Matt Barnum of Chalkbeat checked to see what the billionaire philanthropists are doing in response to the coronavirus. The answer: Not much.
When asked to underwrite charter schools, Teach for America, and wacky teacher-evaluation systems, they shell out hundreds of millions of dollars. When the nation’s schools are closed by a pandemic, and it’s clear that millions of children need food security, computers, and internet access, the money slows to a dribble. When the nation’s schools face massive budget cuts because of declining revenues, and these cuts will increase class sizes, cause layoffs, lead to drastic cuts in the arts and athletics, Will they wake up and pitch in to help?
He writes:
Here’s how four of the largest education foundations and grantmakers are responding:
The Bill and Melinda Gates Foundation says its “commitment to and overall objective of our education strategies are not changing.” But it is prioritizing supporting teaching by expanding “access to interactive, student-facing digital content and high-quality print materials” and “supporting data collection efforts to understand the impact of COVID-19 on educators and families.”
The City Fund, which is funded primarily by John Arnold and Reed Hastings, said it has committed new $100,000 grants to in its 14 active cities, and also allowed those organizations to repurpose $100,000 of existing grants to respond to the coronavirus. That will total nearly $3 million in emergency support. In Oakland, for instance, the Oakland Reach has used this to provide small cash payments of families in need. In D.C., money has gone to a fund to make Wi-Fi and laptops available to students. In St. Louis, a nonprofit has created a “remote learning innovation fund.”
The Chan Zuckerberg Initiative has awarded over $1.6 million to education groups, including money to those aiming to expand broadband access in the San Francisco Bay Area, to disseminate resources to parents, and to provide guidance to school districts moving instruction online.
The Walton Family Foundation did not offer details. But along with the Kauffman Foundation, it has contributed to a $2 million education relief fund in Kansas City designed to support teachers, families, and schools with costs and challenges associated with COVID-19.
So far, most of the private grants in response to the virus amount to a few million dollars at most. By comparison, the federal stimulus for K-12 schools totaled $13.5 billion — and many worry it won’t be anywhere near enough, considering that high-poverty school districts are facing a daunting combination of greater needs and less money.
When billionaires pony up only a few million in the face of a national catastrophe, that’s not a contribution. That’s a tip. That’s surely not “putting children first.”
Interesting timing: The below came in the same mail, from the Berggruen Institute: CBK
(All copied below)
THE WEEKEND ROUNDUP
Sharing the Wealth as We Recover Health
This week’s guest author is Nicolas Berggruen.
As the Stanford historian Walter Scheidel has written in his book, “The Great Leveler,” inequality has only ever been seriously addressed in the wake of massive disruptions such as plagues or war. We are seeing this now as the COVID-19 epidemic, and its enormous economic consequences that fall so disproportionately on the less well-off, fully exposes a social fracture that has been festering without remedy for so long. Those without assets who are a paycheck away from poverty are suffering the most.
One key way to put some critical distance between poverty and the paycheck as the COVID-19 economic shock shakes the system is to fundamentally change our way of thinking about how to most effectively tackle inequality. Simply, that means finding a way to enhance the assets of the less well-off in the first place through a kind of national endowment fund where all in society share the wealth.
Before the coronavirus outbreak, especially in the U.S., the yawning wealth gap comparable to the 1920s was already front and center in the presidential campaign. When the hostile microbes retreat or are defeated, the central issue will become how the costs of the steep downturn as well as the fruits of recovery are distributed.
This presents an historic opportunity to reboot a much fairer type of capitalism that shares wealth far more equally than in the past. Whether this opportunity can be seized will depend on the backend of the taxpayer bailout of some of America’s most viable companies that have been hit hard by the virus and need a cash infusion. Quite simply, those same taxpayers must share in the upside of their investment when the recovery is underway and prosperity is restored by sharing in the wealth creation they have enabled.
This can be done by establishing a sovereign wealth fund that pools the taxpayer’s ownership shares from all the bailed-out companies and distributes dividends to all citizens. In my recent book with Nathan Gardels, “Renovating Democracy: Governing in the Age of Globalization and Digital Capitalism” we call this “universal basic capital,” which is distinct from universal basic income. Instead of only once again relying on redistributing income to close the gap after wealth has been created, we should complement it with what we call “pre-distribution” — sharing the wealth up front.
This new approach is especially critical as we move further into the digital age when productivity growth and wealth creation are being divorced from employment and income. In short, the best way to fight inequality is to spread the equity around.
There are many models out there that can guide us on this path. Alaska has long had a social wealth fund that pays dividends to citizens from the revenues of the state’s oil leases. Norway has a similar fund, also from oil revenues, that pays into the general pension system. Australia has what is called a superannuation fund, in essence a sovereign wealth fund financed by employees and employers as well as state contributions for its pension scheme that benefits all. The wealth in that fund now stands at almost $2 trillion, a sum greater than the country’s GDP. Singapore has a similar scheme, called the Central Provident Fund, from which citizens can also draw for health and housing needs. It is so profitable from its global investments that it is even able to fund some government services and help keep taxes low.
What is important at this point in the midst of the crisis is to recognize the opportunity for reducing social inequality that can be created by a fair an innovative approach to economic recovery. If everyone in this epidemic must share the economic downside, all must share in the upside. That would in so many ways restore health and fairness to society as a whole when the microbes subside.
ABOUT US: The WorldPost is an award-winning global media platform that aims to be a place where the world meets. We seek to make sense of an interdependent yet fragmenting world by commissioning voices that cross cultural and political boundaries. Publishing op-eds and features from around the globe, we work from a worldwide perspective looking around rather than a national perspective looking out.
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EDITORIAL BOARD: Nicolas Berggruen, Nathan Gardels, Kathleen Miles, Jackson Diehl, Juan Luis Cebrian, Walter Isaacson, Yoichi Funabashi, Arianna Huffington, John Elkann, Pierre Omidyar, Eric Schmidt, Wadah Khanfar
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Most of those supporting private charter schools are not philanthropists. They do not give to others unselfishly. They are villainthropists that provide seed money for one of their new education attacks that will provide them ROI under the protection of an LLC. They maybe too busy counting all their money from the rigged tax provision in the coronavirus relief package. It has been reported that more that 80% of the money will go to the wealthy.
“The provision reversed an element of the 2017 GOP tax law that allowed a married couple to use their first $500,000 in losses from businesses formed as pass-throughs — entities that pass profits to owners and pay taxes through the individual income tax — to offset taxes on nonbusiness income.”
Gates is presumably in the race to find a COVID-19 vaccine. Like most of what he does his involvement is not from the “goodness of his heart.” He could make billions if his team finds the magic bullet. It has also been reported that Jeff Bezos has made $24 billion from those shopping at home during the pandemic. His workers in warehouses facilities are getting sick with the virus, but Bezos still does not provide them with health care coverage.https://abcnews.go.com/Politics/tax-provision-coronavirus-stimulus-benefit-wealthy-study/story?id=70154846
cx: may be
I think that Chalkbeat’s focus on a few big names is less useful than looking at the much longer list of funders organized by categories of interest among the edfunders group. For example, the article does not inform readers that the teacher’s unions have special initiatives.
https://www.edfunders.org/resources/covid-19-education-philanthropy-resources/covid-19-rapid-response-funds-0
Like all good disaster capitalists they’re looking for the best ways to Grab-A-Tax-Break-And-Make-A-Bundle-O’-Money (GATBAMABOM) off the crisis.
this could also say, ‘like all good philanthro-capitalists…’
I think they are holed up in bunkers with lots of food and water waiting for an “all clear”. I read a really scary far right wing “fact checker” on the virus and Bill Gates is named numerous times. These people are really demented and Bill is on their “list”.
The philanthrocapitalists want public schools to fail so why would they help them now?
It would make no sense. In fact, now is precisely the time to watch the patient bleed to death rather than help.
The Gates Floundation stated very clearly what they are doing, “supporting data collection efforts.” He is collecting more data off which he can profit. That’s all he does, collect data. He never cared about a single public school student anywhere in the world. He never cared about any victim of disease anywhere in the world. He just collects data. Gates is sick and demented, which is why all the other billionaires admire and emulate him, and why they invest huge sums in his floundation.
Gates desperately wants to be recognized as a “scientist” by the scientific community, which is why he tells people so often that he is “data driven”.He has also trained his wife to repeat the same thing about him at every opportunity.
Gates clearly suffers from an inferiority complex because he is NOT a real scientist. And no matter what he does, he will never be a scientist because he is far too ideological, clinging to an irrational belief in the magical power of markets.
I find it funny that the right-wing conspiracy with COVID-19 is that Bill Gates either created it or is using it as a means to make money off of a vaccine that will use software created by Microsoft to control compliance with receiving it…or something like that.
Meanwhile, where were these people when Bill Gates was (and still is) meddling in education? Teachers have been complaining about Bills Gates for years. However, we were continually fed the narrative that because his is a very successful businessman that we should listen to him more than the people who actually work in school buildings. We were just lazy, union thugs who were afraid of accountability.
They still think Common Core was/is an Obama/Democrat thing when the standards had bipartisan support and bipartisan opposition. Jeb Bush, someone who a lot of Republican governors asked to consult on education policy, was an ardent supporter. Bill Gates put a lot of money and energy into Common Core as well.
English is my native language. I recognize it when I see or hear it.
What language does the Gates Foundation speak? What are “education strategies”? Is teaching one of them?
And what is “student-facing digital content”? How does the digital content know where the student is?
I did understand the part about the Gates Foundation’s “supporting data collection efforts to understand the impact of COVID-19 on educators and families.” I am guessing the “impact” is not pretty. I look forward to learning the answer, once the data have been collected and analyzed and a summary of the results (along with student-facing, forward-looking, action-oriented recommendations) is published.
Thanks for highlighting the jargon-speak. Here is another. I have a gut reaction to the routine use of “impact” as if there is no alternative to speak of influencing students, or motivating them, or inspiring them. An impact is made by force. It is not pretty. We should not be bashing students.