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Baseline Findings from the Racial Equity Organizational Self-Assessments of Barr Foundation Climate Program GranteesSeptember 30, 2022
In 2021, the Barr Climate Program partnered with Community Centered Evaluation and Research (Community CER) to design and implement a Racial Equity Organizational Self-Assessment. The goals of the self-assessment were to provide Climate grantees with an organizational profile that allowed them to review their organization's progress in adopting and implementing racial equity practices and to help the Climate Program better understand organizations' efforts and how to target resources. This report is a summary of the findings of the Climate grantees as a group. The appendix includes the full survey used in the self-assessment.Access the full report by clicking the cover below
This guide is meant to advance equity in the transportation field. Across the nation, there is growing recognition that transportation policies and investments have harmed, and been used as tools to marginalize, Black and brown neighborhoods, people with disabilities, and other groups. Initiated and funded by the Barr Foundation, this guide seeks to help public agencies, and the advocates and organizers who influence them, to make decisions that advance transportation equity.This guide reviews six of the nation's leading tools for assessing potential equity impacts of new transportation policy decisions, explains the context and preconditions for the effective use of these tools, and suggests complementary activities. People who work at transportation public agencies at all levels are the primary audiences for this tool, as they have the power and responsibility to change their behavior; advocates, organizers, and community groups can also use this guide to encourage their public agency partners to use the tools profiled here.
This guide lays out a recipe to help local staff members, leaders, and advocates identify the right ingredients to launch successful bus improvements in high ridership, high delay corridors in their communities. These projects can seem daunting in their complexity, but they are important tools in achieving climate, equity, and transit goals, as well as improving quality of life for the thousands of people in our region.The guide identifies crucial stakeholders and project milestones. It offers examples of successful strategies, and it distills lessons learned. We identified six bus priority projects that started turning the wheels of change in the region. These projects were the first to involve quick, temporary, and easy to change elements in order to influence the permanent design.The information this guide sets forth was drawn from over thirty in-depth interviews with stakeholders involved in the six different projects we identify below:Everett's inbound bus lane on BroadwayBoston's inbound bus lane on Washington Street in RoslindaleArlington's inbound bus lane on Massachusetts AvenueCambridge and Watertown's inbound bus lane on Mount Auburn StreetBoston's inbound bus lane on Brighton Avenue in BrightonSomerville's inbound and outbound bus lanes on BroadwayThese six projects are described in detail in the individual case studies found after the workbook. You'll find examples from these projects throughout this guide that illustrate the different strategies municipal staff and their partners have used to accomplish progressive bus improvements.Every project's recipe will be different, and will require different ingredients, as well as different amounts of each. The projects showcased in this guide may not be directly applicable to your community, but they offer a framework for considering strategies to improve bus transit. With the ingredients presented in this document, we encourage you to innovate and experiment. Not all will apply to your situation, and not all will follow the same order as we have them listed here. This guide is not prescriptive, but instead offers direction based on the experience of people involved in the six local bus improvement projects that were studied.
This document provides a framework, including a set of definitions for each of the components of the seven indicators of school quality in practice. The framework, which is a living document, is intended to help guide educators who are designing and operating school models that will achieve a community's shared vision of student success. Positive youth development and educational equity—which should underpin all systems,structures, and practices in a school—are named across all seven indicators because these must exist holistically in order to create learning environments where all students thrive.
Launched in 2009, BPS Arts Expansion, the public-private partnership led by the Boston Public Schools Visual and Performing Arts Department and EdVestors, brings together local foundations, the school district, arts organizations, higher education institutions, and the Mayor's Office to focus on a coherent, sustainable approach to quality arts education for all BPS students. This collaboration of local leaders along with students, families, and school staff, has enabled Boston to emerge as a national leader among urban districts working to expand arts education.The purpose of this study is to examine how access to arts education in BPS influences education outcomes pertaining to student social emotional and academic outcomes as well as parent and teacher perspectives regarding school climate. This research strengthens the case for quality arts education for every student, finding significant evidence increases in arts education lead to improvements on a range of indicators of student and parent school engagement.
Analyses of testing data from fall 2020 indicate the transition to remote learning has resulted in significant learning loss, particularly among low-income and minority students. Using data from the online learning platform Zearn, economists at the Harvard Opportunity Insights project found large losses in math learning for low-income students, whereas students from affluent backgrounds saw gains. This has exacerbated fears that the pandemic is widening the already large achievement gap between students from different income and racial/ethnic groups. The COVID-19 crisis has also had a worrisome impact on students' emotional health — particularly among full-time remote learners, for whom supportive networks of teachers and friends have been disrupted.Findings from the Distance and Disruption study correspond with those of a separate survey of 1,549 Massachusetts parents with school-aged children conducted in October and November 2020. That study found significant gaps by income and racial/ethnic group in access to in-person schooling, and parents of children in remote-learning situations — particularly hybrid in-person/remote arrangements — were more likely to feel their child was falling behind grade level.The Distance and Disruption study further adds to our understanding of the transfer to remote learning by exploring students' perspectives on specific differences in the quality of learning experiences between the in-school and at-home environments. Such differences are a critical link in explaining why remote-learning students are more likely to experience negative outcomes.
This report reviews existing literature and compiles equity metrics for the implementation of 100% renewable energy policy. Initiative for Energy Justice created this literature review for energy regulators and communities engaged in energy rulemaking proceedings in particular. The content may also be adapted to address equity initiatives within utilities, and used by advocates in independent efforts to hold utilities accountable to equity standards. The resources provided are meant to provide a flexible basis from which to expand systems of accountability regarding equity goals in the implementation of 100% renewable energy (or 100% clean energy) policy.
As COVID-19 restrictions and public safety concerns limit indoor activities for restaurants, entertainment, public events and social gatherings, communities have adapted by expanding into the outdoors. This lifeline, perfect during the warmer spring and summer months, becomes more challenging during the impending colder, darker winter months… But it's time to change our relationship with winter outdoors!Winter Places, a design challenge for winter placemaking, sought ideas and designs for innovative, quickly implementable, low cost interventions to drive visitors back to Main Streets to support area restaurants and small businesses. This program and its success wouldn't have been possible without the support of our partners in what has become an international collaboration to bring new life to our main streets and downtowns.Since July, our team has worked together to compile this resource and develop this guide. Thank you to every single student, team, architect, landscape architect, designer and artist who submitted a concept to Winter Places. We received submissions from 65 individuals or teams from 6 countries and couldn't be more thrilled to see this cross border and cross continent collaboration to help extend a lifeline to our main streets and commercial centers during these extraordinary times.The information contained in the guide is designed to support cities, towns, main streets, BIDS/ BIAS, non-profit organizations, community groups, businesses and others in reimagining what's possible this winter on their main streets and commercial districts. We encourage all communities to employ strategies to change mentalities around how we approach winter. Encourage personal warmth as a policy… wear layers to spend time outdoors and bring a blanket for extra warmth (wool is best)! Look to implement projects in areas that get as much sun as possible during the day time and try to also factor in typical wind directions and wind tunnels in the area when choosing installation locations. Together, let's make this our first winter of many where we approach the winter with a positive attitude instead of hibernating indoors, welcoming the 4th season as one to enjoy and look forward to. One where we embrace the outdoors, embrace our communities and reconnect with our small businesses and neighbors again.
From national test scores to graduation rates, we have reason to be proud of the progress we have made over the past decade.1 During that same time, it has become clear that Latinos have played, and will continue to play, a larger role in the Commonwealth's future. Latinos are expected to comprise 15 percent of the population of Massachusetts by 2035 – growth fueled primarily by in-state births rather than immigration.2 It is critical, then, that Massachusetts' workforce, at every level, reflect our population. This work begins now, in the classroom. Investing in a strong education system that meets the needs of Latinos and other students of color, as well as students from low-income backgrounds, is an investment in the workforce of the future.
The Covid-19 pandemic and recovery period is a unique opportunity to understand contemporary issues in high school reform. Evidence has clearly demonstrated lingering Covid impacts on adolescent students that have deepened pre-existing inequities and worsened teen mental health. There's a natural desire to regain normalcy after the pandemic. But it's essential, and urgent, that we examine why that "normalcy" failed in the past to support every student's needs. We must identify effective, even new, ways to level the playing field for today's students, and for future generations. Research has shown that many high school educators and administrators experimented with new approaches during the pandemic. Can the lessons learned in this period contribute to more lasting, transformative shifts?This report begins to answer that question. Beginning in 2022, Arizona State University's Center on Reinventing Public Education (CRPE) and Columbia University's Center for Public Research and Leadership (CPRL)—with support from the Barr Foundation—began studying innovations in six public high schools in New England. We chose schools in a range of contexts that all had some form of redesign underway. Over 20 months, we interviewed students who had begun high school around when the pandemic struck; most of them had graduated by the end of the study in December 2023. We also interviewed students' caregivers, teachers, and administrators. We wanted to know what success meant for students and the adults in their lives, and how schools were making changes—including before the pandemic—to ensure every student had the opportunity to learn and thrive. We listened for where schools were succeeding, and what challenges they faced in the new normal of a post-pandemic landscape.
Significant growth in clean energy jobs is expected from the energy transition, especially given recent climate-centered federal policies. Meeting this job demand will require a strong, strategic, well-resourced workforce development ecosystem and a focus on creating equitable, high-road job opportunities that people of color and women can plentifully access. To better understand these needs, Barr's Climate Program commissioned an analysis from Emerald City Collaborative—with partners Browning the Green Space, nomada Consulting, and Ponder Analytics—and BW Research.Through this research, Barr seeks to provide data to inform a field-wide conversation and to engage other foundations on this topic. We hope that the resulting report helps foster constructive dialogue between clean energy and workforce leaders, and that it inspires additional philanthropy in our region. For additional supporting materials from the research project, please visit: barrfoundation.org/ceworkforcedev
Low-income communities and communities of color have been and continue to be disproportionately harmed by our approach to transportation in the United States. This damage has come in many forms, but most egregiously through the manner in which the U.S. constructed of the Interstate Highway System. A growing understanding of this reality helped lead to the creation of new provisions and programs aimed at undoing some of this damage in the November 2021 infrastructure bill. But these steps were modest and policy interventions continue to focus largely on past harms or small, insufficient reforms, ultimately failing to grapple with the reality that the fundamental approach of our current transportation program creates and exacerbates inequities.Past decisions, including routing the Interstate Highway System through communities of color, dividing and often demolishing them in the process, still shape our built environment. And most importantly, the foundation of the modern transportation program was built on models, measures and standards that have their roots in this era. Without a fundamental change to the overall approach to transportation, today's leaders and transportation professionals, no matter their intent, will perpetuate and exacerbate the damage.
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