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Everyday Democracy

Sample Logic Model Worksheet for Racial Equity and Particular Issues

TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING


FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
(A) (B) (C) (D)
VISION
Six Years Racial identity is no longer Each person’s voice is All children in our The community has a
plus a reliable predictor of how valued; people know how community are graduated large number and steadily
people will do in life (e.g., to take part in the civic life from high school prepared increasing supply of
education, income, of the community; and to succeed in college leaders from many
health). everyone who wishes to without remediation and racial/ethnic and
participate in public life in jobs that provide a language groups who
does so. living wage and benefits. want to, and know how to
work together with a
variety of constituencies
Local community data
toward racial equity goals.
shows evidence of
progress on racial equity
issues.
LONG-TERM OUTCOMES
Five Years Those most affected by Everyday Democracy Data by race indicate that There is increased
racial inequity agree that practices become part of more students of color demand in this
progress is being made. everyday decision making are accumulating community for leaders
in various groups. necessary credits and who have completed the
courses for graduation. training to serve on
boards and commissions.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
An objective study of a Successful dialogue-to- A higher percentage of There is a referendum to
specific group, or action practices are students in elementary include a line item in the
institution, shows that institutionalized in the school are reading above city budget that supports
there is progress. community. grade level by the end of the continuation of
third grade; a lower leadership training, which
percentage of students in is passed by city council
elementary school are or a citizen referendum.
reading below grade level
by the end of third grade.

Additional racial equity A large number of people A higher percentage of A community level report
goals are being identified from all parts of the teachers teaching the card is established, with
and addressed. community have the skills most struggling students the backing of alumni of
to work effectively across are “highly certified”; the expanded leadership
race and other traditional other key practices known programs that tracks
divides. to improve academic racial equity in health,
achievement are in place. education, quality of life,
housing and civic
engagement outcomes.
Results are shared (data, Increasingly diverse civic The provider is selected
stories) with those who leadership reflects the through a process that
will define success, the make-up of the community includes the key
results are reflected on, and addresses matters that stakeholders identified
and strategies are altered affect a range of groups. through the dialogue to
where appropriate and action to results process.
necessary.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
Strategies for creating The request for proposal Alumni of the new
racial equity are reaching for the TA provider expanded leadership
their intended reflects the criteria that development programs
beneficiaries. emerged from the are collaborating with
dialogues, including each other on racial
asking for comment of equity projects.
the various questions
about which there is little
consensus.
A bond issue is passed to A “bridging leadership”
support the reform, program is implemented
including paying for a that incorporates the best
high quality TA provider. practices to support the
competencies identified as
important.

INTERMEDIATE OUTCOMES
Two to New strategies are needed Stakeholders acknowledge The teachers and other
Three Years to address unforeseen increased community educational unions in the
challenges, and to help capacity to implement public schools review,
overcome resistance to dialogue-to-action efforts sign off and agree to help
change. that lead to effective sponsor the dialogues.
results.
The new strategies are Dialogue-to-action A mentoring program is
effective. strategies are expanding— established within political
addressing more parties to groom people
community hopes and of color for elected office.
concerns.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
Action plans and Growing numbers of official The coalition, with Leadership programs
strategies executed by the community leaders draw on support from Everyday incorporate training for
CCRE coalition are the principles of Everyday Democracy, develops a the identified
implemented, with good Democracy for decision discussion guide looking competencies into their
results (individual, policy, making in the community. at three different existing programs.
system, organizational, approaches to education
communication strategies, reform.
etc.).
People from every sector Strategic efforts are made The School District asks More people of color
of the community talk and to create inclusive the coalition to sponsor under the age of 50 are
work together to address coalitions, and to develop dialogues to discuss included in existing
racial equity issues. leadership and engage which of many leadership development
stakeholders from all parts educational reform efforts.
of the community. packages it will adopt in
the schools.
Action plans reflect an There are more leaders Action teams are created. Dialogue includes
understanding of who can bridge racial, discussion of
structural and institutional ethnic, language, and other competencies that
racism and how to traditional divides “bridging” type leaders
address them. need to have to be
effective in this
community.
Communication strategies People from groups that Underrepresented groups
reflect a deeper and more were underrepresented in are added to ongoing and
specific understanding of initial dialogues begin to enlarging dialogue
the particular stories, take part. processes.
frames, language and
tactics that will help
influence key people to
make necessary changes.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
Many dialogue participants Action teams form. The School District joins Action strategies are
support a plan to address as a partner to the revisited and revised
at least one aspect of coalition. consistent with findings
racial equity. from the analyses, if
warranted.
SHORT-TERM OUTCOMES
One year Action teams use data to An action team is created
set racial equity goals. to train community
residents to build
relationships within
schools to further the
goals of the other action
teams.
Action teams establish Participants in CCRE Action teams are created
benchmarks to hold dialogues experience to review school data to
themselves accountable to personal benefits: they look for information that
the constituencies most know more about racial supports or counters
affected. equity and structural various diagnoses of why
racism; they form new (or “achievement gaps” exist
stronger) multi-racial and why rates of
relationships; they feel graduation are not higher
they can help promote in general.
change.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
Participants in CCRE Dialogues are organized
dialogues experience and conducted according to
personal benefits: they Everyday Democracy best
know more about racial practices.
equity and structural
racism; they form new
(and/or stronger) multi-
racial relationships; they
feel they can help
promote change.
The coalition has a Large numbers of people
communication plan that take part in dialogues. The
reaches the people/groups groups are racially and
necessary to organize ethnically diverse.
and/or participate in a
project. The plan is
designed to motivate and
mobilize these
people/groups.
The organizing coalition is A coalition is formed that High quality organizing An analysis of
trusted by different includes organizations takes place that yields opportunities and barriers
racial/ethnic groups. representing a wide range XXX dialogues to leadership in this
Some members of the of sectors and power bases. representing XXX . community is completed.
coalition have important Data are disaggregated
community connections by race, gender,
for addressing structural neighborhood, etc.
racism.
A diverse group of The leadership action
facilitators are trained. team does an analysis of
their group and adds key
stakeholders.

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TIME PROGRESS TOWARD INSTITUTIONALIZATION EDUCATIONAL EQUITY STRENGTHENING
FRAME RACIAL EQUITY GOALS of DEMOCRATIC “BRIDGING”
PROCESSES IN THE LEADERSHIP CAPACITY
COMMUNITY
The coalition includes The leadership action
groups representing team identifies leadership
tenants of subsidized development programs
housing, neighborhood and opportunities in this
associations, realtors, community.
civil rights groups and
early childhood providers.

A coalition is formed to The leadership action


create a large scale team identifies paths by
dialogue to action to which people are in
results process focused leadership positions in
on increasing rates of this community (elected,
high school graduation appointed, formal,
from public schools for all informal).
students in the
community.

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