Multistate networks are arguably the purest expression of the charter sector’s original promise as an engine of innovation within the public school system. On its face, this contention may appear somewhat counterintuitive; the proliferation of schools affiliated with charter management organizations (CMOs) that have siphoned market share away from standalone, community-based operators is often faulted for bringing homogeneity to a corner of the education landscape that once valorized pluralism. Replicating networks that expand their proven models into more than one state, however, are subject to divergent policy landscapes, operational conditions, and community expectations.
Accordingly, in order to comport with the dictates of discrete sets of external demands, the leaders of multistate networks necessarily preside over a rolling set of limited experiments through which they are able to assess the relative efficacy of varying approaches to educating students. With the public policy and private philanthropic incentive structures continuing to tilt in favor of replication, and with multistate operators generally struggling to match the success of their more geographically compact peers, it is imperative that leaders of these unique organizations understand how to meet the needs of their communities while simultaneously cultivating the sense of collective mission that promotes effective operation.
This collective case study explores how the leaders of five multistate networks attempt to create coherence within their organizations notwithstanding these materially different environmental conditions. Data from interviews, observations, and artifacts were triangulated, and the resulting analysis revealed commonalities, distinctions, and trends that illuminate how these leaders navigate the barriers that imperil the creation of coherence within the multistate construct. This study assesses the leadership moves that the chief executives of multistate networks make when attempting to create coherence and proposes a novel categorization scheme that classifies these strategies as either ideological, structural, or interpersonal in nature. This study also provides a composite picture of the successful multistate charter leader by synthesizing the key attributes possessed by the study participants, explaining how they exercise humility and finesse while using the serial experimentation compelled by the multistate framework to seek out opportunities to drive continuous improvement throughout their networks.
Examined through a conceptual framework that ties together the literature on coherence in educational organizations and charter school replication, these findings demonstrate how multistate leaders engage stakeholders based in their satellite regions in a dynamic process of calibrating the appropriate fit between network model and local conditions. Implications from this study are relevant to the policymakers and funders who have continued to provide regulatory and financial support to operators undertaking interstate expansion efforts, to the current and prospective leaders of multistate CMOs who are being entrusted to create high-quality learning environments for students in far-flung communities, and to the superintendents of traditional public school districts who can draw lessons from the manner in which this study’s participants are consistently experimenting, evaluating, and adapting.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/bw3z-wb33 |
| Date | January 2023 |
| Creators | Feit, Benjamin N. |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0021 seconds