In April, we released the full version of Dallas County’s first-ever Giving Profile, an effort undertaken with education funders across the region to better understand how their philanthropic dollars add up (if you haven’t yet, download it now).
We encourage everyone to read the Profile from a position of inquiry. In that same spirit, here are five findings that caught our attention and some of the questions they raised for us:
The elementary school years (ages 6-10) receive more than twice as many philanthropic dollars as Early Childhood and Pre-K (ages 0-5). Should there be greater investment in these earlier years?
Despite the significant impact on funding and policy made at the local and state level, only 1% of philanthropic dollars support advocacy-related efforts. Should there be more support directed toward these efforts given the leverage and potential impact involved?
While 27% of Dallas County’s K-12 students are classified as Limited English Proficient, programs supporting English Language Acquisition received only 3% of philanthropic dollars. Is this a gap that demands greater attention?
Mentoring programs receive 3.5 times as many philanthropic dollars as parent engagement programs. Given the relative time spent with children, does this feel like the right balance?
Public charter schools serve only 5% of students in Dallas County, yet they receive nearly 40% of all direct investments in K-12 education. Are there steps in structure and data gathering that traditional public schools can take to bring these ratios into greater alignment?