Philanthrocapitalism and Power: The Role of Standardized Test Scores in Shaping Philanthropic Giving to the Detroit Public Schools Community District

Abstract

This study examines the relationship between standardized test scores in the Detroit Public Schools Community District (DPSCD) and philanthropic giving by corporations and major foundations to the Detroit Public Schools Foundation (DPSF). Drawing upon strategic philanthropy theory and educational accountability theory, this study operates under two hypotheses: first, that new donors are more likely to give when test scores are low, perceiving a greater need, and second, that recurring donors are more likely to give when scores improve, due to perceived progress. Using a quantitative analysis of philanthropic donation data and Michigan standardized test scores (M-STEP ELA, M-STEP Math, and SAT scores) from 2019 to 2023, a log-transformed regression model was applied to determine correlations between test score fluctuations and donor behavior. The findings indicate no significant relationship between test scores in the DPSCD and philanthropic giving trends to the DPSF, challenging assumptions that donors respond to changes in standardized academic performance. While these results may be impacted by the minimal changes in standardized test scores within the DPSCD over the observed period, these results suggest that donors may not use standardized test scores as a deciding factor in whether or not to give to a target educational institution, raising questions about the role of short-timeline quantifiable outcomes in educational philanthropic strategy.