National Charter Schools Week is May 7-11

National Charter Schools Week is May 7-11 and we’re happy to take this opportunity to recognize and raise public awareness for charter schools, the academic success of charter school students, and the charter school movement as a whole.
The charter school movement has been growing steadily since the first charter law passed in 1991 in Minnesota. To date, 44 states and D.C. have charter schools, 3.2 million students attend charter schools, there are 7000 public charter schools nationwide receiving $400 million in funding and employing 219,000 charter school teachers.
This year, during National Charter Schools Week, the National Alliance for Public Charter Schools is highlighting “Change Makers”— these are the teachers, leaders, elected officials, advocates, families, students, and alumni who make up the charter movement. They are encouraging schools and advocates alike to join in the celebration by hosting/attending local rallies, inviting elected officials to classroom visits, and sharing your voice and the voices of “change makers” through blog posts, media outlets, and social media posts.
Get some awesome resources, social templates, and guides here.

Some Shareable Facts!

Looking for ideas on what to post to your social circles? Why not use some of these facts? Or, whether you are a school leader, a teacher, parent, etc., the National Alliance has compiled some specific messaging tailored for you here.

In 2017-18, there are more than 7,000 charter schools. (National Alliance, 2018)
Charter schools serve nearly 3.2 million students in 43 states and D.C. (National Alliance, 2018)
Charter schools serve 6 percent of the 50 million public school students in U.S.
In 2015-16, 67 percent of charter school students identified as students of color, compared to 51 percent of district school students. (CCD)
In 2016-17, 60 percent of charter schools were independently managed and 26 percent were part of a non-profit CMO.
Students in urban charter schools gained an additional 40 days in math and 28 days in reading per year compared to their district school peers—low-income Black and Hispanic students showed even more progress. (CREDO, 2015)
In 2017, 6 of the 10 best high schools were charter schools. (U.S. News, 2017)
According to a nationally representative survey, nearly 80 percent of parents want public school choice. (National Alliance, 2016)
There are more than 5 million additional students who would attend a public charter school if they had access. (PDK, 2017)
47 percent of U.S. adults support public charter schools, 29 percent oppose them, with the rest having no opinion. (EdNext, 2018)

Our team will be following along and featuring some of these National Charter Schools Week activities on our social channels including Facebook, Twitter, Instagram, and LinkedIn. We invite you to join the conversation as well by using the hashtags #CharterSchoolsWeek and #WeLoveCharterSchools so we can help amplify your voice and the voice of the movement!

What sets apart charter school authorizers?

Editor’s note: This post was originally published here by CRPE Reinventing Public Education and written by Robin Lake. After our enlightening discussion with Darlene Chambers, Sr. Vice President for Programs and Services, National Charter Schools Institute, on the vital role charter school authorizers play in the three-legged charter school ‘stool’ (check this out for clarification), we wanted to start diving a bit deeper into each of the three legs. This is an interesting piece on the role of authorizers and what some exceptional ones are doing that sets them apart. We think it’s vital to keep tabs on the pulse of all things related to charter schools, including informational resources, and how to support charter school growth. We hope you find this—and any other article we curate—both interesting and valuable.

New NACSA Study: Addressing the Need for Evidence in Authorizing

One of the essential features of a charter school, what most distinguishes it from a district school or voucher-receiving school, is that it is “authorized” by a public agent and held accountable for results promised in its performance contract.
When Paul Hill and I first started writing about charter schools, we expected that these “authorizers,” most of them school districts that had never overseen performance effectively, would face a steep learning curve. That was confirmed in a federally funded research project we ran on charter school accountability in the late 1990s. Most authorizers we interviewed told us that they were really only planning on holding charter schools accountable for compliance with state regulations. As long as they stayed out of the newspaper, they would likely be renewed.
Thankfully, we’ve come a long way since then. Many charter authorizers have set a high bar for taking a balanced scorecard approach to school accountability (looking at a variety of measures of school and organizational effectiveness), using school visits and classroom observations to inform the renewal process, and more recently, taking innovative approaches to equity questions, like ensuring fair access for students with disabilities or finding thoughtful solutions to reduce instances of suspensions and expulsions. In other words, the best charter authorizers in the country have really been pioneers for performance management in public education.
A new study by the National Association of Charter School Authorizers (NACSA) set out to understand exactly what it was that “cream of the crop” authorizers were doing to distinguish themselves. NACSA carefully gathered data on indicators of authorizer quality: They looked at things like growth rates on test scores, rates of closure (to see if performance contracts were being enforced), fiscal responsibility, and whether quality schools were allowed to expand. They then selected authorizers that oversaw a high-quality “portfolio” of schools and compared them to average authorizers.

NACSA homed in on five authorizers—SUNY, DC Charter School Board, Thomas B. Fordham Foundation (Ohio), Massachusetts Board of Education, and Metropolitan Nashville Public Schools—and identified a long list of common and distinguishing attributes among them. Most notably, they all:

Exhibit strong leadership by standing firm on high standards for approval and renewal. In other words, they stood up for quality even when it meant politically challenging decisions.
Use expert judgment informed by data to make high-stakes decisions. Authorizing, they said, is not a paint-by-numbers job. The best authorizers deliberate, debate, and build professional knowledge.
Enjoy institutional authority and commitment-free of competing demands and bureaucracy. Obviously, professional expertise and leadership are impossible to maintain if a charter school office is underresourced, lacks real decisionmaking power, or is buried three levels down in an organizational chart.
NACSA also finds that the best authorizers are obsessed with data, have strong relationships with schools and respect their autonomy, are clear about how authorizing decisions affect their annual goals, etc.

Most of the five authorizers profiled are well documented, and it won’t come as big news to most authorizers that leadership, judgement, and authority matter. The report’s main value is in the richness of detail. There is a trove of fine-grained guidance throughout this report on how authorizers can stay focused on their key task: performance management.
Despite the care and caution NACSA took with their report, it didn’t address a series of new realities that I’ve been thinking about a lot lately. Nationally, charter growth has slowed dramatically. The supply of quality applicants seems to be dwindling, access to facilities and talent are drying up, and political backlash at both the local and national levels is intensifying.
We cannot ignore these realities as we think about what “quality authorizing” is. Ironically, Nashville Public Schools has been at the epicenter of some of the most intense charter politics. Though the schools they have approved are performing very well, a hostile board makes life miserable for existing charters and surely has had a chilling effect on new applicants.
It’s also tough to ignore the fact that charter applications have become more onerous and charter oversight more bureaucratic. Creeping reregulation has surely prevented some number of promising operators from getting off the ground.
And while professional judgment is a necessary element of authorizing, there is always a danger that authorizer hubris about “what works” may unnecessarily limit innovation and the diversity of options for families.
Of course, no single research report can answer every question. The always thoughtful Karega Rausch, NACSA’s VP of research evaluation, makes clear that, 1) their findings are not definitive or causal, and 2) more work is needed to understand which authorizer practices are most related to quality outcomes.
My hope is that more research on charter authorizing will happen soon and will include a broader look at questions like:

The politics of authorizing and how it can be better managed.
Which of NACSA’s recommendations and authorizer application requirements could be eliminated with little cost to quality.
How authorizers can more actively remove barriers to charter growth.
How authorizer portfolios perform (which are strong on quality but weak on growth, etc.). As a member association, NACSA didn’t publish data on the not-so-stellar authorizers, but someone should.

Authorizing is a power that must be used wisely. At this point in the charter movement, authorizers urgently need to know as much as possible to inform their work. And we need to hold them accountable for doing so.

We’d love to hear your thoughts and comments on this topic. Please leave them below.
Charter School Capital is committed to the success of charter schools and has solely focused on funding charter schools since the company’s inception in 2007. Our depth of experience working with charter school leaders and our knowledge of how to address charter school financial and operational needs have allowed us to provide over $1.6 billion in support of 600 charter schools that educate 800,000 students across the country. For more information on how we can help your charter school, contact us!

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CTE and Non-Cognitive Skills: Finding the balance

Editor’s Note: As a parent myself, this topic was of particular interest. I often wonder if our schools are actually teaching non-cognitive skills like grit, perseverance, and work ethic — which I thought were solely my job to lovingly impart at home — alongside the more traditional cognitive skills provided by standard curriculum. I found this article that I thought was an interesting analysis of the state of things as it pertains to both cognitive and non-cognitive learning in the school environment. This article was originally published here on February 16th by the Thomas B. Fordham Institute and written by Jessica Poiner. We think it’s vital to keep tabs on the pulse of all things related to charter schools, including informational education resources, and how to support charter school growth. We hope you find this—and any other article we curate—both interesting and valuable.

Non-cognitive skills are an increasingly popular topic in education. These include capabilities like perseverance, grit, self-efficacy, work ethic, and conscientiousness. Research shows that possessing them can affect both scholastic and life outcomes.
Their popularity and apparent effectiveness have led to calls on schools to pay more attention to these non-cognitive factors. These calls were answered in part by ESSA, which requires states to have an indicator of “school quality or student success” that goes beyond state standardized test scores and graduation rates. Sometimes referred to as the “nonacademic indicator,” the inclusion of this measure in federal requirements opened the door for schools to focus, at least in part, on non-cognitive skills. California’s CORE districts, for example, use a social-emotional learning metric that measures four non-cognitive competencies with student surveys.
But incorporating non-cognitive skills into schools is still quite difficult. Paul Tough, author of the widely-cited How Children Succeed, explained why in a 2016 Atlantic article:
But here’s the problem: For all our talk about noncognitive skills, nobody has yet found a reliable way to teach kids to be grittier or more resilient. And it has become clear, at the same time, that the educators who are best able to engender noncognitive abilities in their students often do so without really “teaching” these capacities the way one might teach math or reading—indeed, they often do so without ever saying a word about them in the classroom. This paradox has raised a pressing question for a new generation of researchers: Is the teaching paradigm the right one to use when it comes to helping young people develop noncognitive capacities?
Tough raises an important issue: If we know these skills matter, both in terms of academic achievement and long-term outcomes, then we have a responsibility to make sure that students graduate with a firm grasp of them. But if we don’t know how to teach the capacities effectively, what are we supposed to do?
When I taught high school English, my students and I discussed non-cognitive skills all the time—Mercutio in Romeo and Juliet should have practiced more self-control, Dr. King’s speeches and letters are a great example of self-efficacy and perseverance, and The Cask of Amontilladois a fascinating (albeit disturbing) look at the interplay between a conscientious character and a careless one. But similar to what Tough implied in the Atlantic, I often wondered if my classroom was the best place for students to actually practice these skills. That’s not to say it was impossible; I’m sure a few students improved their teamwork skills during group projects, or their grittiness during our seemingly endless trek through research papers. But overall, a traditional classroom with rows of desks and textbooks and a smart board might not have been the best place for them to exercise their non-cognitive muscles.
But what about non-traditional classroom spaces? Take for instance career and technical education (CTE), which integrates traditional academic subjects with technical, job-specific skills. These programs are typically designed to follow both a state’s academic standards and technical content standards that align to a chosen field and allow for hands-on training and real work experience. So, for CTE students, school isn’t just about the three R’s. It might also involve performing blood tests, interning with a pediatric physical therapy team, working on utility restoration and workplace improvement projects at places like GM, participating in mock trials, or even designing animation and software. Each of these programs puts students into real-world situations that demand the development and use of non-cognitive skills.
These are not the “vo-tech” programs of yesteryear, into which academically struggling students were shoved because their teachers didn’t know what to do with them. Today’s CTE helps students earn associate and bachelor’s degrees and industry-recognized credentials that will place them in good-paying jobs—and they value learning through doing and the development of soft skills, not just the imparting of academic knowledge.
Unfortunately, despite all the research on the positive effects of career and technical education, there seems to be little analysis of whether specific programs cultivate non-cognitive capacities. That’s something that should be remedied soon.
But resources like the Ohio Department of Education’s CTE success stories post shows CTE’s potential in this regard. The student profiles therein evince the mastery of hard, cognitive skills: cardiopulmonary resuscitation and emergency patient care, sous-vide cooking, and expertise in automotive technology, to name a few. But the stories also show students developing non-cognitive abilities that all children need—grit and self-control, leadership and interpersonal communication skills.
As education stakeholders continue to mull over the best way to teach students non-cognitive skills, offering CTE to more students is an evidence-backed, bipartisan solution that already exists to some degree in the vast majority of states. More rigorous research is needed, but the blend of academic and technical material within these programs offers a great opportunity to teach today’s students cognitive and non-cognitive skills in real-world environments.

What are your thoughts on this topic? We’d love to hear! Share in the comments below.

California Charter Schools: Legislative Proposals

April 11th

On April 11th a number of different proposals for California charter schools will be heard in the legislature that could impact charter schools. This is just the first policy committee hearing for these bills and they will next have to pass through a fiscal committee before going to the floor of the Assembly or Senate. Here are the bills and a brief description of each one. The ABs are being heard in the Assembly Education Committee and the SB will be heard in the Senate Education Committee.
AB 1871 by Assemblyman Bonta would require a charter school to provide each needy pupil with one nutritionally adequate free or reduced-price meal during each school day.
AB 2289 by Assemblywoman Weber would create an additional type of excused absence for parenting teens at charter schools and traditional schools.
AB 3167 by Assemblyman O’Donnell would establish the Charter Authorizers Regional Support Network Program, to be administered by the Alameda County Office of Education, as an initiative to expand uniform charter authorizing and oversight practices, as provided. The bill would authorize the Alameda County Office of Education to expend up to $30,000,000, upon appropriation from the General Fund by the Legislature, for purposes of the program. The bill would require the Alameda County Office of Education to, among other things, award grant funds to 11 regional lead county offices of education to be used to improve the quality of school district and county of office of education charter school authorizing activity.
SB 837 by Senator Dodd creates a transitional kindergarten program in California. It phases in all four-year-olds but says by 2022-2023 they should all be attending a transitional kindergarten program at a traditional or charter school.
To view any of these measures go to https://www.legislature.ca.gov and hit the bill link at the top left of the page, then place in the bill number.

Career and Technical Education in High School: Does It Improve Student Outcomes?

Editors Note: We wanted to learn more about how – if at all – career and technical educations in high school improved student outcomes and found this informative study. It was originally published here by The Thomas B. Fordham Institute on April 7, 2016. We think it’s vital to keep tabs on the pulse of all things related to charter schools, including informational resources, and how to support charter school growth. We hope you find this—and any other article we curate—both interesting and valuable.

Fordham’s latest study, by the University of Connecticut’s Shaun M. Dougherty, uses data from Arkansas to explore whether students benefit from CTE coursework—and, more specifically, from focused sequences of CTE courses aligned to certain industries. The study also describes the current landscape, including which students are taking CTE courses, how many courses they’re taking, and which ones.
Key findings include:

Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages.
CTE is not a path away from college: Students taking more CTE classes are just as likely to pursue a four-year degree as their peers.
Students who focus their CTE coursework are more likely to graduate high school by twenty-one percentage points compared to otherwise similar students (and they see a positive impact on other outcomes as well).
CTE provides the greatest boost to the kids who need it most—boys, and students from low-income families.

Due to many decades of neglect and stigma against old-school “vo-tech,” high-quality CTE is not a meaningful part of the high school experience of millions of American students. It’s time to change that.

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HELP BOOST AWARENESS AND SUPPORT FOR CHARTER SCHOOLS TODAY

The California Charter School Conference starts today! We’re thrilled to be a part of this amazing annual event in its 25th year for a few amazing days of inspiration, connectivity, education, and collaboration—all to support charter schools and the charter school movement! But our efforts continue all year round.
Charter schools help create educational choice. We believe in the power of charter schools and their leaders to deliver quality education to families across the country. And we help by supporting charter school growth. We are 100% dedicated to the charter school space and measure our success by the number of students we serve. Our ultimate goal is to help the charter school movement grow and flourish, and ultimately to be able to serve more students. We take pride in the social impact that we’re supporting by helping charter schools succeed. This is our passion, just as providing a quality education to children in your community is yours. We hope you’ll join us in supporting the California Charter Schools Association’s Discover Charters initiative to help boost awareness and support for charter schools.
Take advantage of their resources to help build confidence among your school staff, teachers and parents so they can effectively advocate for your charter school and the broader movement.

HERE ARE FIVE THINGS YOU CAN DO TO PARTICIPATE

Review the Charter Leader Guide for in-depth tips and ideas.
Customize and print posters. Display them at your school sites with your own school logo.
Download and distribute FAQs with your school communities.
Customize a draft newsletter article and share with your parents and school communities. You can also add this email signature to your parent and community correspondences.
Share social media assets and messages directly across your social media platforms using the hashtag: #DiscoverCharterSchools.

Charter School Capital is committed to the success of charter schools and has solely focused on funding charter schools since the company’s inception in 2007. Our depth of experience working with charter school leaders and our knowledge of how to address charter school financial and operational needs have allowed us to provide over $1.6 billion in support of 600 charter schools that educate 800,000 students across the country. For more information on how we can help your charter school, contact us!

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Florida’s new funding plan could help relieve some charter school tensions

Editor’s Note: This blog post was originally published On March 8, 2018 here by RedefinED and was written by Travis Pillow. We think it’s vital to keep tabs on the pulse of all things related to charter schools, including informational and legislative resources, and how to support charter school growth. We hope you find this—and any other article we curate—both interesting and valuable.

The budget deal reached between Florida’s House and Senate could ease some tensions between charter schools and districts fighting over last year’s education law. It would also boost overall charter school capital funding.HB 7069 required school districts to provide charter schools an equal per-pupil share of property tax revenue for capital funding.That funding, about $91.2 million, went out to charter schools last month — but not without drama in a few districts. And it’s at the center of two lawsuits challenging the law.Things would change under legislative proposals already passed by both chambers, combined with next year’s state budget.
Late Wednesday night, Sen. Rob Bradley, R-Fleming Island and Carlos Trujillo, R-Miami, agreed to their plan for school construction spending. It includes $145.3 million for charter school capital outlay. The House proposed $120.3 million in its initial spending plan, and added an extra $25 million this morning.*
The state would distribute that money to eligible charters to pay for school buildings and other long-term expenses. Right now, about 544 of the state’s nearly 650 charters qualify.
Next year’s statewide total would be more than the $141.2 million charters received this school year. And all of the funding would come from the state. School districts would no longer have to share their local property tax revenue with charters — at least initially.
Under this year’s HB 7055, which has already passed, next year’s state funding level would become a new benchmark for charter school capital outlay. That benchmark would rise each year, to adjust for inflation and enrollment growth. If state funding ever fell below the benchmark, then districts would have to share property tax revenue with charter schools to make up the difference.
And charter school funding would be more equal. Charter schools in districts like Polk, Pasco and Lake Counties don’t receive much local funding under last year’s law. That’s because HB 7069 lets districts set aside funding they need to cover their debt obligations before HB 7069’s revenue-sharing provisions kick in.
In addition, the budget plan would give districts $50 million in state funding to help with their capital expenses.
Local media reports suggest this new funding arrangement may have come about, in part, due to behind-the-scenes advocacy by Miami-Dade County Public Schools, which didn’t join other districts challenging the new law in court.
Whether it can ease the political tensions or legal battles last year’s law provoked remains to be seen.

The Ultimate Guide to Charter School Facility Financing: Straightforward advice on planning, financing options, getting approved, and choosing a partner.
Does finding that perfect facility for your school seem like a huge, complex undertaking? Well, you’re not alone…it’s the greatest challenge faced by charter schools across the country. We understand that most charter school leaders aren’t financial or real estate experts, and for a good reason—you’re focused 100% on educating children. And, you want the best for them. Planning and financing any facility project is complex, time-consuming, and has the potential to distract your team from its core mission: serving your students.
This manual covers our perspectives on the charter school facilities financing landscape market and provides practical and actionable advice on planning and realistically balancing your team’s facility dreams with budget realities. We also cover the four primary funding structures that charter schools use to finance facilities: cash, banks, bonds, and long-term leases. Download this free guide to get all of your facilities questions answered!
In it, you’ll get straightforward, actionable advice on:

Facilities planning
Financing options
Getting approved
Choosing a partner

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Charter schools consistently demonstrate success, even in underserved communities, because of their unique operational framework. Unlike traditional public schools, charter schools operate under a flexibility-for-accountability model that creates powerful incentives for continuous improvement.

The Charter School Success Model

Charter schools are granted operational flexibility in exchange for strict accountability for student outcomes. This framework allows schools to innovate, adapt, and respond quickly to what works best for their specific student populations.

Key Success Elements:

Operational Flexibility: Freedom to design curriculum, staffing, and school culture
Performance Accountability: Transparent academic and financial performance standards
Market Responsiveness: Ability to adapt quickly based on student needs
Innovation Incentives: Motivation to try new approaches that improve outcomes

How Charter Schools Operate Differently

Flexibility Advantages

Charter schools can make rapid changes as they learn what works, while traditional public schools often face regulatory constraints that limit innovation.

Areas of Charter Flexibility:

Curriculum design and instructional approaches
Teacher hiring and professional development
School calendar and daily schedules
Budget allocation and resource management

Accountability Requirements

Charter schools must demonstrate performance across multiple areas to maintain authorization:

Academic achievement and student growth
Financial management and transparency
Organizational stability and governance
Compliance with charter terms and regulations

Schools that fail to meet standards face closure, creating strong improvement incentives.

Charter School Fundamentals

What Makes Charters Unique

Charter schools are independently operated public schools with performance-based contracts. The “charter” details the school’s program, students served, goals, and assessment methods.

Key Distinctions:

Public schools of choice that families actively select
Performance contracts requiring specific academic goals
Freedom to implement innovative educational approaches

Funding and Admissions

Funding: Charter schools receive per-pupil funding based on enrollment, similar to traditional district schools, plus state allocations and federal program funding.

Admissions: Charter schools must maintain open enrollment as public institutions. They cannot discriminate based on academic performance, income, or English proficiency. If oversubscribed, they conduct random lottery admissions.

The Innovation Impact

The flexibility-accountability framework creates a continuous improvement culture where schools constantly evaluate and refine their approaches based on performance data. Charter schools that consistently underperform face closure, making room for more effective educational approaches.

This model represents one of the most significant innovations in public education, demonstrating how operational freedom combined with results-based accountability can drive improved outcomes for students, especially in underserved communities where traditional approaches may not adequately address unique needs.

In this school spotlight, we’re so proud to share how Charter School Capital helped Arizona College Prep Academy (ACPA), an Arizona charter school, finance their growth and expansion by providing the funding to purchase a new facility.

Arizona College Prep Academy

Planning, locating and securing facilities is challenging for most charter schools, as Arizona College Prep Academy in Tucson learned through experience.
The school opened in 1997 as an affiliate of AmeriSchools network and became an independent charter school in 2012. Growing and in need of a new facility, the school administrators were faced with unexpected challenges. Banks would not provide funding because they viewed Arizona College Prep as a new school and therefore a very high risk. Likewise, the school was ineligible for start-up school funds because it was a pre-established charter transfer. In an effort to find the resources they desperately needed, school officials contacted several third-party funding organizations. However, none came through. Enter Charter School Capital, the only organization with both the ability and desire to help.
“It was a blessing to find Charter School Capital,” says Freddy Mendoza, assistant principal at Arizona College Prep. “Working with them has been great. They have been very responsive, very communicative and very much about the school and the kids.” Introduced through the Arizona Charter School Association, the two organizations are happy to celebrate a multi-year partnership. Through this partnership, Charter School Capital has been able to help open doors for Arizona College Prep Academy.

The Challenge

The greatest challenge was finding a facility that met the school’s unique requirements. Most available commercial buildings are too large, too small or don’t meet code specifications for schools. Charter School Capital was able to offer not only financing for the building but expertise in charter school facilities planning as well.
“We couldn’t have even looked at a building like this without Charter School Capital,” says Mendoza. “They made deals available to us that wouldn’t have been otherwise. Once the deal was made, they were critical in helping us understand what we needed to do. Their team made it easy for us.”

The Solution

Charter School Capital provided the financing necessary to purchase the property and now leases that property to Arizona College Prep Academy.
Charter School Capital will retain ownership of the facility, alleviating the need for the school to spend time focused on building repairs and maintenance and instead focus on their mission – educating kids.

“We couldn’t have even looked at a building like this without Charter School Capital.”
~Freddy Mendoza
Assistant Principal, Arizona College Prep Academy

Results

Arizona College Prep will have the option to take ownership of the property in the future but for now, they appreciate the time to focus on their staff and students, making everyone comfortable in their new home and letting the community know the school is open for enrollment.
“Obviously this is a business deal and we look at the numbers but the focus keeps coming back to how we educate these students, which is what we value. Charter School Capital’s process of getting to know our school and what we’re about was great.”

Do you need to expand, renovate, or move your charter school? We’d love to support you. It’s our mission to help you educate more students, so we focus on providing products and services that enable you to meet – and exceed – both your growth and facility goals. When you succeed, we succeed—it’s that simple.