Who Chooses DonorsChoose? Submission and Funding Patterns on the Nation’s Largest Education Crowdfunding Platform

Bibliographic Data

ID9735004
AuthorsSarah Wolff (0000-0002-4612-9139, The University of Oklahoma, Norman, OK, corresponding author), Deven Carlson (0000-0002-3406-7022, The University of Oklahoma, Norman, OK)
Year2021
Volume50
Issue6
Pages355-367
Publication date2021-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x21990002
OpenAlexW3122105925
LanguageEN
Citations received1
References cited22

Crowdfunding platforms direct millions of dollars annually to schools across the country, but the scholarly and policy communities have a limited understanding of their operations. In this paper we leverage data from DonorsChoose and the Common Core of Data to examine the characteristics of schools whose teachers do and do not submit projects to DonorsChoose, the subject areas and resource requests of these projects, and the characteristics of projects that achieve full funding. We find that teachers in schools serving disadvantaged student populations in the lowest-spending states are most likely to post projects on DonorsChoose. Despite accounting for a majority of submitted projects, math and reading projects are less likely to reach full funding than those in other subject areas

Business · Disadvantaged · Economic growth · Economics · Leverage (statistics · Library science · Political science · Public relations · Subject (documents · Computer Science · Economic Growth and Development · FinTech, Crowdfunding, Digital Finance · Marketing · Microfinance and Financial Inclusion

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