Crowdfunding the Front Lines: An Empirical Study of Teacher-Driven School Improvement
Published Online:3 Mar 2022https://doi.org/10.1287/mnsc.2022.4331
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The replication files for this article are available HERE.
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Volume 68, Issue 12
December 2022
Pages 8515-9218, iii-iv
Article Information
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- Received:March 17, 2020
- Accepted:August 18, 2021
- Published Online:March 03, 2022
Copyright © 2022, INFORMS
Cite as
Samantha M. Keppler, Jun Li, Di (Andrew) Wu (2022) Crowdfunding the Front Lines: An Empirical Study of Teacher-Driven School Improvement. Management Science 68(12):8809-8828.
https://doi.org/10.1287/mnsc.2022.4331
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The authors thank Charles Corbett (department editor), the associate editor, and two reviewers for instrumental comments and feedback; our research partner DonorsChoose, specifically Charles Best, Ali Rosen, Rebecca Widom, Andi Muskaj, and Barbara Cvenic; and the attendees of the 2020 Empirical Operations Workshop and INFORMS Annual Conference and seminar attendees at Carlson School of Management-University of Minnesota, Stanford Business School, and The Wharton School at the University of Pennsylvania for helpful feedback. All errors are our own.
