Candidate Report Card

How Well Do the Candidates Align to EdLoC’s Third Way Values?

Scoring

We reviewed the 2020 presidential candidate education plans and evaluated them against our Third Way values. Each section received a values score for each Third Way Value that was added to create a composite score ranging from 0-15 points with a corresponding letter grade.

A
Meaningfully Advances EdLoC Values
13-15pts
B
Reflects EdLoc Values
9-11pts
C
Doesn't Address EdLoc Values
4-8pts
D
Minimally Opposes EdLoc Values
1-3pts
F
Actively Opposes EdLoc Values
0pts

EdLoC Third Way Values

In 2014, EdLoC began to identify the unique role a new group of education leaders of color could play in expanding the faces, voices and emphases of education reform and charting a third way for creating transformational change on a scale we all seek. To concretize this third way, we outlined our Third Way Values that we have since used to anchor all of our outreach and strategic decisions.

Our end goal is ending generational poverty by ensuring that low-income and underrepresented children have access to a high-quality education that enables them to become critical thinkers, have choices, capitalize on opportunities and secure continuing economic advancement.
As members of local, ethnic communities, we value the often overlooked assets in our communities and are committed to building the capacity of local leaders as agents of change. For change to take root and get us to our goal, solutions must be developed with and come from those directly affected.
We must redefine expectations about what good schools are: all children deserve schools where they attain high-levels of academic skills AND also receive the broad range of opportunities, activities and experiences provided to more affluent students.
To meet our goals, we must reject one-size-fits all solutions and the false binaries that persist in the education field. We must recognize the complexity of the challenges facing our children and families and advance multiple strategies and innovations across and within individual communities.
Rather than just talking about education, we must address and support potential allies fighting for the other resources, supports and policies low-income and underrepresented children and families also need. At the same time, we reaffirm our belief that improved social conditions should not be a precondition for improving schools.