Investing in CMOs
Charter Management Organizations (CMOs) are essentially networks of schools. These schools are managed by a leadership team that provides shared academic, human capital, back-office, operational and financial services. Often launched from the base of a single successful charter school, CMOs combine the autonomy of local, school-based decisions with the ability to provide leveraged support and effective management across many schools. They seek to create a flexible, scalable and replicable model for delivering results to their students.
The rise of high-performing CMOs represents one of the most promising developments in K-12. Both in terms of operational efficiency and academic excellence, CMOs have introduced a competitive force that will propel change throughout the K-12 landscape. CMOs are beginning to make a mark on the national scene and there is an emerging demand to expand these organizations. Prominent political leaders of both parties are noticing the promising results of these organizations and they are helping to push the debate on what is possible in K-12 education. As part of the push, city and state leaders are working to enable these organizations to launch, expand and serve more students in their communities. However, to realize their promise, these organizations need access to smart, targeted investment capital that will help them build the capacity to expand and succeed. The Charter School Growth Fund invests this capital, enabling these organizations to reach thousands of underserved students.
How are many of the best CMOs achieving their results? Nearly all of the organizations in CSGF’s portfolio incorporate the following elements in their approach:
| Key Element | Explanation |
|---|---|
| Students First | A student-first focus where the success of the organization and team is entirely wrapped up in the achievement of its students. Barriers to student success are identified and broken down quickly. |
| Freedom to Innovate | The organization is free to structure its program to meet the learning needs of the student population. In many cases, this means a longer school day and a longer school year than that found in a traditional public school setting. |
| High Performance Expectations for All | A deeply held conviction that great people and a performance-driven culture are critical to the success of all students. Each organization emphasizes carefully recruiting, selecting, developing and evaluating talent, especially at the principal and teacher level. |
| Embracing Data to Drive Performance | A deep commitment to use data to drive decisions and the allocation of resources across the organization. These organizations have a firm conviction to use data to make hard choices. |
| Schools at the Center | The enterprise is built from the classroom and school level "up" versus an organizational model of a central, bureaucratic organization driven "top down" as is typical in most US school districts. |
| Decisions Made Closest to Students | An embrace of the concept of "bounded autonomy" – principals and teachers at the school level have considerable latitude for decision-making inside the construct of the academic, operational and financial model of the organization. |
| A Commitment to Service in the Home Office | The Home Office or central organization is a "service provider" that seeks to free schools and educators from operational burdens and allow them to maximize the time and resources that are focused on student learning. |
| Efficiency | A focus on efficiency, particularly with respect to non-school expenditures. This ensures funds are spent closer to the student and maximizes the amount of school time focused on student learning. |
| No Excuses | A fierce desire to maintain their organizational autonomy and effectiveness. They will not make compromises that threaten their ability to deliver on their promises to students and families. |
