Joyce James Consulting, LLC. 1. Racial inequity looks the same across systems Copyright © JJC 2015

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


1. Racial inequity looks the same across systems

2. Systems contribute significantly to disparities



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



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



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” 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


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


Contract


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 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


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



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/

http://eddataexpress.ed.gov/data-element-explorer.cfm/tab/data/deid/2/

http://eddataexpress.ed.gov/dataelementoverlay.cfm/states/WI,US/deid/2/
















http://eddataexpress.ed.gov/state-tables-main.cfm/snapshot_state/WI/

http://eddataexpress.ed.gov/state-tables-main.cfm/snapshot_state/WI/


Wisconsin State Education Snapshot

Source: WISE Data Dashboard

Statewide HS Completion Rates by Race/Ethnicity (2013-14)


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)


Why Are People Poor?


• 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 [email protected]

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Joyce James ConsultingContact Information

mailto:[email protected]

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Joyce James Consulting, LLC. 1. Racial inequity looks the same across systems Copyright © JJC 2015