4.0 Playbook One: Power

POWER WE REMOVE BARRIERS TO TRADITIONAL FORMS OF POWER. HERE’S HOW.

1. WHY WE’RE HERE 4.0 is more than a single organization. It’s a growing, evolving community of passionate, dedicated individuals, all committed to the belief that our education system can, and should, be better. Our participants work toward this vision through our grassroots networks, fellowship programs, and a vibrant exchange of ideas centered on achieving educational justice and equity.

At 4.0, we believe that change begins at the local level. This is especially true in education--a field that impacts everyone, for better or worse. And while education is universal, the needs and challenges of one community can vary dramatically from another just a few miles down the road.

We also believe that great minds, and great ideas, can come from anywhere. In fact, the best people to address problems in education are those impacted by them. We also understand that you don’t need a PhD or million dollars in revenue to be powerful.

We put these philosophies in action. By amplifying the inspired voices of community members, rather than imposing our own solutions as outsiders, 4.0 supports the fight for educational equity everywhere.

4.0 has more than 1,200 alumni in more than 40 states across the United States.

Our approach is idea-forward, iterative and cyclical. Fellows come with an idea, which is then supported, developed and ethically tested, and then both are incorporated into our broader ecosystem.

HOW WE THINK While the challenges are clear, we stay optimistic and seek joy in our work. We believe in, and practice, inclusivity, transparency, and accountability. In everything we do, we listen first.

We don’t believe that improving education is radical, but we understand that our work radically shifts power.

We don’t believe that community self-determination is revolutionary, but we understand that our work revolutionizes educational systems.

WHAT WE’RE UP AGAINST The current picture of American education varies dramatically by zip code. In some places, students get world-class instruction, cutting-edge tools, and thoughtfully designed classrooms. In others, the water isn’t even safe to drink.

This extreme inequity is rooted in systemic racism and economic injustice. It impacts teachers and students from pre-K to college, and causes profound ripple effects throughout communities. In fact, education is so critical, it can be directly linked to physical health and life expectancy.

WHO HOLDS THE POWER NOW? There are, of course, differences in how public, private, and charter schools answer this question.

But 90% of students in the United States attend public school, so we’ll use the public education system to illustrate educational power structures.

Currently, power in public education is held by small groups of people, including elected officials, often with little input from impacted families. Rather than focusing on these traditional systems, we shift power into the hands of local people who might otherwise be excluded from decision making.

“Talent and genius are everywhere. That has to be the fundamental assumption.

People are already talented!

They’re already trying to innovate. So really your job is to identify what are the barriers that are stopping [them]... and focus on removing those barriers” -- Hassan Hassan Chief Executive Officer

Because the United States has no mandated national curriculum, local school districts and school boards have significant control over what, and how, schools teach. Elected and appointed officials (those on local school boards, and others) can and do approve funding for schools. However, they may need to impose new taxes, or make other unpopular choices, to do so. And families who are struggling with poverty and systemic racism often find it difficult or impossible to get a school board’s attention.

Meanwhile, those with wealth and time to spare

devote significant resources to shaping the schools that serve their own children. Resources made available outside of these governmental systems-like grants from foundations--are mostly distributed to well-established nonprofit organizations. The people leading these organizations are typically not from the communities they serve. As a result, these philanthropies often favor people who are privileged and well-connected when deciding where, and how, to offer support. In the meantime, they ignore the voices of those who would benefit most from their help.

While educational systems are sometimes referred to as “broken”, the truth is, they’re working exactly as they were intended to. These systems have been heavily influenced by systemic racism, and have never been designed to be equitable. So it’s no surprise that segregation, underfunding, and a resistance to change are still so prevalent. In general, these systems simply weren’t designed to meet the needs of many communities.

HOW WE REMOVE BARRIERS TO POWER At 4.0, we see that the education system, like so many others in the United States, is inequitable by design. It also ignores the talent and potential of local leaders. That’s why we invest in talent at the earliest stages, when ideas are still germinating, and there’s still an opportunity for community voices to impact the end result. We provide coaching, community, curriculum, and cash to anyone working to fight for better education--without gatekeeping.

We put the power where it belongs: in the hands of people doing the work on the ground, and ultimately, the families whose lives are shaped by education.

WHO DEFINES SUCCESS At 4.0, we are moving away from definitions of success rooted in traditional, predominantly white institutions. Rather than focusing exclusively on metrics like test scores and scope of influence, we listen to the individuals we work with, and for, to learn how our work is impactful, and how it should adapt.

We invest in people first, so our success is also measured by the experiences of our participants.

Today, more than 1000 4.0 alums from more than 40 states are creating change through visionary projects that meet the needs of their individual communities. They’re in classrooms and offices, on playgrounds and online. They’re talking to parents and students, sharing their visions in writing, and delivering inspiring new products and programs. Their success is our success.

VISION STATEMENT FOR THE FUTURE We imagine education systems that work for each community because they are built by members of the communities they serve. These systems are liberated, accessible, supportive, curious, and designed to thrive and flourish year after year. They are created by, responsive to, and invested in the communities they serve, ever-moving, ever-changing, gaining momentum and power that is channeled back into ourselves and each other.

Our ecosystem is both regenerative and ever-evolving — community members become fellows, and then fellows graduate and return to lead our recruitment, selection, curriculum development and coaching.