Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.

1. 1
Achieving Equitable Outcomes
with Results-Based AccountabilityTM
Presented By:
Deitre Epps, Partner and Senior Consultant
Clear Impact

2. RBA
CONSULTING
RBA
SOFTWARE
RBA
TRAINING
CLEAR IMPACT
RBA
LEADERSHIP
PROGRAMS

3. 3
Deitre Epps
Partner and Senior Consultant, Clear Impact
 Provides RBA consultation, training, technical assistance;
 Coaches executives and senior staff to achieve
organizational and community results
 Facilitates effective, data-driven meetings for organizations
and communities
 Clients include:
o Local, state and federal government
o Community-based organizations, including nonprofits
o Foundations and philanthropic organizations
 BS in Microbiology, MS in Human Services Administration
 Works with clients nationally and internationally to achieve
equitable outcomes in health, education, child welfare,
juvenile justice and homelessness

4. 4
Support participants
to move from Talk to Action
towards Achieving Equitable Outcomes
with Results Based Accountability
The Purpose of Today’s Webinar

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- Using a Common Language for Equitable Outcomes
Equity and Inclusion
Approaches and Resources
Turn the Curve Thinking:
Implications for Equitable Outcomes
Commitments to Action and
Next Steps for Continued Conversation
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Today’s Webinar

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A measure which helps
quantify the achievement
of a result.
A condition of well-being
for children, adults,
families or communities.
Concept
Population
Accountability
Indicator
Result
(“Population
Result”)
Term
Using a Common Language
Performance
Accountability
Any government, system,
organization or program
providing services and/or
resources to a set of
“customers.”
A measure of how well a
program, agency or service
system is working.
Government,
Service System,
Agency, Division,
Program, etc.
Performance
Measure
• All Children are Born Healthy
• A Safe Community
• A Clean Environment
• A Prosperous Economy
• Rate of low-birth weight babies
• Crime rate
• Air quality index
• Unemployment rate
• City of San Antonio
• Fairfax County Human Services System
• New Zealand Ministry of Education
• United Way Australia
• Human Resources Division
• Waterway Restoration Program
Three Types
1. How much did we do?
2. How well did we do it?
3. Is anyone better off? (“Customer Result”)
Examples

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 Equity: the just and fair inclusion into a society in which all can participate, prosper, and
reach their full potential.
 Inclusion: the degree to which diverse individuals are able to participate fully in the
decision-making processes within an organization or group
 Diversity: the range of characteristics — such as race, nationality, ethnicity, gender
identity, sexual orientation, disability, age, political views, or social class, which make us
all different. In addition to demographics, diversity also includes different perspectives,
gifts, learning, and communication styles.
Using a Common Language

9. Racial disparity persists in every system across the country, without exception
Deena Hayes-Greene and Bayard Love of the Racial Equity Institute.
“Measuring Racial Equity: A Groundwater Approach” Cleveland, Ohio. April 19-20, 2016.
Sources: 1) U.S. Department of Health and Human Services, Administration for Children and Families, available at www.childwelfare.gov/pubPDFs/racial_disproportionality.pdf; 2) U.S. National Library of Medicine, available at
www.nlm.nih.gov/hsrinfo/disparities.html; 3) US DOJ Office of Juvenile Justice and Delinquency Prevention, available at www.ojjdp.gov/programs/ProgSummary.asp?pi=18&ti;
4. Institute of Education Sciences, National Center for Education Statistics, available at nces.ed.gov/nationsreportcard/studies/gaps/ 5) National Education Association, “Disproportionality: Inappropriate Identification of Culturally
and Linguistically Diverse Children,” 2008, available at http://www.nea.org/assets/docs/HE/mf_PB02_Disproportionality.pdf 6) Paraphrased from NC Department of Administration, see ncadmin.nc.gov/businesses/hub.
System Term Definition
Child welfare Disproportionality
Refers to the proportion of ethnic or racial groups of children in child welfare compared to those groups in the
general population.1
Health Health Disparity
Healthcare disparities refer to differences in access to or availability of facilities and services. Health status
disparities refer to the variation in rates of disease occurrence and disabilities between socioeconomic and/or
geographically defined population groups.2
Juvenile justice
Disproportionate minority
contact
(“DMC”)
Refers to the disproportionate number of minority youth who come into contact with the juvenile justice
system. 3
Education (Achievement) Achievement gap
When one group of students (such as, students grouped by race/ethnicity, gender) outperforms another group
and the difference in average scores for the two groups is statistically significant 4
Education
(Special Ed.)
Disproportionate
Representation
Refers to the “overrepresentation” and “underrepresentation” of a particular demographic group in special
education programs relative to the presence of this group in the overall student population. 5
Economic Development
Historically Underutilized
Businesses
Businesses that are disadvantaged and are deemed in need of assistance to compete successfully in the
marketplace.6
9

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Nothing About Us Without Us
 Bring the perspective of our lived experience to the forefront
 Include people with lived experience at all levels of the organizations
 Value our time and provide adequate supports
 Challenge stigma, confront oppression and promote dignity
 Recognize our expertise and engage us in decision-making
 Work together towards our equitable representation
 Build authentic relationships between people with and without lived experience
The Importance of Inclusion
in Achieving Equitable Outcomes
Seven Principles of Leadership and Inclusion of People
with Lived Experience of Homelessness
(Lived Experience Advisory Council, Vancouver, Canada)
http://www.homelesshub.ca/sites/default/files/LEAC-7principles-final.pdf

11. 11Meaningful Conversations

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How can we build the capacity of local
residents and those impacted by the
strategies to engage in meaningful
dialogue as equal partners?
Please respond in the chat box.
Let’s have a virtual chat!

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Turn the Curve Thinking
TALK
Action!

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How are we doing?
Why?What are we going
to do?
Who can help?
Options?
OK?
And where are
we headed?
A disciplined approach to
decision making
“Turn the Curve”?Turn the Curve Thinking

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How are we doing?
Why?What are we going
to do?
Who can help?
Options?
And where are
we headed?
Ends to Means

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How are we doing?
Why?What are we going
to do?
Who can help?
Options?
And where are
we headed?
Ends to Means

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49%
2002
82%
2012
Children in Maryland Enter
Kindergarten Ready to Learn
Maryland School Readiness
The Five Core Questions

18. 18The Five Core Questions
34
2
5. What is our action
plan to turn the curve?
2. What is the story
behind the curve?
3. Who are the partners
who have a role to play
in turning the curve?
4. What works to
turn the curve?
1
5
1. How are we doing?
Turn the Curve?

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How are we doing?
Disaggregating Data for Subpopulations
 What does it mean to disaggregate the data?
1. Breaking down the data into smaller groups by characteristics
2. Groups may be based upon gender, race, ethnicity, socioeconomic status,
limited English proficiency or other subpopulations characteristics
 Why disaggregate the data?
1. Better understanding of the outcomes for specific groups of people
2. Illuminate the needs of smaller subpopulation that may be overlooked when
considering only the aggregated data
3. Determine where targeted strategy development may be necessary
Keep in Mind: Disaggregating the data is not enough to achieve equitable outcomes.
Continue the work by answering each of the core Turn the Curve Thinking questions to
determine targeted strategies that will impact specific subpopulations.

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49%
2002
82%
2012
All Children in Maryland Enter
Kindergarten Ready to Learn
Maryland School Readiness
Children Entering Kindergarten Ready to Learn

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28%
2002
78%
2012
All Children in Baltimore Enter
Kindergarten Ready to Learn
Baltimore City
Children Entering Kindergarten Ready to Learn

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English Language Learner
Gender
Race, Ethnicity
Prior Care Settings (e.g., nursery, public pre-k,
child care center, family)
Free / Reduced Meal Program
Disaggregated Data
Report

23. 23
San Francisco Unified School District
Y1 Y2 Y3 Y4 Y5 Y6 Y7
History Forecast
OK?100%
High School Graduation Rate (African American Students)
50%

24. 24The Five Core Questions
Implications for Equitable Outcomes
34
2
5. What is our action
plan to turn the curve?
2. What is the story
behind the curve?
3. Who are the partners
who have a role to play
in turning the curve?
4. What works to
turn the curve?
1
5
1. How are we doing?
Turn the Curve?

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Story Behind the Curve
Force Field Analysis
 Identify the positive and negative factors that tell the story behind the curve
1. What factors have contributed to improvement of the data?
2. What factors have been barriers to improvement of the data?
 Understand the story behind the curve for each of the subpopulations
1. Develop the story with a strengths-based approach. (Don’t stop at strengths.)
2. Include the historical challenges. Be open and transparent about the
circumstances that have existed for individual subpopulations.
3. Prioritize the factors, ensuring that they include the most important areas that
need to be addressed for each subpopulation.
Keep in Mind: The story must include the voice of those with the lived experience who
are impacted by the decision-making (in leadership and at the table from the beginning)

26. 26
Story Behind the Curve
Root Cause Analysis
Explicitly include the root causes that have historically prevented equitable outcomes
• How have different forms of racism contributed to inequitable outcomes? (interpersonal,
Internalized, Institutional, structural)
• What societal bias exists and how is it manifested?
• What community factors need to to be considered that may be external to your
organization or to your sector?
Power in decision-making
Access to health care
Community safety
Access to livable income
Access to transportation, quality education

27. Partners
Who are partners with a role to play in advancing equitable outcomes?
Partner
Individuals with lived experience
Social justice organizations
Local universities/researchers
Philanthropic organizations
Role (examples)
Provide deeper understanding of the story and
the viability of possible solutions
Build the capacity of stakeholders to
understand the context and build the work
Gather disaggregated data; conduct research
to deepen understanding of the story behind
the curve, root cause analysis and what works
Capacity building for collaborative work among
resident leaders, individuals with the lived
experience and community based
organizations

28. 28
Do we know what would work to turn the curve?
Off-the-wall
Low Cost /
No Cost
Research /
Evidence-Based
Information and
research agenda
1. What works ideas that evolve from individuals with the lived experience
2. Evidence based models: consider the population that received intervention.
Would this strategy work with the subpopulations?
3. What policies, systems, and environmental changes can be implemented in order to
ensure longer term success?
4. What information and research do we need to better understand what works with
specific subpopulations (before final strategies are selected)?
What Works?

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 What are our actions (in order of priority)?
 Criteria for selecting an Action Plan
Leverage
Feasibility
Values
Specificity
* also known as “Reach”
Addresses priority root causes in story behind the curve,
with focused attention to subpopulations
Action Plan
Implications for Equitable Outcomes
Is there local capacity for successful implementation?
How do community members value the strategy?

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Leverage Feasibility (aka
Reach)
Values Specificity
Strategy 1 H M L H M L H M L H M L
Strategy 2 H M L H M L H M L H M L
Strategy 3 H M L H M L H M L H M L
Strategy 4 H M L H M L H M L H M L
Strategy 5 H M L H M L H M L H M L
Action Plan
Which strategies will best impact the subpopulation?
Rate each strategy as High, Medium or Low for each of the criteria

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Share Your Turn the Curve Thinking
How are we doing?
What is the story behind the curve?
Who are our partners who have a role to play
In turning the curve / thinking process?
What works to turn the curve?
What is our action plan to turn the curve?

32. 32New Zealand Government Procurement
Contract Template
Example:

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Where are you now?
How are you doing responding the the core questions for
subpopulation(s) relevant to your work?
34
2
5. What is our action
plan to turn the curve?
2. What is the story
behind the curve?
3. Who are the partners
who have a role to play
in turning the curve?
4. What works to
turn the curve?
1
5
1. How are we doing?
Turn the Curve?
Deep understanding of
the root causes
Using disaggregated data
Researched what works
for relevant subpopulation(s)
Engage individuals
with the lived experience,
throughout the decision-making
process
SLVR review of strategies.
Are they the right ones for
subpopulation(s) ?

34. 34Applying the Knowledge
What will be the focus of your equity work in your next step?
34
2
5. What is our action
plan to turn the curve?
2. What is the story
behind the curve?
3. Who are the partners
who have a role to play
in turning the curve?
4. What works to
turn the curve?
1
5
1. How are we doing?
Turn the Curve?
Deepen our understanding of
the root causes
Using disaggregated data
Researching what works
for relevant subpopulation(s)
Engaging individuals
with the lived experience,
throughout the decision-making
process
SLVR review of strategies.
Are they the right ones for
subpopulation(s)?

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Meeting Agenda
1. New data on how are we doing?
2. New information on the story behind the curve?
3. New partners that might have a role to play in turning the curve?
4. New information on what would work to turn the curve?
5. Changes to our strategies to turn the curve?
Meeting adjourned!
Meeting Objectives:
• Review Our Plan using the Turn the Curve Thinking
• Make changes as needed
Manage Dynamically

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Approaches
and Resources
 Asset Based Community Development
 Community Based Participatory Research
 Philanthropic Organizations (e.g., Annie E. Casey
Foundation, W. K. Kellogg Foundation)
 PolicyLink
 Race and Equity Institute
 USDE Office of Civil Rights (https://ocrdata.ed.gov/Home)
 Implicit Association Test (Individual attitudes and beliefs
https://implicit.harvard.edu/implicit/takeatest.html )

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Webinar Resources
 Please take the survey that you will receive via email
directly after the webinar
 Powerpoint slides will be available after taking the survey
 Please use the citation below when sharing information
Deitre Epps of Clear Impact, (2017). Achieving equitable outcomes with results-based
accountability [PowerPoint slides].
Retrieved from https://clearimpact.com/resources/videos/achieving-equitable-outcomes-with-
results-based-accountability