Conclusion
The potential for businesses to help schools improve and to expand the learning experiences of students is acknowledged by proponents and critics alike. Business involvement in schools takes many forms. From business people volunteering as mentors in public schools to creating scholarships for aspiring teachers in shortage areas, and from advocating school reform to forming partnerships, members of the business community have volunteered precious time and resources to bring about what many consider to be positive changes in public schools.
The concerns critics are raising over corporate involvement in schools are directed less at the businesses that have generously opened their doors to schools than at the marketers who aim to open the doors of schools to businesses.
Faced with a slew of criticisms, policies, and laws that target commercial activities in schools, some businesses are scrambling to update their in-school marketing strategies "to gain the acceptance of an exceedingly marketing-savvy group" (Phillips Business Information, Inc.).
The bottom line is that marketing surveys only take place in schools because schools need the money. As a recent guide for marketers states, in a section highlighting exclusive contracts between soft-drink companies and public schools: "Schools and companies across the nation have a vested interest in working together. Schools are in constant need of facility and equipment upgrades, while marketers want to be where the kids are" (Phillips Business Information, Inc.).
Willard (2001) asks whether the level of public funding for public education has "reached such a level that educators feel justified in 'selling' commercial access to their students." The answer, in a growing number of cases, seems to be yes.
As businesses develop new strategies of "working the appropriate school channels to get inside" (Phillips Business Information, Inc.), schools need very clear district policies that address the legal and ethical complexities of school-business relationships.
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