Partners and clients report that the Roundtable’ s work leads to increased knowledge and analytic capacity around the most challenging issues.It has resulted in changes in policy and practice, increased efficacy and communicating and managing complex change efforts, improved advocacy, and new partnerships, organizations, initiatives and institutes.
|EDUCATION: Curriculum change in universities, school districts & leadership development programs||MEDIA: Improvements in content, coverage & reporting techniques||POLICY: Introduction of legislation to require racial equity impact statements|
|JUSTICE: Improved facility & program design||EMPLOYMENT: Changes in hiring practices, program design & policies||PHILANTHROPY: Changes in mission, programming, giving & assessment practices, investment strategies|
Changing Minds, Sparking Innovation, Influencing Policy…
The deep learning that you have facilitated has been transformative. I believe I speak for all of us when I say that we leave here different people than we arrived. The investment you have made in us will further a movement.
– Ajenai Clemmons, Policy Director, National Black Caucus of State Legislators
Many thanks for providing safe space to engage in solution-focused dialogue, creating opportunity for thought and innovation and framing a preliminary action agenda. This work is critical for the life-long well-being of all children and families living in Baltimore City.
– Carole Payne, Director, HUD Baltimore Field Office
Your 2013 Racial Equity seminar was such a valuable learning and teaching experience
for me. The discussions still ring in my ears.I just attended a conference on demographic change that echoed your roundtable themes, but paled in comparison to their quality and depth.
– Rich Benjamin, Senior Fellow, Demos
Public school students in Florida are required to take Algebra II, two years of a foreign language, four years of English, and 3 – 4 years of social studies in order to apply to state universities. Students who have not fulfilled these requirements are eligible to apply only to community colleges. As a result of involvement with the RELD Program and its framework, I was able to uncover that some of these required classes were not even being offered in Duval County’s neighborhood schools, those schools that serve almost entirely African American students. Not even Algebra I was being offered, nor were foreign languages. In an effort to correct this structural flaw, I worked for several years to make Algebra I a requirement in all Duval County middle schools.
– Brenda Priestly – Jackson, is a lawyer in private practice in Jacksonville, Florida and a former Duval County Public Schools board member
The mix of participants, and the leaders of the seminar were exceptional. It really changed my perspective, and helped me to zero in on youth in different ways. As a commissioner for the City of Chicago it especially changed my outlook on middle – and high – school students. It is a perspective that I used nearly every day, and continue to use now that I am head of After School Matters.
– Mary Ellen Caron is currently the CEO of After School Matters. Before leading After School Matters, Ms.Caron was the City of Chicago’ s Commissioner of Children and Youth Services and the Department of Family and Support Services.
I use the Aspen Institute’s structural racism framework in the classes I teach around the country. It completely changes the conversation. Whether from Utah or New York City, public or private universities, students really do not know how to talk about race. Nothing in their educational careers has prepared them to discuss it and its effects. The structural racism framework is liberating to them. It shifts how they think about race, cities, housing, and social inequality.And the framework doesn’ t just support students in understanding racial inequality, it organically moves them to figuring out what they can do to address it.
– Caitlin Cahill, Assistant Professor, Social Science & Cultural Studies, Pratt Institute.