Given that CSFA is neither broker nor lender, but advisor only, in an untested market, the partnership adapts itself to various needs without adopting a pre-existing model. It should also be noted that some of the baseline criteria for lending came from this work and is now used universally throughout the industry. This figure had been computed as being much higher by others leaving less revenue available for the classroom. It becomes more viable through time given the expanding nature of the tax-exempt financing that is becoming more common in the states. Models to operate CSFA have centered on public finance, and to a lesser extent with commercial finance when state law is unclear, or if the costs of issuance as tax-exempt drive up the effective rate on the transaction.
Time is always critical and inherently tax-exempt issuance s take longer.
Facilities will not be discussed in more detail simply because the major problems are known, but the pool of lenders continues to grow quickly. Since they view charters as start-ups they are not risk averse to new schools, and since these are rentals and not purchases, the schools have the advantages of establishing credit and having equipment refreshes on a yearly basis. No other company is currently doing this, and schools would like to be able to have the best equipment available at any one time. An example of the latter would be large computer sellers or remarketers of used equipment at discounted prices. While the example above was geared to renting the best and the newest, this example takes and refurbishes older equipment, backs it with a new warranty, and sells it for a much reduced price.