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Overview

CityBridge Education seeks to invest in education leaders with a fierce commitment to racial equity, a demonstrated track record of leadership, a nuanced understanding of their own strengths and identity, and the vision and drive to bring forth a more equitable future of learning. To achieve its vision of changing the profile of who succeeds and who leads in the city, CityBridge Education prioritizes investing in people of color, particularly Black and Latinx leaders with relevant leadership experience.

Members of the teams assembled by education leaders possess the key business skills to run an enterprise. If they aim to found or fundamentally change a school, the entrepreneurs themselves or members of their teams have the know-how to support educators to promote the growth of all students, especially those who have been marginalized.

CityBridge seeks leaders who have identified barriers to educational equity and offer compelling, innovative solutions. Their solutions should draw upon research from the field of human learning and development. Most importantly, these solutions must be designed and tested with rather than for the communities in DC they are intended to serve.

Criteria: People

The leaders (and members of their teams, for those who have assembled one) should demonstrate the following qualities:

  • Commitment to racial equity: The leader works to overcome practices that exclude and diminish people based on their identity, particularly their racial identity. They also establish a culture of belonging, such that the members of the organizations they lead fully participate in setting their purpose and ethos and have the right to contribute and make demands on their leadership.
  • Leadership capacity: The leader has the capacity to lead and develop people to achieve big goals across time.
  • Reflectiveness: The leader accurately assesses their own strengths and opportunities for growth, and responds effectively to feedback.
  • Entrepreneurial mindset: The leader articulates a bold vision for a more equitable future and has the drive to bring this vision to fruition despite setbacks.

Some members of each leader’s team (or the leader, if no team is assembled) should have the following qualities:

  • Instructional acumen (for school founders or those seeking to transform a school from within): the demonstrated knowledge, skill, and will to support educators in raising student achievement and building an inclusive school culture.
  • Business acumen (for leaders of independent enterprises): key technical skills to operate the selected type of organization.

Criteria: Solutions

  • The draw of the problem/solution: The problem of educational equity the leader poses is significant in depth and/or scope and is not being adequately addressed in DC. The proposed solution is innovative and practical.
  • Alignment with the science of learning and development: The solution generally fits with what is known about the conditions that should be established to promote learning and development.
  • Designed with and not for DC: Critical elements of the solution have been designed and tested in partnership with young people and families of DC. Prototyping has tested critical assumptions and led to adjustments in the solution.