achieving equity with results based accountability

Achieving Equity with Results-Based

Accountability™

Webinar

July 13, 2016

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Achieving Equity with Results-Based

Accountability™

Webinar

July 13, 2016

Simran NoorVice President, Policy & ProgramsCenter for Social [email protected]

Dan DuncanSenior Consultant Clear [email protected]

Presenters

mailto:[email protected]


• What Sector do you represent?• Government• Nonprofit• Education• Other

• How familiar are you with RBA• Very familiar and using it• Some knowledge• Not at all familiar

• Are you currently engaged in Racial Equity work?• Yes• No

Poll

Pinellas County School District – The Consequences of Not Using a Racial Equity

Lens

Pinellas County School District – The

Consequences of Not Using a Racial Equity

Lens

In 2007 the School Board abandoned desegregation

• Adopted a “neighborhood schools” system that kept students

close to home.

• It was de-facto segregation.

Results:

• In just eight years, Pinellas County School Board members

turned five schools in the county’s black neighborhoods into

some of the worst in Florida.

• Eight in 10 students fail reading, according to state

standardized test scores. Nine in 10 fail math.

In 1971, the School Board desegregated countywide.

• They adopted rules that barred any school from being more than

30 percent black.

• They bused students across the county to meet the quota.

• They installed new magnet programs to encourage voluntary

integration.

• Results:

• Black students at the schools had posted gains on

standardized tests in three of the four previous years.

• None of the schools was ranked lower than a C.

Pinellas County School District – The Consequences of Not Using a Racial Equity Lens

The Results of

paying attention

to

disaggregated

data.

A disciplined way of thinking and taking action

that communities can use to improve the lives of

children, youth, families and the community as a

whole.

It can also be used to improve the performance

of programs, agencies and service systems.

Developed by Mark Friedman, detailed in his

book Trying Hard is Not Good Enough.

What is Results-Based Accountability (RBA)?

COMMON LANGUAGE…COMMON SENSE…COMMON GROUND

A Process Framework

• RBA is a framework that offers a disciplined way of thinking and taking action that:• communities can use to make more

equitable the conditions of well-being for children, youth, families and the whole community, and

• leaders can use to improve the quality and effectiveness of programs, agencies, policies and service systems.

Not Just Compliance

Why RBA ?

Two Key Principles for Achieving Measurable Impact

1. Starting with ends, working backwards to means

2. Data-driven, transparent decision-making

2 Kinds of Accountability

• Population- or Community-Level Quality of Life

• (Results & Indicators)

• Performance- or Program-Level

• (Performance Measures)

3 Kinds of Performance Measures

• How much did we do?

• How well did we do it?

• Is anyone better off?

7 Questions From Ends to Means

• Turn the Curve Thinking

RBA in a

Nutshell 2 – 3 – 7

2 Levels of Accountability

R

I

P

PM

Results

Perf Measures

Programs

Indicators

Population Accountability

• All people in our city• All children in our county• All Families in our state• People in the Eastern US

About the well being of whole populations

Performance AccountabilityAbout the well being of those that we are able to reach

• Program participants• Visitors• Service recipients

R ResultA safe community

All Youth succeed in school

A condition of well being for a given population

In Common Language – the community will understand

I Indicator

Result: All children in our community succeed in school

Indicators:

• High School graduation rate

• % of students performing at grade level or above

• Overall attendance rate

A measure that helps

quantify the achievement

of a result

Can be Approximate

• Populations Level Indicators are collected from community level data:• Census

• State Department of Education

• State Health Department

• County Health Department

• Other Sources?

• Indicators are not collected from agency/program/client data

Population Indicators

Results-Based AccountabilityWho is Responsible:

Distinction between population-level and

program-level measures

Population-Level Measures(i.e. how many people in the county go a whole day

without eating a meal)

Program-Level Measures (i.e. how many people Meals on Wheels feeds on a daily

basis)

• Program managers are accountable

• The whole community is accountable

Contribution

relationship –

Not cause and

effect

Alignment

of measures

Defining Roles

POPULATION ACCOUNTABILITY

Youth Succeeding in School

•% 3rd graders reading on grade level

•% MS students proficient in math & reading

•% and # students dropping out of school

CUSTOMER

RESULTS

Total # of

1:1 hours with

students

% parents with

“active”

connection to

program

# with 10

or less days

absent for year

% with 10

or less days

absent for year

PERFORMANCE ACCOUNTABILITYMiddle School Intensive Mentoring Project

POPULATION RESULTS

THE LINKAGE Between

POPULATION and

PERFORMANCE

Contribution

relationship –

Not cause and

effect

Alignment

of measures

Defining Roles

POPULATION ACCOUNTABILITY

Youth Succeeding in School

•% 3rd graders reading on grade level

•% MS students proficient in math & reading

•% and # students dropping out of school

CUSTOMER

RESULTS

POPULATION RESULTS

THE LINKAGE Between POPULATION and PERFORMANCE

Interagency Collaboration

No-Cost/Low Cost

Place-based workPolicy Changes

Collective Impact












RBA in a


PERFORMANCE ACCOUNTABILITY –Programs, Activities, Strategies

Performance Measurers• How much did we do?• How well did we do it?• Is anyone better off?

Data to make the mid-course adjustments necessary for continuous improvement

FPSI/RLG 29

Selecting Headline Performance Measures

How much did we do?

# Clients/customers served

# Activities

(by type of activity)


How much did we do?How well did we do it?

% Common measures

e.g. workload ratio, staff

turnover rate, % staff fully

trained, unit cost, customer

satisfaction

% Activity-specific measures

e.g. % timely intakes, %

accreditation standards met,

retention rate


How well did we do it?

Is anyone better off?

#/% Skills / Knowledge(e.g. cognitive, social, physical)

#/% Attitude

(e.g. toward language, parenting)

#/% Behavior(e.g. reading to child at home)

#/% Circumstances(e.g. child care, transportation)

How much did we do?

FPSI/RLG 32

How much did we do?

Health Plan or Practice



Number of

patients

treated

Percent of

patients treated

in less than

1 hour

Quantity Quality

Eff

ect

Eff

ort

#

children

fully

immunized

%

children

fully

immunized

FPSI/RLG 33

How much did we do?

Education



Quantity Quality

Eff

ect

Eff

ort

Number of

students

Student-teacher

ratio

Number of

high school

graduates

Percent of

high school

graduates

Performance Measurement

MatrixHow much did we do?

# of Customers Served

# Activities

How productive are we?


% Customer Satisfaction

% Retention Rates

% Following Protocols

Are we doing things right?

Is Anyone Better off?

# Skills / Knowledge

# Attitude / Opinion

# Behavior

# Condition/Circumstance

% Skills / Knowledge

% Attitude / Opinion

% Behavior

% Condition/Circumstance

Are we doing the right things?

Quantity Quality

Effo

rt

Effe

ct












RBA in a


The RBA Framework – 7 Population Accountability Questions

1. What are the quality of life conditions we want for the children, adults, and families in our community?

2. What would these conditions look like if we could see them?

3. How can we measure these conditions?

4. How are we doing on the most important of these measures?

5. Who are the partners that have a role to play in doing better?

6. What works to do better, including no-cost and low-cost ideas?

7. What do we propose to do?

The RBA Framework - 7 Performance Accountability Questions

1. Who are our customers?

2. How can we measure if our customers are better off?

3. How can we measure if we are delivering services well?

4. How are we doing on the most important of these measures?

5. Who are our partners that have a role to play in doing better?

6. What works to do better, including no-cost and low-cost ideas?

7. What do we propose to do?

Turn the Curve Thinking™ - Putting it

All Together

1. Begin with the end in mind and work backwards to means

2. Use data to inform decision-making that ultimately impacts populationand performance accountability

Turning the Curve in a nutshell:

How is it done?

RBA Turn the Curve Template

Results-Based Decision

Making: Talk to Action

What is the Result We are Trying to Achieve?

A result is a condition of well being for children, adults, families, or communities

(stated in plain language).

Our North Star

Performance Measurement

MatrixHow much did we do?

# of Customers Served

# Activities

How productive?


Customer Satisfaction

Retention Rates

Following Protocols

Are we doing things right?

Is Anyone Better off?

# Skills / Knowledge

# Attitude / Opinion

# Behavior

# Circumstance/Conditiion

% Skills / Knowledge

% Attitude / Opinion

% Behavior

% Circumstance/Condition

Are we doing the right things?

Quantity Quality

Effo

rt

Effe

ct

It takes a variety of strategies to turn the curve – beyond

the delivery of services. (low-cost citizen action, media

support, public policy, etc.)

Goal: Turn the Curve

RBA – Turning the Curve

RBA – Turning the Curve

Population-Level Indicator

Programs, Partners and Strategies

MADD

MADD – Turned the Curve

The Story Behind the Baseline

Root Causes (ask “Why?” five times)

Positive and negative

Prioritize – which are the most important

to address to “turn the curve” of the

baseline?

Research agenda?

Force Field Analysis

Factors Contributing?

Factors Restricting?

Force Field Analysis – Factors impacting - Turning the Curve

51

Factors Contributing?

1.

2.

3.

4.

5.

6.

Factors Restricting?

1.

2.

3.

4.

5.

6.

Your Result: _____________________

Who are partners who may have a role to play

in turning the curve?

Does the story behind the curve suggest any

new partners?

Is the community engaged as participants in

the process?

Specific names or organizations and/or people

Partners

What Works

Options for actions to “turn the

curve”?

Research-based?

Policy Changes?

Low-cost/no-cost?

Off-the-wall ideas?

Research agenda?

FPSI/RLG

Action Plan

Leverage: will turn the curve of the

baseline?

Feasible (a.k.a. “reach”)?

Specific: who, what, when, where,

how?

Consistent with values?

Operationalizing the 7 questions

Results-Based Decision

Making: Talk to Action

Turn the Curve

Thinking

RBA, the Clear Impact Scorecard, and the Power of

Disaggregating Data for Greater Racial

Equity

Racial Equity & Inclusion – The Foundation of Effective Collective Impact

Applying a racial equity lens is not a separate principle of collective impact. It is not an add-on to the work that can be applied as needed.

A commitment to furthering racial equity should be the foundation of each of the collective impact conditions.

To apply a racial equity & inclusion lens data must be disaggregated by race, gender, age, class, location, etc. to develop effective strategies that ensure no one is left behind.

In addition, the only way to truly understand the story behind the data is to engage with community members about their lived experiences.

Disaggregation of data (or the unintended consequences of stopping at “all”)

Whose lives are you looking to impact?

Unless data is disaggregated by race, ethnicity, poverty, gender, etc. your efforts may be wasted

Data Through the Aggregated Lens

Turn the Curve Thinking through the Aggregated Lens

Data Through the Disaggregated Lens

White

Asian

All children

Hispanic

Black

Turn the Curve Thinking through the Disaggregated Lens

Turn the Curve Thinking Through the Disaggregated Lens

Questions

A national network of government working to achieve racial equity and advance opportunities for all. Supporting jurisdictions at the forefront Expanding jurisdictions – in 30 states and more than 100 cities – all levels of

government Providing tools and resources to put theory into action

Government Alliance on Race and Equity

Center for Social Inclusion

The Center for Social Inclusion’s mission is to catalyze grassroots community, government, and other institutions to dismantle structural racial inequity.

Field Building

Policy Development

Organizational Change

Communication

Addressing Racial Equity

Standard Methods

• Limited Recognition of the historical and

cultural context

• Focus on individuals’ actions. Behaviors,

and attitudes

• Intervene only on the under-advantaged

side of inequality

• Privileged status of whiteness remains

the unquestioned standard of comparison

• Seeks short term or immediate impacts

Structural Methods

• Rooted in historical and cultural understanding

• Target the effects of interacting systems and

institutions

• Under-advantaged and over-advantaged are

both open to question and intervention

• Challenge the privileged status of whiteness

• Seek to eliminate the root causes of the inequity

over the long term

National effective practice

Normalize

• A shared analysis and definitions

• Urgency / prioritize

Organize

• Internal infrastructure

• Partnerships

Operationalize

• Racial equity tools

• Data to develop strategies and drive results

Visualize

Of the $120 billion in home loans underwritten by the federal government between 1933 and 1962, what percentage went to white homeowners?

A. 45 percent

B. 64 percent

C. 75 percent

D. 88 percent

E. 98 percent

Quiz Question

Answer: 98%

• Beginning in the 1930s and 1940s, the federal government created programs that subsidized low-cost home loans, opening up home ownership to millions of Americans for the first time.

• However, government underwriters introduced a national appraisal system tying loan eligibility and property value to race, inventing "redlining”

Today, the net worth of the average white family is how much compared to the average black family?

A. Eight times as much

B. Three times as much

C. Twice as much

D. Half as much

E. The same

Quiz Question

Answer: A- 8 times more

• Even at the same income levels, whites still have, on average, twice as much wealth as nonwhites.

• Much of this difference is due to the different rates of home ownership and the different values of homes in white and black neighborhoods.

• Wealth is passed down through generations– helping finance your children's education, helping them through hard times, or helping with the down payment of their own home.

• Economists estimate 50-80% of one’s lifetime wealth accumulation can be traced to this head start.

Three key facts

1) Race is a construct and is not biologically determined. Race is a modern idea.

2) Policy drives the social construction of race and has contributed to changing ideas and definitions of race over time.

3) We did not choose this system but we have a responsibility to address it

Values and realities

• All men are created equal

• With liberty and justice for all

• Government of the people, by the people, for the people, shall not perish from the earth

History of government and race

Government explicitly creates and maintains

racial inequity.

Initially explicit

Discrimination illegal, but “race-neutral”

policies and practices perpetuate inequity.

Became implicit

Proactive policies, practices and

procedures that advance racial equity.

Government for racial equity

Racial inequity in the U.S.

From infant mortality to life expectancy, race predicts how well you will do…

Equity? Equality?What’s the difference?

How We Think

Humans need meaning.

• Individual meaning

• Collective meaning

Only 2% of emotional cognition is available consciously

Racial bias tends to reside in the unconscious network We unconsciously think about race even when we do not explicitly discuss it.

The Unconscious Mind

Schemas: the “frames” through which our brains help us understand and navigate the world:

1. Sort into categories

2. Create associations

3. Fill in the gaps

Bias

The evaluation of one group and its members relative to another.

Source: Unconscious (Implicit) Bias and Health Disparities: Where Do We Go from Here?

We all carry bias. Acting on bias can be discriminatory and create negative outcomes for particular groups.

Explicit biasExpressed directly

Aware of bias / operates consciously

Example – Sign in the window of an apartment building – “we don’t rent to

_____”

Implicit biasExpressed indirectly

Unaware of bias / operates sub-consciously

Example – a property manager doing more criminal background checks on

African Americans than whites.

What to do with bias?

• Suppressing or denying biased thoughts can actually increase prejudice rather than eradicate it.

• Openly acknowledging and challenging biases allows us to develop strategic interventions.

Individual racism:• Pre-judgment, bias, or discrimination by an individual based on race.

structural

institutional

individual

Institutional racism:• Policies, practices and procedures that work

better for white people than for people of color, often unintentionally or inadvertently.

Structural racism:• A history and current reality of institutional

racism across all institutions, combining to create a system that negatively impacts communities of color.

Racial equity is when 1) race no longer is a determinant of life outcomes and 2) in addressing racial inequity directly, we improve outcomes for everyone, including White people

Racial equity is both our process and the outcome we seek to achieve. It is an inclusive approach to transform structures towards access, justice, self-determination, redistribution, and sharing of power and resources.

Racial equity

Structures are a part of our lives:

“Structural Racism” points to multiple institutions

The ways our public and private institutions interact to produce barriers to opportunity and racial disparities.

Intent to discriminate is irrelevant

Structures just do what they do, often invisibly, and reinforce disinvestment and disparities.

What We Mean by Structural Racial Inequity:

Race in governmental policiesFederal Housing Administration

Location of city facilities

Streetlighting

Questions

Examples of RBA & Racial Equity Work –GARE Jurisdictions

Briefing Paper Two of

Energy DemocracyFebruary 2012

DANE COUNTY WISCONSIN Racial Equity Analysis

& Recommendations

Analysis and Recommendations

• Current status of racial equity

• Key performance measures and community indicators

• Key areas for improvement

• Short and long term next steps

• Process and plan to measure progress

Measuring impact

What do you want to influence in the community?

• Community indicators

How do you impact community conditions?

• Actions (with timeline and accountability)

How do you measure your own success?

• Performance measures

County of Fairfax, Virginia

Presenters: Marlon Murphy & Deborah Gutierrez

96

The health and human services system works to collectively improve efforts in several key result areas: connected individuals, economic self-sufficiency, healthy people, positive living for older adults and persons with disabilities, successful children and youth and sustainable housing.

A dynamic health and human services tool that: Facilitates continuous dialogue and improvement in outcomes for all residents served. Provides a basis to engage the community in working together to achieve measurable results. Informs decision-makers about the results of public investments. Demonstrates accountability to residents for the public investment in health and human services. Enables staff to document and monitor the impact of programs and services.

Report Card

The Fairfax County Health and Human Services System

COMMUNITY ENGAGEMENT

ACCESSIBLE RESOURCES

EDUCATIONAL ATTAINMENT

STABLE EMPLOYMENT

ECONOMIC INDEPENDENCE

FINANCIAL RESILIENCE

MENTAL & PHYSICAL HEALTH

PROTECTION & WELL-BEING

SUPPORTIVE RELATIONSHIPS

PROTECTION AGAINST HEALTH THREATS

ABILITY TO LIVE, WORK, AND PLAY

QUALITY OF LIFE

HEALTHY START IN LIFE

SCHOOL READINESS

ACADEMIC SUCCESS

SAFE, AFFORDABLE, AND ACCESSIBLE HOUSING

HOMELESSNESS PREVENTION

The Fairfax County Health and Human Services System

The Report Card is designed to…

Track the impact of HHS in serving its customers.

Communicate HHS goals and guide future resource investments.

Engage the community and stakeholders in a structured process to collectively improve the impact of HHS.

Shift the conversation:

Tell a story behind the numbers that:

Communicates information about factors that impact results. Informs decisions about actions to take to improve results –

repeating what works and changing what doesn’t work. Demonstrates true success and performance accountability.

to results - how people are better off

from what is being done

Numbers Story Action

RBA Applied in Fairfax County Juvenile And Domestic Relations General District Court (JDRC)

• JDRC applied RBA in FY 2013 in response to Fairfax County Human Services system effort regarding improved performance measures

• 21 programs were tasked to create their own individual RBA Plan

JDRC Departments & Programs

Adult Probation Boys Probation House

Mediation

Juvenile Probation Foundations Victim Services

Juvenile Intake Juvenile Detention Volunteer Services

Domestic Relations Intake

Shelter Care II Safe Havens

Parole Supervised ReleaseServices

Family Counseling

Community Service Program

Transitional Living Program

Evening Reporting Center

Post Dispositional Program

Intensive Supervision Empower Program

RBA at the JDRC Program Level• RBA Plan for Juvenile Intake • RBA Plan for Post Dispositional Program

RBA Plan for Juvenile Intake

RBA Plan for Post Dispositional Program

City of Dubuque Clear Impact Scorecard

Dubuque Scorecard – Equity Result and Indicators

Dubuque Scorecard - Equity Programs and Performance Measures

Job Candidates

Data is rolled up from each department into the Master Scorecard

Staff

Data is rolled up from each department into the Master

Scorecard

New Hires


Scorecard


Scorecard

Data is rolled up from each department into the Master Scorecard

Tracking Key Disaggregated Data City-Wide by Department & Race

Turn the Curve Thinking Using Key Disaggregated Data City-Wide by Department & Race

Tracking Key Disaggregated Data by Individual Department & Race

Turn the Curve Thinking Using Key Disaggregated Data Individual Department & Race

Questions

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Contact Information:

Dan Duncan, Senior Consultant Clear Impact512.788.8646

[email protected]

Thank You! Simran NoorVice President, Policy &

Programs

Center for Social Inclusion

t: 212-248-2785-x1459

f: 212-248-6409

[email protected]


http://www.centerforsocialinclusion.org/

achieving equity with results based accountability

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