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WIN Measures Update:

Measuring Education Equity

Supported by Well-being and Equity (WE) in the World

�Thursday, November 18, 2021

Presenters:

Dr. David C. Turner III, InnerCity Struggle

Dr. Terry Vaughan, III & Ms. Marisha Addison, The Pell Institute

Dr. Carrie McWilliams, Great Schools Partnership

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Welcome and Introductions

As you join the meeting, please share your name, affiliation, and one item that is on your education data wish list in the chat box.

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Session Agenda

Brief Overview of WIN Measures
Speaker Presentations

Dr. David C. Turner III, InnerCity Struggle

Dr. Terry Vaughan, III & Ms. Marisha Addison, The Pell Institute

Dr. Carrie McWilliams, Great Schools Partnership

Breakout Discussions: What additional education measures would you recommend?
Reflections and Announcements

Measuring Education Equity

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Welcome & Land Acknowledgement

Together, we acknowledge indigenous peoples, on whose ancient and sacred land we live, work, and play. As a community, we recognize the ever-present systemic inequities that stem directly from past wrongdoings, and we commit ourselves indefinitely to respecting and reconciling this long history of injustice.

https://native-land.ca/

In the chat, please tell us where you reside!

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Who

A strategic network of organizations, individuals, and communities united by common purpose

Goals

Advance intergenerational well-being and equity
Change cultures and systems that perpetuate legacies of trauma and exclusion
Cultivate the vital conditions that everyone needs to thrive

How

We aim to catalyze change through:

Building shared stewardship to support resilience and renewal
Transforming our relationships and our narratives
Transforming our system of measurement to one that is equitable, centers well-being for people and places, and shares power with communities
Shifting policies and investments to build an inclusive and equitable economy

What is the Well-Being in the Nation (WIN) Network?

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WIN Measure Domains

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By applying a racial justice frame to the WIN Measures, we aim to prioritize, develop and restore Black, Indigenous, People of Color (BIPOC) communities using data that tells a complete and transparent story. In order to be effective and explicitly anti-racist, we must go beyond the identification of disparate outcomes across racial groups. We seek to include measures that:�8

Address equitable input in decision-making
Promote equitable access and opportunity
Highlight community-based assets and values
Lift-up promising interventions, remedies, and solutions
Expose systemic racism

8�Further, we seek to disaggregate data, where possible, and apply an intersectional lens in order to highlight the unique needs and characteristics of each racial and ethnic group.

�

What do we mean by racial justice?

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By applying an intergenerational wellbeing lens to the WIN measures, we intend to recognize:

How different age cohorts experience wellbeing within each of the domains

How the wellbeing of different groups is connected across generations

�In doing so, we will reflect the complex intersectional nature of the domains, that addressing disparities and inequities will require strategies which will have long term impact over generations, and of the need to develop multi-generational longitudinal measuring strategies.

��

What do we mean by intergenerational well-being?

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WIN Measures Update Process

Phase 1 Information Gathering	Phase 2 Rate and Prioritize	Phase 3 Refine and Alignment	Phase 4 Report
Build field strength on topic Conduct a landscape analysis of existing research Develop database of existing resources Host domain-specific listening session webinars Host community dialogues	Compile results from Phase 1 into draft measures set Decision criteria will be developed to rate the draft measures Draft measures will be rated and prioritized via online survey Multiple rounds to refine list of measures ��	Refine and align proposed measures with major national initiatives and other organizations/groups	Develop and share report of process and recommendations Update WIN Measures website

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Additional Education Measures
Percent of kindergarteners who meet the criteria for readiness.
Percent of 8th graders who are proficient in math.
Percent of children who matriculate into 9th grade.
Percent and relative disparity in population with Bachelor's Degree+, Index ranges 0-1, with 1 being more disparity, includes white vs. Hispanic & black.
Percent of adults 25 and older with a college education beyond high school.
Attendance rates(%)
Average childcare costs relative to average or median income.
Continuing education tax credits: percent tax returns claiming adult education tax credits as a share of total filed tax returns.
Childcare availability (in development) (Also in economy)
% not proficient in English: % of the population that reports speaking English less than “well” in a given geography (e.g., county, Census Tract)

CORE EDUCATION MEASURES
“Proficient” or Above in 4th-Grade standardized Reading Test
Chronic Absenteeism
Teenagers Not in School or Labor Force
Per pupil spending in K-12 Public Schools
Percent of students who graduate high school within 4 years of entering 9th grade

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�As you reflect on the presenters’ remarks today, we would like for you to consider

�What additional educational measures would you include…

To address school climate and education systems?
To address issues related to equitable access and needed support?
To capture educational needs and goals across the life course?

Reflection: Racial Justice and Intergenerational Well-being

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David C. Turner, Ph.D.�Brothers, Sons, Selves Coalition Manager�InnerCity Struggle

Speaker

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Data Justice Community –Driven Solutions to Achieving Equity in Education�

David C. Turner III, Ph.D.

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Overview

Reframing Our Questions
Community-Driven Metrics
Examples from the Field

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Traditional

Research

Conducted by the researcher from a position of authority and objectivity.
Used primarily to create knowledge for the academy or general public.

Community Driven Research

A Change in Direction

Community as Experts

Conducted in a collaboration between researchers and the impacted communities from a position of.
Used primarily to transform some condition that impacted communities experience

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Problem Solving vs. Problem Posing

Problem Solving

How do we improve police - community relations with people of color?
What can make boys of color behave better in school?
What can we do to improve test scores for Black youth?

Problem Posing

Why do people of color distrust the police?
What type of social climate are boys of color responding to in their classes and campuses?
How can schools create cultures of success and culturally affirming spaces for Black students?

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What are community-driven indicators

Getting the “whole picture” of educational life
May or may not be school-based data (students’ lives do not start and end at school)
The community determines what are the most important factors

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Equity is Justice – Student Equity Needs Index

From 2014 – 2021, Black and Latinx parents, students, and community members pushed the district to invest LCFF dollars equitably across LAUSD, specifically in the highest need schools

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Key areas for reform/change for Spending

Highest need schools receive millions more dollars in funding

Schools are better able to provide wrap around support services

Precedent set for receiving influx of (federal) funds to distribute dollars equitably

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Community-Driven Indicators Student Equity Needs Index

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Police-Free LAUSD – The Movement to Reimagine School Safety

In 2020, Black students parents, and community members pushed to divest 25 million dollars from the Los Angeles Unified School Police, and invest that funding into a Black student achievement plan

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Key areas for reform/change in spending and school climate

94 million dollar Black student achievement initiative, including school climate coaches, social workers, Black teacher hiring, and African American Studies

Removal of school police from campus

15 million dollar investment in alternative forms of school and community safety

Expansion of community schools governance model

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Community Driven Indicators for Black Student Achievement Plan Schools

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What are some key take aways from both campaigns?

Driven by communities/youth/students most impacted by the issues
Budget advocacy, not through grants, but through the regular operating budget
School/Campus climate issues were addressed
Holistic view of student achievement – in order for students to achieve - faculty, staff, and community members are needed

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Contact Information

David C. Turner III, Ph.D. Chancellor’s Postdoctoral Fellow, Ralph J. Bunche Center for African American Studies at UCLA. BSS Coalition Manager

Dcturner@g.ucla.edu

davidt@innercitystruggle.org

Twitter & Instagram Handle: @Dr_Kunta23

#FreeDovontray

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Terry Vaughan III, Ph.D.�Associate Director�Pell Institute for the Study of Opportunity in Higher Education�

Marisha Addison, M.S.�Research Associate�Pell Institute for the Study of Opportunity in Higher Education �

Speakers

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INTERPRETING INDICATORS OF HIGHER EDUCATION SUCCESS

Embracing an Asset-Based Perspective

Marisha Addison, MS

Terry Vaughan III, PHD

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Interpreting Data:

Deficit vs Asset

Deficit Perspective

Asset Perspective

See term distinctions below cited from the University of Memphis’s Engaged Scholar Online Modules

Reference: https://www.memphis.edu/ess/module4/page3.php

“Needs Driven”

“Problem Focused”

“Externally Focused”

“Strengths Driven”

“Opportunity Focus”

“Internally Focused”

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Asset Based Benefit: Relate Better to Students' Needs

Relate better to student needs

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Asset Based Benefit: Increase Engagement with Practitioners

Stronger engagement with practitioners

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Create more productive narratives for funding proposals and requests

GRANTS

FEDERAL FUNDING

STATE FUNDING

DONONATIONS

INVESTMENTS

Asset Based Benefit: Create Stronger Proposals for Funding

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RECAP

Using an asset-based perspective to interpret indicators of higher education success helps us to balance our tendency to rely on deficit-based interpretations.

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Impact on Pell Work / WIN Measures

How can we incorporate a more balanced perspective that reflects both asset- and deficit-based interpretations?

A good starting point is reflecting on our own educational pathways, which includes both moments of adversity and resourcefulness.

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WIN Measures Cont.…

Many regional and national organizations use a deficit perspective, and the problem with this reality is that it can undermines our effort to reframe educational narratives by interpreting data differently.

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Carrie McWilliams, Ed. D.

Senior Associate�Great Schools Partnership

Speaker

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Disaggregate data by age, race, and ethnicity
Use intersectional lenses, such as place, gender, sexual orientation, veteran and migration status, and more
Must be actionable and accessible for communities, policymakers, and researchers
Include both quantitative and qualitative data that are driven by contributions from lived experience
Apply a systemic lens to the problem beyond individual-level outcomes
Do no harm (e.g., measures that shame people for lack of resources or perceived poor choices, replicate harmful narratives, or are derived from biased data sources)
Include both asset-based and deficit-based measures in each domain
Use approaches that are culturally-grounded

Guiding Principles for Measure Addition

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Breakout Discussion

What additional education measures would you add to advance racial justice and intergenerational well-being? Consider:

school climate and education systems
issues related to equitable access and needed support
educational needs and goals across the life course

What narrative frameworks need to be lifted up or need to be avoided?
What resources/studies/reports/articles would you suggest?

Link to Google Doc

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What key ideas and recommendations emerged during your small group discussion?

Report Out

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Visit our WIN Measures Update page for the latest information: https://winnetwork.org/win-measures-updates
Continue to add your reflections and ideas to the Google doc that was shared during today’s session
Participate in future domain-specific listening sessions (registration is open for all sessions)
Help connect us with clients and community members
Send us your feedback. Email: kristen.rego@weintheworld.org

We invite you to remain actively involved!

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Domain Listening Session

Topic: Transportation

December 16th, 2021

1:00 pm - 2:30 pm ET

Stay informed about the WIN Measures update process and

https://winnetwork.org/win-measures-updates �

Learn more about the WIN Measures: https://www.winmeasures.org/

Upcoming Meetings

Transportation

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WIN WEEK - December 8-9, 2021

Theme: Joy, Hope and Resistance�Register Today!

Wednesday, December 8th, 2021; 3:30-5pm ET (screening); 5-6pm ET (Q&A)

A Reckoning in Boston screening and live Q&A/discussion with filmmakers�

Wednesday, December 8th, 2021; 7-9:30pm ET “Joy”

Arts and Dance Night - a celebration of joy centering art, culture and connection. �

Thursday, December 9th, 2021; 11am-1:30pm ET “Hope”

Community Session to reflect on WIN Network’s two year anniversary and the future.

Thursday, December 9th, 2021; 2-5pm ET “Resistance”

Celebrating the launch of our new strategic initiative: Protecting everyone’s voice and vote.