Is Fundraising a Necessary Evil?

Although schools are increasingly turning to fundraising to pay for services, supplies, and opportunities not covered in tight budgets, most principals would end the practice if they could. It disturbs the learning environment at school, burdens parents, interferes with teachers in their classrooms, and can put children in harm's way. But most principals admit that fundraising is a "necessary evil" that may never go away.

In 2000, the National Association of Elementary School Principals (NAESP) surveyed 700 principals on their fundraising activities. Ninety percent of them reported that their schools raised money to supplement their budgets, with 76 percent noting an increased need in the past 10 years. More than a quarter of the principals reported raising at least $10,000 a year, and although 81 percent felt that the benefits of fundraising justified the time and effort involved, 62 percent would end the practice if it were possible.

The principal's role
Principals consider themselves the conscience, sounding boards, and watchdogs of the fundraising process. While most do not consider fundraising a formal part of their job description, they support it because they know all too well that their responsibilities include assuring funding for everything the school needs.

Most school leaders say that fundraising is the responsibility of their parent organization. However, as active members of the PTA or other parent groups, principals work closely and supportively with parents, suggesting fundraising projects that would be least disruptive for the instructional day, and least troublesome for teachers who must find time for the paperwork associated with fundraisers.

Fundraising may not be an option for all schools. Those with at-risk populations say that families simply cannot afford to support such efforts and often have to make sacrifices just to buy their children's school pictures. Principals in less-affluent schools point out that it doesn't pay to do more than one fundraiser a year, and that writing grants may be a more productive way to raise money. Even principals in affluent schools don't believe in fundraising on a regular basis, and many choose to limit such efforts to every other year or every few years. Other principals say that they are loath to ask their community for more funds after it has shown its support by passing a bond referendum. While some principals limit the number of fundraisers in a given year, so parents won't be continually tapped, most schools hold between two and four each year.

Policies and decisions
School and district policies on fundraising activities vary—some are written, some are not—but most require preapproval of vendors and supervision by the central office and the principal. Some school boards flat-out forbid schoolwide fundraising. Other systems provide lists of approved vendors. Activities requiring loss of instructional time are not acceptable, nor are door-to-door sales by unaccompanied students. (NAESP has an official position against door-to-door sales by children). All school policies require collected money to be carefully recorded and accounted for.

Making fundraising decisions is normally a collaborative process for school staffs and parents. Committees usually form to assess needs, discuss standards, goals, and objectives, and determine approximate costs involved. Sometimes principals have certain priorities or teachers are asked to come up with their wish lists. Some schools aim for one specific "large" project, such as playground equipment or computers, while others opt to divide collected funds equally into accounts for many areas. Some schools let teachers make the spending decisions.

Impact on students and academics
In making fundraising decisions, it is important that parents feel money is being raised to help students. If they see a direct correlation between the money and academic progress, they are usually very willing to participate.

Many principals will acknowledge that there are hidden benefits beyond cash in some fundraisers. One big plus is the appreciation that teachers feel, knowing that parents care. A South Carolina principal says schoolwide fundraising programs—carnivals, "-a-thons," family fun nights, and dinners—pull people together, provide a positive experience for families, increase parent involvement, and boost school spirit.

Types of fundraisers
NAESP's survey found that the top four methods most used to raise funds are book fairs (88 percent), product sales (81 percent), school/family portraits (53 percent), and school carnivals (48 percent).

Many principals try to encourage fundraisers that don't involve selling. These include activities like collecting aluminum cans or box tops, or asking parents to sign up at stores that credit a percentage of sales receipts for cash or computers for designated schools. A number of schools "charge" teachers if they want to wear jeans for a day, and students if they want to chew gum or wear a hat in school!

Some principals say parents would rather donate money than continue to buy products they don't really need, but others report disappointing results when they tried to drop fundraisers and ask for donations. A school in Indiana offers parents a choice of items to donate.

There seems to be consensus among principals about avoiding competition and hyperbole in their fundraising activities. As an Illinois principal remarked, "Remember, we're in the business of educating children, not turning them into top salespersons. Therefore, no 'whip up the troops' assemblies and no incentive programs to encourage or reward selling. Save the rewards, if you use them at all, for support of your main mission—learning."

Dr. Vincent L. Ferrandino is the executive director of the National Association of Elementary School Principals.