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Rethinking School Commercialism: Who or What Comes First?

Posted on: Tuesday, 6 September 2005, 03:01 CDT

Many national organizations and advocacy groups question the efficacy of securing commercial resources for our schools. Understanding both sides of the issue can help school business officials make an informed decision. School commercialism occurs whenever a district enters into a relationship with a business that provides that business access to students in exchange for some type of fiscal or in-kind resource. One of the more notable examples is Channel One, the television news program that exchanges 10 minutes of news-related instructional programming for two minutes of advertising from companies such as Reebok.

However, Channel One represents only one of many types of school- based commercial activities. The categories defined by the Commercialism in Education Research Unit, which produces The Annual Report on Trends in Schoolhouse Commercialism, can help us recognize and think about the various ways in which commercial activities affect our schools.

* Sponsorship of programs and activities involves businesses paying for or subsidizing school events in exchange for the right to associate their names with the events.

* Exclusive agreements are arrangements between districts and businesses that provide the businesses with the exclusive right to sell or promote their products or services in the schools.

* Incentive programs are activities through which businesses provide money, goods or services to the district when members of the school community participate in certain actions.

* Appropriation of space involves providing school space (e.g., scoreboards, buses and textbook covers) for businesses to promote themselves.

* Sponsored educational materials are instructional supplies that businesses offer schools with the promise of fostering a legitimate educational end.

* Electronic marketing includes entities that offer electronic, media-based programming and equipment in exchange for the right to advertise to the school community.

* Fund-raising activities raise money for school programs or co- curricular activities, such as sales of products, with the school receiving a share of the profits.

Most of us give little thought to the advertisements of local businesses in our yearbooks, student newspapers and athletic programs. However, an increasing number of districts and schools are engaging in other forms of school commercialism, prompting educators, parents and policy makers to voice concern.

Growing Concern

The following are several of the more prominent arguments against school commercialism. The list is not exhaustive, but it offers useful insights into the issues that underlie the debate. Commercial activities include the following.

Promote "Consumerism"

When a district opens up its classrooms to private business, students begin to see themselves as consumers, pursuing their individual needs.

Corrupt Instruction

Teachers often welcome free or inexpensive "sponsored education materials," such as books and posters. In some instances, however, the materials distract from coursework.

Undermine School Governance

Unsolicited instructional materials typically enter districts at the classroom or building levels and are not vetted by those vested with the authority to evaluate and approve curriculum content.

Raise Ethical Issues

Compulsory education laws make children, in effect, a "captive audience." In addition, schools and teachers implicitly endorse products when they are made available on school grounds.

Undermine Student Privacy Rights

Commercially supported online learning environments often gather market information about students, making it possible to tailor ads to the student's interests.

Often Promote Unhealthy Products

Recent reports documenting the increase in child obesity have drawn attention to the types of products marketed in schools, specifically "junk food."

What to Do?

There are many defensible school-business partnerships. But because the decision to engage in school commercialism is often left to local boards, districts should involve their stakeholders in discussing and defining the nature and extent of commercialism they will permit.

www.webspm.com

BRIAN O. BRENT, Ph.D., CPA, AND STEPHEN LUNDEN

BRIAN O. BRENT, Ph.D., CPA, and STEPHEN LUNDEN BRENT IS ASSOCIATE DEAN OF GRADUATE STUDIES AND ASSOCIATE PROFESSOR AT THE UNIVERSITY OF ROCHESTER, NEW YORK. LUNDEN IS DIRECTOR OF ADMINISTRATIVE SERVICES FOR STARPOINT CENTRAL SCHOOL DISTRICT, NEW YORK.

Copyright Peter Li, Inc. Aug 2005

Source: School Planning & Management

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