It's easy to feel discouraged and upset when you turn on the news these days. So much is happening to progress the fight for racial equity and justice in this country that even a global pandemic seems to have taken the backseat. The truth is that without a precedent for our current events, we are all making sense of them as they come. We face tremendous uncertainty in the days and months ahead, especially in the education sector. No one knows what school should or will look like when the 2020-2021 year begins in the fall. And that is scary.
But here's why I'm feeling encouraged. Without a doubt, the Black Lives Matter movement is bringing critical and often unheard voices to the forefront. I'm also starting to see this happening in schools, with many districts really lifting up the voices of parents and families as they make decisions for what reopening schools will look like. I've seen multiple districts just this past week sharing surveys with families about reopening. How can we truly serve children and families if we don't know what they fear, what they want, or what they need?
So if your school, organization, or district is trying to imagine what school will look like in August, and you haven't talked to families and students, now's the time to use some simple evaluation strategies to give power to their perspectives. Here are a few tips to get started.
Think about what you really need and want to know from your stakeholders. Make a list of what your team is wondering about or what the impact of proposed plans might be before you draft your survey questions. For example, many districts are considering alternate schedules to accommodate all students in socially distant ways. Here are a few things to think about:
Encourage your survey respondents to commit to an answer. Whenever I take a survey, and I don't really know or care about the answer, I always select the non-committal, middle option. Most people do - it's human nature. However, during this especially important time, we can't risk having a whole bunch of middle of the road responses. Consider using a four-point (instead of a five-point) scale that encourages respondents to indicate if they're feeling negatively or positively about what you're asking. Instead of a neutral/not sure answer choice in the middle, have them choose from a scale like this: Strongly Disagree, Disagree, Agree, or Strongly Agree. Include a "not applicable" option if you feel that's relevant - we don't want to force answers that don't make sense - but this type of scale will give your team a better sense of which way your stakeholders are leaning and help you make more informed decisions.
Make it equitable and accessible. Hopefully it goes without saying that not all students and families can access a survey that is online and only in English. To embrace and reflect the diversity of our nation's school districts, we must try to reach our stakeholders in multiple ways. Of course, an online survey is the easiest way to collect information, and many families can at least access the internet on their phones. However, some families cannot, and to truly understand what your families and students are feeling about reopening, we need to try to reach them as well. Think about mailing surveys or distributing them at food giveaways or other local gathering places. Or, if you're unable to translate the survey into every language spoken in your district, hire a few bilingual staff members or outside interpreters to do brief phone surveys with families whose native language isn't English.
For the most successful reopening possible in the fall, districts need to know what families and students are thinking now. Brief surveys are an easy, cost-effective way to reach a large percentage of your stakeholders. Schools and districts need to think creatively to hear from as many families as they can and make their understanding of student and family needs as inclusive and diverse as possible. You'll be amazed at how much more informative your results can be!
I still remember how scared I was during the 2015 riots/uprising in Baltimore after the death of Freddie Gray.
I understood the pain and outrage in the black community over the death of a young, black man in police custody, but looking back, I didn't really get the depth of the collective trauma that was at the heart of it.
At the time, I was a Community School Coordinator at a predominately black elementary school about two miles down the road from Mondawmin Mall, the epicenter of the protests. As word spread of a student-led protest at Mondawmin that afternoon, staff and families began to fear for the safety of our students as they left school for the day. I had to take a different route on my way home, since I always passed the mall on my drive. On my detour, I passed armored National Guard tanks and heavily armed soldiers. It was clear that this was much more than a student-led protest. I was rattled.
That night, I holed up in my apartment and spent the entire evening glued to the news, unable to do anything but watch my city burn. Living close to downtown, I heard a lot of noise outside that night, but I was shocked to wake up and find buildings across the street boarded up, having been broken into the night before.
I felt that same initial shock this weekend when I saw images of my new city - Columbus, OH - on fire. While still frightening, I had a different understanding of the situation than I did five years ago.
In the five years since that night, I have continued to study, listen, and learn about the deeply institutionalized racism in this country and the violence that still accompanies it in modern-day America. I now have a better understanding of how intensely traumatized our black communities are from centuries of oppression, discrimination, and brutality, and I also know that I can never truly know that pain for myself.
So the recent surge in senseless and hate-fueled killings of black men and women in this country has rested heavy on my heart. I've felt sick over the horrific and unnecessary deaths of Ahmaud Arbery, Breonna Taylor, and George Floyd in recent weeks ... and so many others before them. I've heard the friends and colleagues I love question their own self-worth and the safety of their children just because of the color of their skin. Dyjuan Tatro, featured in the moving series College Behind Bars, about the Bard Prison Initiative, summed this up so eloquently:
And yet, police brutality has only proliferated this week. I've watched videos of officers driving their cars into crowds of protesters, pulling down a young man's mask and pepper spraying him, and shooting protesters and journalists in the face with "non-lethal" bullets.
There is no reason for it, and there is no excuse. The blatant racism and hate crimes in our country must be prosecuted and condemned.
But let's think for a moment about our country's black youth. On top of this historical and racial trauma that so many of them carry before they are old enough to understand it, they also attend under-resourced, hyper-segregated schools ... and yet, we expect them to learn and function like those who are lucky enough to live without these burdens.
It doesn't make sense. We have to do better.
I'm still grappling with my role in all of this and how I can try to make the world a bit better. I will continue to serve and support communities and school districts serving black and brown youth, but somehow that doesn't feel like enough. I hope that as a nation, we can collectively remember that there is a common good, and that it is far easier to stand for that than to stand for hate.
It's funny how things work out sometimes.
Tamara Hamai and I have been sowing the seeds for our new program, Evidence for Engagement, for months. Our partnership happened so organically - a meeting of the minds for two evaluators who have experience with and a passion for organizations that serve youth and families. We'd been toying with the best way to support the organizations that we serve and help them use evaluation to improve their access to funding and the children and families they serve.
Then COVID hit.
The pandemic has caused all of us to pause and re-evaluate how our work fits into a very new, very different reality. Tamara and I know that small organizations, especially those who work in schools, are struggling right now. Their access to the people they serve has been essentially cut off. We realized that organizations may need our help even more than before.
Our solution: We're running a totally free, three-week email series that will help small youth- and family-serving organizations build their evidence base (which is required under the Every Student Succeeds Act for any organization receiving federal education funds). Through videos, worksheets, frameworks, and success stories, Tamara and I will walk participants through the process of becoming evidence-based organizations and help them see this as an opportunity, not a burden.
The goal: We want to help vital, community-based organizations plan for the future, open themselves up to new opportunities, and become more sustainably funded. We're hoping that this opportunity will help them better serve youth and families, not only during this difficult period of time, but also for a long time afterward.
For us, this is also about equity. We know that for many community-based, minority-owned organizations, budgeting for evaluation is out of the question. We also know that these grass-roots organizations are having a profound impact on their communities -- and that their communities need all the support we can give. We're hoping that we can get more small, local organizations approved as evidence-based programs in their districts and begin to level the playing field.
If you think this program will benefit you and your organization, sign up! If you know of someone else who could use this support, encourage them to join. Feel free to share this link widely: bit.ly/evidence4engagement
Last week, I watched a powerful webinar from Ohio State's Wexner Medical Center about health inequity and COVID-19. One of the first speakers, Dr. Nwando Olayiwola, started to talk about vulnerable populations but quickly corrected herself. She called them, "populations that have been made vulnerable."
What a difference such a small change made. Instead of assuming that people in those populations are inherently vulnerable, her corrected phrase shows that inequity is the result of intentional decisions that negatively affect specific groups of people. Her quick self-correction stuck with me.
This morning, I was reading the education news that comes to my inbox each day and saw a headline from the Wall Street Journal last week that read, "Some School Districts Plan to End the Year Early, Call Remote Learning Too Tough." Another entry in the same newsletter suggested that based on a national poll of teachers and administrators, 65% want to start the school year as normal in the fall, without adjustments to the curriculum or schedule. My heart sank, and I instantly thought of Dr. Olayiwola's revised phrase.
Now, I am no longer a K-12 teacher, so it is unfair for me to pass judgment on educators, whose jobs were already difficult, and who had to do a 180-degree shift in their daily practices within days or weeks. That is an incredible challenge, and it will take time to adjust. I empathize with teachers and cannot imagine what I would have done if I had to shift my middle school instruction online in a heartbeat. However, we're also faced with a growing educational crisis.
Evaluators and researchers have been doing some great work to illuminate the educational ramifications of COVID-19 on disadvantaged communities. Researchers have studied the concept of "summer slide" for many years and have shown students regress in math and reading skills without educational opportunities during the summer. There is even a National Center on Time and Learning, whose work revolves around reducing inequities related to the inflexible and insufficient school year schedules that predominate in our country. Recently, the Collaborative for Student Growth found that an even more significant "COVID slide" is likely to occur when students return to school in the fall, having retained only about 70% of the reading growth and 50% of the math growth they would have typically made in a school year. Recommendations to mitigate the COVID slide include summer school and additional learning time for students.
Yet, the Wall Street Journal article discussed how districts across the country are choosing to end the school year up to three weeks early in order to have more time to prepare for the fall. One superintendent even stated, "It made sense to us to get rid of the stress and get ready for the following school year." We certainly need more supports for teachers and greater access to technology for students in order to make online learning more functional and effective. But does that justify giving up entirely?
Decades of research have shown that more time in school leads to better outcomes for students, especially those from low-income communities. In a time of increased risk for widening the achievement gap, is it ethical to throw in the towel? By justifying inaction with the feeling that it is too difficult to educate students from home, we are making our student populations -- in many cases -- more vulnerable than they already were. I hope that evaluators and researchers can come together with educators to study the data, fully understand the problem and its drivers, and develop policy recommendations that will not only support teachers but will also do right by students who need time with teachers to thrive.
For the past few weeks, one image has been recurring in my mind. I keep picturing the living conditions of a student whose home I visited a few times when I was working as a community school coordinator in Baltimore. This student had struggled at other schools but was thriving at ours. He had repeated second grade, so his maturity compared to his peers was notable, but overall, he was just a really sweet kid. We did a number of home visits for him that year because he missed a lot of school, and as a black child from a low-income home with documented learning disabilities, school was even more important for him than most.
Every time I get frustrated with having to stay home - in my very comfortable apartment, with my husband and dog, and with fairly steady work - I've been trying to check myself. I keep thinking of my former student and imagining how difficult it must be to be confined to a space that may not be healthy, safe, or developmentally appropriate. I keep thinking about all the students I've known who love coming to school because there are people there who love them, two to three meals a day, and a sense of community. I keep thinking that I wish I knew how to help them all right now.
There is no question that low-income students struggle to get to school. (I wrote about this in my last blog post as well.) According to Attendance Works:
"Children living in poverty are two to three times more likely to be chronically absent—and face the most harm because their community lacks the resources to make up for the lost learning in school. Students from communities of color as well as those with disabilities are disproportionately affected."
Unfortunately, they're struggling to access school online as well. The New York Times reported this week that large percentages of low-income students in districts across the country are absent from the virtual education being provided as a result of COVID-19. So not only are students from disadvantaged backgrounds missing out on the resources that many of them so desperately need and want to access, but they are also disconnected from their school communities. Since it is unclear when we will be able to return to work and school, there is the possibility that our highest-need children could be without school for many months, only exacerbating already-existing gaps in achievement and opportunity.
Making matters worse, black communities are disproportionately becoming victim to COVID-19. As one of the many social determinants of health, education joins other critical factors such as adequate housing, socioeconomic status, access to and coverage of healthcare, and more to comprise health outcomes for people and communities. As you can see in the chart below from the Kaiser Family Foundation, these factors have a profound impact on a person's ability to live a healthy life.
For low-income black communities in particular, the collective impact of these factors has not only disastrous outcomes but also clear roots. Dr. Camara Jones, a physician and epidemiologist, is cited in the article linked above about the disproportionate impact of COVID-19 on black communities:
“COVID is just unmasking the deep disinvestment in our communities, the historical injustices and the impact of residential segregation... This is the time to name racism as the cause of all of those things. The overrepresentation of people of color in poverty and white people in wealth is not just a happenstance."
Our unequal and unfair society is how it is by design and not by chance. COVID-19 is showing us how this is even more urgently a matter of life or death. Other than overhauling our government systems and laws entirely, I struggle with not knowing how these issues can be fixed or what I as an individual can do to make things better for others. I just hope that opening up the dialogue about these issues will start to lead to changes for students like mine and the families and communities in which they live.
I naively said to my family a few weeks ago that I was lucky that my business wouldn't be affected in the way that so many restaurants and other small businesses are by the pandemic. I couldn't see then, but it has become incredibly clear since that every business and every industry have been and will be impacted on a massive scale by this pause in how we normally function. I am so fortunate that I can continue much of my work from home; yet every day, my heart breaks for other small business owners who are doing everything they can to keep their businesses afloat during this unprecedented time.
I spoke to one of my former clients recently, and I expressed how badly I felt that the cancellation of schools would drastically affect his work. His response to me was this: "This is a time to pivot!"
All week, I've been thinking about what he said and what a resilient attitude he had. I've also been pondering how this affects not only my work but the organizations and communities I serve. Take the issue of chronic absenteeism in schools. Chronic absenteeism is typically defined as missing 10% of more of a given school year, and it has been empirically tied to a host of negative outcomes for students, including reading levels, special education identification, suspensions, dropout rates, and more. Students from vulnerable and underserved populations are at the highest risk. The good news about this issue is that it is both preventable and reversible, and I've found in my work that regular and collaborative data tracking on student absences and related interventions can make a huge difference for kids and schools. A recent article, Chronic Absenteeism in the Time of Coronavirus, discussed the implications of shuttered schools on how schools and systems typically address attendance issues, but also on what closed schools mean for the students themselves.
In thinking of how to pivot from the typical accountability measures associated with attendance, as Jordan's article suggests, how can we in the education field work together during this time to address the root causes -- the underlying reasons why so many students miss school? I am loving all of the positive news articles out there about school districts employing bus drivers to deliver meals, offering wifi hotspots to those without internet access at home, and teachers driving around students' neighborhoods to help them feel connected.
From my lens, I think this break from traditional schooling is an opportune time to go deep with our data and determine all that we can about which students are missing school the most and why. Once we've done that, we can get creative about our interventions for kids while they are in their homes and communities. I've got a few ideas in development for how my work can pivot to best serve our schools, districts, and non-profit organizations who have the most direct lines to children and families (more information on that to come!). In the meantime, if your organization is trying to better support its chronically absent students or more effectively engage with families during this time, let's chat. Shoot me an email here so that we can set up a conversation.
How are you planning to pivot? Share your ideas in the comments below - I'd love to start a conversation and channel our collective creativity!
I had some great conversations this week with colleagues about establishing a culture of data in organizations and training organizations who are new to evaluation and data. These conversations reminded me about one of my favorite old blog posts, that I originally wrote for the National Association for Family, School, and Community Engagement (NAFSCE) in 2017. Given this week's discussions, it felt like a good time to bring it back into the rotation (with a few updates!).
Don't Be Scared of Data - How it Can Guide Family Engagement and Attendance Interventions
When I was a teacher, conversations around instructional data were baffling to me. Fresh out of policy school, I was eager to use what I had learned about data analysis to monitor how my students were performing, but as a social studies teacher, this task was more difficult than I had anticipated. I was required to keep a data binder, and administrators would periodically check to confirm that, well, it existed. However, I struggled to figure out what to put inside of it. My administrators did not help me understand how – absent standardized test data – I could track progress on specific standards outside of my grade book. It often felt like the conversation ended after the word “data” was uttered.
As I have focused my career on family engagement efforts, I have seen how conversations about using data to improve engagement are often greeted by the same blank stares I encountered as a teacher of a non-tested subject. On other days, talking about data elicits looks of panic or skepticism. At one particularly memorable training, community school coordinators were led in a debate about the utility of data. Sitting from my seat on the pro-data side of the room, I was amazed by arguments from the anti-data group. What resonated most is that these capable and talented colleagues understood data to simply be numbers on which their performance review was based, not as a tool to discover context and unlock insights about the families being served.
I think this belief system exists for a number of reasons. First, many educators are tired of increasing demands for data without sufficient training. Professionals need to understand how data can be collected, ways in which it should be analyzed, and how it can actually make their work easier. I have found that on-the-ground staff are often the last to receive the proper supports and professional development around understanding and using data. It becomes a symbol for all of the things we don’t like about accountability instead of the asset that it truly can be.
Perhaps more importantly, the work of engaging families – understanding needs, forming trusting relationships, and helping people when they are vulnerable – is incredibly difficult to quantify. Often, we know we have made progress or achieved results – not because of a spreadsheet or heat map – but because a family had enough food for the weekend or because a child stopped acting out as much in class. How do we tell those stories? How do we show our value as professionals when these important markers seem impossible to put into a spreadsheet? These are the critical questions we need to answer.
For these reasons, it is my mission to help educators and professionals realize that data does not have to be scary or intimidating. It does not require complex coding skills or mathematical know-how to track how clients are being served. If you would have been sitting across from me in the data debate, here are some tips to get you started:
Using your organization's qualitative and quantitative data can give you amazing insight into both the ongoing needs and continuing growth of the students and families you serve. With a little less reticence towards this approach, we can make a lot more progress in engaging families to help their children succeed.
Of course, if your organization is unsure of how to get started in this area, I'd love to be of assistance. Learn about the new Build Your Evaluation Capacity training package!
I love to read. Curling up with a good book and getting lost in the story for hours is pure bliss for me. Of course, adulthood prevents this from being a regular occurrence, but I still treasure the time I spend reading and the lessons I learn from the books on my shelves.
I was struggling to come up with a topic for this week's post and decided to look at my notebook of what I've read over the years. Given that a new decade has officially commenced, I excitedly realized that I could reflect on my favorite and most inspiring reads from the past decade. If Barack Obama and Bill Gates can share their lists of favorite books, why can't I? With much difficulty, I chose one book that I read each year that helped me understand the world - and why it is the way it is - with greater clarity and from other perspectives.
This book by two acclaimed reporters focuses on how empowering women in developing countries can bring about a reduction of poverty and an economic boost for all. Discussions on the impact of micro-finance - providing small loans to women (or men) to help them start a business, get an education, and/or support their families - and the stories of individual women who benefited it are compelling. The authors show how even minor investments can have a tremendous return - economically and emotionally - for women who have been abused, disenfranchised, or simply undervalued.
As an alumna of Johns Hopkins and a longtime Baltimorean, the story of Henrietta Lacks intrigued me on many levels. Rebecca Skloot's book talks about how a black woman in Baltimore in the 1950s inadvertently became the foundation of widespread and landmark medical research. Not only did I learn about the HeLa cells (which were removed from her when she was treated for cancer at Hopkins Hospital and used for research without consent) and the science they inspired, but I also got new insights into what Baltimore and Hopkins were like during segregation, how differently black patients experienced medical care than white patients, and how the Lacks family still struggles today.
I distinctly remember my 9th grade U.S. History teacher discussing this novel and its implication of the meatpacking industry in the early 1900s. I didn't think I could stomach Sinclair's descriptions of "how the sausage gets made" then, but when I read this classic as an adult, I was astonished to learn that this book is about so much more than horrifying practices of Chicago's meatpacking plants. What struck me most were the immense challenges faced by immigrant communities at the time and the conditions they had no choice but to endure in order to support their families and survive.
I would be remiss to not include a book by my hero, Jonathan Kozol. His compassionate and candid discussions of poverty and the unacceptable conditions of educational systems in America have inspired me since I was in college, and I was lucky enough to hear him speak and meet him many years ago. This book commemorates 25 years of his critically important work by following up with the children he befriended and wrote about through his impassioned research and storytelling.
Although this text was written in 1962, it is still incredible relevant to educational debates today. Callahan reflects on how the "efficiency movement" of the early 1900s influenced the structure of schooling in America. His book shares how the management of time and production efforts in American factories spawned everything from traditional school schedules and bell systems to accountability structures and the desire for measuring ... well, everything. Since schools are human-serving organizations and therefore quite different from factories, this book made so much sense to me as a partial explanation for how our educational systems developed in a misguided way.
My college professor (and my friend and mentor to this day), Dr. Floyd Hayes, is a Richard Wright scholar and first introduced me to his work. I've read many of Wright's books over the years and in fact started 2020 with one of his masterpieces. Yet Black Boy stuck with me in a profound way. This is Wright's autobiographical work, and his profoundly moving descriptions of hunger as a child made that phenomenon clear to me in a way that nothing else had. I am fortunate to have always had food on the table, but this book gave me a powerful understanding for those who struggle every day.
Ryan's book about the differences between two large high schools - one in a suburb and the other in the neighboring city - and the political underpinnings of those differences was not a comfortable read. He describes in detail the way that local, state, and national governments and courts have historically and systematically "saved the cities and spared the suburbs" through damaging, discriminatory policies. These policies and legal decisions, made under the guise of being progressive and helpful, in fact helped to keep our schools and neighborhoods segregated and our non-white citizens disadvantaged. This book, among others read at the same time, completely transformed the way I think about our government, public institutions, and society in general.
This novel follows the breakdown of a once tight-knit family after their only daughter experiences a significant trauma. While I have enjoyed many of Oates' novels, this one was a particularly compelling illustration of how trauma not only affects the person who initially experiences it, but how it also impacts the entire family system. Told from the perspective of the youngest brother, this is a story that I could not put down and that kept me thinking.
Anderson argues that our country's horrifying system of mass incarceration is the newest iteration of the Jim Crow laws of the 20th century. She shares compelling parallels between the systems of control, containment, and oppression used during slavery, segregation, and in between, to maintain white superiority and the widespread incarceration of black men that began with the War on Drugs. Her discussion of racism and social control is informative and eye-opening and is a critical read for understanding the dynamics of our current society.
This had been on my reading list for a few years, after hearing author Kathryn Edin speak at a conference. I wish I had gotten to it sooner, as it was one of the most enlightening books I have read in a while. Edin and Shaefer tell the stories of a number of families who, through circumstances often beyond their control, effectively live without any income. In what seem like unfathomable situations, the parents highlighted in this book dispel stereotypes about people living in poverty or who receive/are eligible for public assistance. I was blown away by the sheer resilience and persistence that these families continually demonstrated, and I learned so much about just how little is done to support those who need it most.
Which books inspired you the most over the past decade? Share your recommendations in the comments!
It's funny where the most interesting and engaging conversations can happen. At the gym last week, I had a few random, but passionate conversations with other members of the educational (and martial arts!) community about youth experiencing trauma and how it impacts their ability to participate in school, learn effectively, and handle their emotions.
Trauma is something I wish I had learned about when I became a teacher over ten years ago. Like many new teachers, I struggled with classroom management. It is probably not surprising to learn that as a 5'2", 22 year-old woman, I did not have a natural authoritative presence. However, there were many other reasons for the challenges I faced -- ineffective and harmful administrators, a lack of shared expectations among our middle school team, and my own battle with anxiety. These all contributed to what often felt like turmoil in my classroom. While I always empathized with the challenges my students faced in their own lives, I never fully understood the ramifications of the trauma and hardship they experienced -- nor did I know where to connect them or their families for additional support.
I was lucky because the school had a wonderful social worker and part-time psychologist to whom I could refer students. They also served as great supports and sources of advice and knowledge for me as a new educator. Yet, there was little capacity and no infrastructure at the school for understanding and responding to trauma. I remember being told that students were experiencing homelessness, hearing stories about families who were involved in gangs, and seeing that students were extremely impoverished, but I had no tools to process these situations or fully support my students. I felt anguish about the situations they were experiencing, but I know I did not always respond effectively.
Years later, after working in a community school and supporting many others, I know what more effective and comprehensive supports can look like. I have seen the benefits of wraparound services for students and families, including a full mental health team; meaningful enrichment and engagement opportunities for students and adults; connections to resources for basic needs such as housing, food, clothing, and adult education; efforts to track and review data on engagement, attendance, and supports provided; and most importantly, a loving and affirming approach to working with students and families with the greatest needs. Community schools -- schools that become a hub of the surrounding community and provide these wraparound services for students, families, and community members -- are well-supported by research. This model has been shown to be beneficial in reducing chronic absenteeism, improving school climate, increasing student achievement, and more. One of the findings from a 2017 Learning Policy Institute report states that:
"The evidence base provides a strong warrant for using community schools to meet the needs of low-achieving students in high-poverty schools and to help close opportunity and achievement gaps for students from low-income families, students of color, English learners, and students with disabilities."
So when my friend at the gym, a high school guidance counselor, told me that his school effectively did not have any mental health clinicians available to students, I was taken aback. I talk to him frequently about his school and the amazing ways in which he supports his students, so I was shocked to learn that this large high school was so under-resourced in this area. The school seems to be on its way toward providing wraparound services, with a brand new food pantry and the dedication of counselors like my friend. Yet this conversation made me realize that the services I took for granted in Baltimore City schools -- which were still often insufficient to meet the high level of need -- did not exist everywhere.
This was a critical and humbling realization. Of course, if we could make students' barriers disappear -- or at least provide them with the resources that they need to overcome these barriers and thrive -- we would. But in the absence of a magic wand, what can we do? From my lens, this is where needs assessments and data tracking can play a huge role. Imagine if we collected stories from students, families, and staff about the challenges faced by the school community, each stakeholder group's perceived needs, and their recommendations for meeting those needs. Now think about if we used factual data about the community and student population to support those stories. What we would get is an intensely compelling, collective narrative about what this community needs and how its members feel those needs could be met.
Could a needs assessment or set of data instantly bring on a full slate of mental health workers at this school? Of course not. But when we tell our story effectively, people (read: funders, decision-makers, influencers) listen. And when people start listening, we can inspire them to make change.
The Structured Solutions Announcements page has been reimagined into an issue-centered blog to illuminate critical ideas and events that affect the schools, communities, and families that we serve. This is the third post of the new blog.
In my career, I've always identified as an educator first. I have proudly rooted my analytical and consulting practices in my experiences directly serving students, families, schools, and communities. However, as my career and business have evolved, and as I gained the additional identity of "evaluator," I always felt that I did not quite fit into that community. Sure, I have training and experience in quantitative and qualitative data collection, analysis, and reporting. Sure, I work to help schools, districts, and non-profits complete evaluation projects and build out protocols and procedures for continuing this critical work. Sure, my job title has even been "Evaluator." Despite these things, something did not click for me on a deep level.
I never doubted my ability to relate to and help my clients with their evaluation needs. It was the pressure to label what I do or who I am that has caused me a lot of stress. When I attended previous conferences about research and evaluation, I always encountered career evaluators, whose methodologies were their bread and butter, and who yearned to understand the newest and most advanced statistical methodologies. That's not me, and for a long time, I thought that was a problem.
This past week, I attended the American Evaluation Association's Evaluation 2019 conference in Minneapolis. I was excited to see a number of sessions and activities related to independent consultants and to my other areas of interest in the field -- creating data dashboards and evaluating programs serving families, to name a few. I was looking forward to connecting to new people and meeting up with those whom I already knew. What I did not expect was an experience that transformed how I see myself within the evaluator community and how I can use my refined identity to better serve my clients.
Here were my key takeaways:
Thinking of my business as malleable -- as an opportunity for innovation and as a dynamic, growing entity -- is exciting. With this realization, it feels like the possibilities are endless for Structured Solutions. Thanks to AEA and the wonderful people with whom I conversed and interacted this week, I am happily embracing my new all-encompassing identity. What is your evaluation identity?
The goal of this blog is to highlight relevant issues that impact students, families, and communities and spark engaging discussions about how to address those issues through evaluation.