We partner with school and district leaders to help bring about transformational, lasting improvement

The leaders of our school systems are charged with the enormous responsibility of providing students with the resources they need to succeed in school and beyond in the face of tremendous challenges. To achieve this, school and district leaders must be not only great educators but also great managers.

We help leadership teams tackle common challenges through a systems-thinking approach that helps school districts strengthen internal capacity and achieve sustainable improvement, making things better for students, better for staff, and better for budget.

About District Management Group

If you want to improve student outcomes, you need to strengthen management and leadership capabilities.

John J-H Kim, CEO and Founder,
District Management Group

Sustainable Improvement

Our unwavering focus is on achieving three objectives simultaneously - making things better for students, better for staff, and better for your budget - through a systems-thinking approach.

Connecting Leaders

We leverage the collective knowledge of our nationwide network of school districts ranging in size and demographics to help you find sustainable solutions to your biggest challenges.

Measurable Results

We take a multi-pronged, holistic approach that helps school districts strengthen internal capacity and, if desired, provide implementation support to achieve enduring results for students and schools.

Actionable Solutions

We provide tangible tools and processes - drawing on best practices from the education sector and beyond, the most effective use of technology, and our hands-on experience implementing the latest research.

Success Stories

Bibb County School District (GA)

Raising Achievement and Addressing Equity with Instructional Guidelines and Effective Scheduling

In partnership with DMGroup, BCSD began an in-depth diagnostic that confirmed and quantified vast differences in practice across the district's 22 elementary schools. Over half of the schools were teaching reading for less than the well-established best practice of 90-minutes per day, and significant variance in intervention blocks also contributed to the inequity of services.

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