Political determinants of philanthropic funding for urban schools

K-12 education philanthropy has grown rapidly since 2000, with major funders like the Gates and Walton foundations expanding their grant portfolios. We examine whether and to what degree place-based characteristics help explain funding for local school districts. Using an original database of grants from the 15 largest K-12 education foundations to the largest school districts in 2000, 2005, and 2010, we present three main findings. First, the set of districts receiving the most funds varies over time. Second, foundations tended to give to sites with capacity for reform in 2000; yet by 2010, funders increasingly targeted places embracing philanthropic priorities, including charter schools and Teach for America. Finally, major foundations increasingly gave grants to same districts as other major funders—producing a convergent pattern of funding. These rapid and dramatic changes introduce questions about how foundations and districts interact and whether these funds will produce sustained reforms