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Wisconsin Department of Public Instruction
The Building the Heart of
Successful Schools Conference Racial Equity Education: A Groundwater
Analysis
Joyce James Consulting, LLC
Copyright © JJC 2015
1. Racial inequity looks the same across systems
A “Groundwater Analysis” is based on several key observations about racial inequity
Copyright © JJC 2015
1. Racial inequity looks the same across systems
2. Systems contribute significantly to disparities
A “Groundwater Analysis” is based on several key observations about racial inequity
Copyright © JJC 2015
1. Racial inequity looks the same across systems2. Systems contribute significantly to disparities
3. The systems-level disparities cannot be explained by a few ‘bad apple’ or ill-intentioned officers
A “Groundwater Analysis” is based on several key observations about racial inequity
Copyright © JJC 2015
1. Racial inequity looks the same across systems2. Systems contribute significantly to disparities3. The systems-level disparities cannot be
explained by a few ‘bad apple’
4. Poor outcomes are concentrated in certain geographic communities; usually poor communities and communities of color
A “Groundwater Analysis” is based on several key observations about racial inequity
Copyright © JJC 2015
1. Racial inequity looks the same across systems2. Systems contribute significantly to disparities3. The systems-level disparities cannot be explained by a few
‘bad apple’ or ill-intentioned officers4. Poor outcomes are concentrated in certain geographic
communities; usually poor communities and communities of color
5. Systemic interventions and training works to change thinking, reduce disparities, and improve outcomes for all populations
A “Groundwater Analysis” is based on several key observations about racial inequity
Copyright © JJC 2015
A “Groundwater Analysis” reflects a new way of conceptualizing change
Services are generally good for constituents. More services is almost always good.
Services benefit all people more or less equally. We should strive for uniformity.
Poor outcomes (eg. school expulsions) are primarily due to irresponsibility, ignorance, and/or poor choices on part of communities
The outcomes we see are out of our control.
Services benefit constituents in some ways, and hurt them in some ways
Services benefit and hurt certain people and populations differently.
Mutual accountability –Poor outcomes (eg. school expulsions) are the responsibility of constituents AND systems
Communities and institutional gatekeepers working together can drive a change in outcomes.
Old Thinking New Thinking
Copyright © JJC 2015
SYSTEM
Decades old
Resists change
Oppression
Non-Whites worst
outcomes
The Design of SystemsDesign of Systems
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Many terms are used to describe racial inequity in outcomes across systems
Source: 1. Myers, 2010 (See Don Baumann for complete citation). 2. Ibid. 3.ojjdp.gov/dmc; NEA, “Disproportionality: Inappropriate identification of Culturally and Linguistically Diverse Children,”
Term DefinitionMost commonly used in:
DisproportionalityDisproportionality is the over or underrepresentation of a particular race
or cultural group in a program or system.Child welfare
Health Disparity Are preventable differences in the burden of disease, disability, or opportunities to achieve optimal health that are experienced by socially
disadvantaged populations.
Health
DMC – Disproportionate minority contact
The disproportionate number of minority youth that come into contact with the juvenile justice system Juvenile justice
Achievement gapThe observed disparity on a number of educational measures between
the performance of groups of students Education
EqualityIs a concept that everyone should be treated in exactly the same way Systems
Health A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity
WHO World Health Organization
Equity Is the concept that everyone should be treated in a way that meets their specific needs so they have a fair opportunity to attain their potential
Systems
Copyright © JJC 2015
Contract
Copyright © JJC 2015
Introductions
1.Tell who you are2.What you do3.Why is it important to
address institutional racism
Dot Exercise
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Activity
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Texas Cross Systems Data
Copyright © JJC 2015
Copyright © JJC 201515Source: Texas Department of State Health Services
The National Challenge – My Brother’s Keeper Data
23.2% of Hispanics, 25.8% of Black, and 27% of American Indians and Alaska Natives live in poverty
Black, American Indian, and Hispanic children are between six and nine times more likely than White children to live in areas of concentrated poverty
Roughly two-thirds of Black and one-third of Hispanic children live with only one parent
There are significant dropout rates, as high as 50% in some school districts, including among boys and young men from certain Southeast Asian and Pacific Islander populations
Copyright © JJC 2015
The National Challenge – My Brother’s Keeper Data Status dropout rates of 16- through 24-year-olds, by race/ethnicity: 1990 through 2012
In 2012, the national status dropout rate was white 4%, black 8% and Hispanic 13% as reflected in the above graph. The 2012 national dropout rates by gender was males 7% and females 6%.8
“One in four African American and nearly one in six Hispanic students still attend “dropout factories,” high schools where fewer than 60 percent of students graduate.”9
“There are no states where the graduation rate for African American, Hispanic, or economically disadvantaged students is above 90 percent, but 10 states where that is true for white students.”10
Copyright © JJC 2015
Copyright © JJC 2015
Wisconsin State Education SnapshotSection/Data Element/Dataset WI US
Students
Total Number of Students: 2013-14 7 874,414 50,468,456
Percent of Students by Race/Ethnicity
Data Elements State Value 050%100%
Percent American Indian and Alaskan Native Students: 2013-14 8
WI 1.2%
US 1.0%
Percent Black Students: 2013-14 9WI 9.7%
US 15.5%
Percent Hispanic Students: 2013-14 10WI 10.5%
US 25.4%
Percent White Students: 2013-14 11WI 72.4%
US 49.8%
Percent of students Two or More Races: : 2013-14 12
WI 2.4%US 3.0%
Percent Asian or Pacific Islander Students: 2013-14 13
WI 3.6%
US 4.8% Percent of Students by Special Populations
Source: Ed Data Express, U. S. Department of Education. Retrieved November 24, 2015 from the World Wide Web at: http://eddataexpress.ed.gov/state-tables-main.cfm/snapshot_state/WI/
Copyright © JJC 2015
Wisconsin State Education Snapshot
Source: WISE Data Dashboard
Statewide HS Completion Rates by Race/Ethnicity (2013-14)
Copyright © JJC 2015
Wisconsin State Education
Source: WISE Data Dashboard. Retrieved on November 24, 2014 from the World Wide Web at: http://wisedash.dpi.wi.gov/Dashboard/portalHome.jsp
Statewide HS Non-Completion Rates by Race/Ethnicity (2013-14)
Copyright © JJC 2015
Why Are People Poor?
Copyright © JJC 2015
• An analysis of power
• Impact on poor communities
History of Institutionalized Racism
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The Texas Model
• Data Driven Strategies• Leadership Development • Cultural Competent Workforce• Community Engagement• Cross Systems Collaborations• Training Defined by Anti-Racist Principles• An Understanding of the History of
Institutionalized Racism and the Impact on Poor Communities and Communities of Color
1. Start with Facts and Put Them in Context
2. Create Safe Spaces for People to Talk
about Race and Develop Strategies for
Achieving Equity
3. Emphasize That Today’s Racial Inequities
Don’t Depend on Intentional Racism
4. Counter Stereotypes and Bias
5. Start by Preaching to the Choir
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Aspen Institute’s 10 Lessons for Taking Leadership on Racial Equity
6. Explore Contradictions
7. Engage Leaders with the Greatest Level of
Influence
8. Help People Find Their Roles as Agents of
Change
9. Make Sure It’s Someone’s Job to Focus on the
Work of Building Racial Equity
10. Support One Another and Continuously
Cultivate New Leadership25
Aspen Institute’s 10 Lessons for Taking Leadership on Racial Equity
Success is dependent on mutual accountability at every level
across every system, so that the end result is elimination of
disproportionality and disparities.
Joyce James, September 2010
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• Joyce JamesRacial Equity Consultant2401 Silent Brook TrailRound Rock, TX 78665512-244-1913 Home409-553-0314 Celljjameslmsw@aol.com
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Joyce James ConsultingContact Information
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