced eight pathways along which funding for the Common Core traveled into, through, and around the public education system. We consider clusters of pathways according to their purposes and the consequences of such clustering for the reform. We conclude by discussing benefits derived from this funding for different types of entities that grant and receive it.

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How to Cite
Kornhaber, M. L., Barkauskas, N. J., & Griffith, K. M. (2016). Smart money? Philanthropic and federal funding for the Common Core. Education Policy Analysis Archives, 24, 93. https://doi.org/10.14507/epaa.24.2221
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Author Biographies

Mindy L. Kornhaber, Penn State University

Mindy L. Kornhaber is an Associate Professor in the Department of Education Policy Studies at Penn State University. Her research is guided by two questions: How do institutions and the policies surrounding them enhance or impede human development, and how can human development be advanced on a more equitable basis?

Nikolaus J. Barkauskas, Penn State University

Nikolaus J. Barkauskas is a PhD candidate (ABD) in Educational Theory and Policy at Penn State University. His research interests include the philosophy of education, ethics in school reform, and philanthropy and education. His current research is studying the strategic giving practices of private philanthropic foundations in support of the Common Core State Standards.

Kelly M. Griffith, Penn State University

Kelly M. Griffith is a PhD candidate (ABD) in Educational Theory and Policy at Penn State University. Her research explores how education policy affects the opportunities for college preparation, access, and transition for students from underprivileged backgrounds.