Benchmark 1 – Data capacity
| Phase | Pre-foundational | Foundational | Aspirational |
|---|---|---|---|
| Definition | Program does not have capacity or support to analyze data. | Program has access to staff who can analyze racial equity data. | Program has dedicated staff that can analyze data to be used in program monitoring and decision making while centering racial equity. |
| Transition Strategy | Characteristics of Transition Strategies, by Phase | ||
| Ensure data access & use | Program does not have access or use data to inform program processes and decision-making. | Program uses data to inform program processes and decision-making. | Program uses data to ensure that strategies and policies it implements or supports are created while centering racial equity. |
| Analyze data for racial equity | Program routinely analyzes aggregate race and ethnicity data. | Program routinely disaggregates and analyzes data by race and ethnicity. | Contextual language that is explicit about structural racism is routinely included in data dissemination products. |
| Analytic staff provides support to translate data findings | Program does not have analytic staff to support data analysis. | Program has analytic staff to analyze and interpret data. | Analytic staff center racial equity all aspects of data analysis, program monitoring, and decision making. |
| Dedicate time to explore racial inequities using data | Program does not dedicate time to explore racial inequities using data. | Racial inequities are explored using data but no formal structures, processes, or dedicated time is in place to do so. | Exploring racial inequities using data is included in analytic staff job description; staff receives supervisor support to explore racial inequities using data. |
Transition resources
Benchmark 2 – Performance measurement
| Phase | Pre-foundational | Foundational | Aspirational |
|---|---|---|---|
| Definition | Program does not have performance measures (PMs). | Program has PMs, but they are not timely and are not useful tools to identify areas of improvement. | Program reports on PMs in real time to identify areas of improvement while centering racial equity. |
| Transition Strategy | Characteristics of Transition Strategies, by Phase | ||
| Align performance measures with program goals | Program does not have PMs, or program has PMs but they are not informed by program goals. | Program staff understands how to align PMs with program goals; PMs reflect program goals. | PMs are aligned with program goals; PMs identify areas for improvement related to program objectives; PMs explicitly address racial equity. |
| Ensure performance measures are SMARTIE | Program does not have PMs. | Program has PMs but they are not SMARTIE (specific, measurable, achievable, realistic, time-bound, inclusive, and equitable). | PMs are easily understood by and communicated to staff and partners; PMs are SMARTIE. |
| Set appropriate objectives for performance measures | Program does not have objectives for PMs, or objectives are inappropriate or misaligned with PMs and program goals. | Program staff understands how to set appropriate objectives for PMs; objectives are aligned with PMs and program goals. | Objectives are appropriate, aligned with corresponding racial equity PMs and program goals; staff know how to interpret objectives to inform improvement efforts. |
| Report on data in a timely manner and more than annually | Program does not have the capacity to report on data in a timely manner; program has no formal structures or processes to allow for timely data reporting. | A formal structure and process for data reporting is established; data are only reported on annually; program has limited capacity for data reporting. | Program has capacity to collect and report racial equity PM data; PMs are within scope of data accessible to program; program reports on data more than annually. |
Transition resources
- Examples of DPH Programmatic Strategic Plans: Strategic Plan for Asthma in Massachusetts 2022-2026; MA Bureau of Family Health and Nutrition Racial Equity and Family Engagement Strategic Plan
- SMARTIE Goals Worksheet
Benchmark 3 – Program collects high quality data to inform racial equity work
| Phase | Pre-foundational | Foundational | Aspirational |
|---|---|---|---|
| Definition | Program does not collect individual level data to inform racial equity work. | Program has some individual level data to inform racial equity work that is not currently aligned with DPH standards. | Program collects and reports individual level data to inform racial equity work according to DPH standards. |
| Transition Strategy | Characteristics of Transition Strategies, by Phase | ||
| Train staff in how to collect high quality data in a sensitive way | Staff have not been trained in how and the importance of collecting data to inform racial equity work. | Some staff have been trained in how and the importance of collecting data to inform racial equity work. | Regular trainings and coaching are in place for all staff on how and the importance of collecting data to inform racial equity work. |
| Track missing data | Program does not regularly assess missing data. | Program has implemented focused strategies to reduce missing data. | Program has CQI process in place to reduce the amount of missing data. |
Transition resources
- Institute for Healthcare Improvement (IHI) Psychology of Change Framework
- Understanding and Managing Organizational Change: Implications for Public Health Management (article)
- Alliance for Innovation on Maternal Health (AIM): Reduction of Peripartum Racial/Ethnic Disparities Bundle
- Institute for Healthcare Improvement Run Chart Tool (online resources)
Benchmark 4 – Program contextualizes data to inform racial equity work
| Phase | Pre-foundational | Foundational | Aspirational |
|---|---|---|---|
| Definition | Program is not aware of what contextual data they need or where and how to access contextual data. | Program is aware of where and how to access contextual data, but has not used them to understand and address racial equity in their work. | Program contextualizes data using an upstream, structural framework to understand and improve outcomes in their program. |
| Transition Strategy | Characteristics of Transition Strategies, by Phase | ||
| Train staff | Program staff have attended racial equity training. | Program staff have not received additional training to contextualize data using an upstream, structural framework to understand and improve program outcomes. | Program staff receive ongoing training to continue contextualizing data using an upstream, structural framework to understand and improve program outcomes. |
| Define the context | Program is not aware of what contextual data are helpful to understand and address racial equity in their work. | Program is aware of what contextual data are helpful to understand and address racial equity in their work, but has not contextualized their data. | Program continuously assesses contextualizing data to understand and address racial equity in their work. |
| Identify quantitative and qualitative data sources | Program is not aware of quantitative or qualitative data sources available. | Program is aware of quantitative or qualitative data sources available. | Program uses quantitative and qualitative data sources to understand and address racial equity in their work. |
| Engage community partners | Program does not engage community partners. | Program collaborates with community partners in some aspects of program implementation or monitoring (e.g. advisory boards, needs assessments) | Program collaborates with community partners to understand and address racial equity in their work. |
Transition resources
Benchmark 5 – Program implements a continuous quality improvement (CQI) process
| Phase | Pre-foundational | Foundational | Aspirational |
|---|---|---|---|
| Definition | Program has no continuous quality improvement (CQI) process. | Program has informal or ad hoc CQI process. | CQI is thoroughly integrated in the program and a CQI team effectively uses improvement methods to address identified challenges. |
| Transition Strategy | Characteristics of Transition Strategies, by Phase | ||
| Train staff | Staff has not received formal training in CQI. | Staff is trained to identify and implement CQI activities. | Program implements train-the-trainer and/or staff pursues ongoing training, professional development, and cultural changes for CQI practices. |
Implement a CQI structure and process | Program does not have a CQI process or structure; program does not have the capacity or identified resources and knowledge to do so. | Program has a documented CQI process. | Program has an established CQI structure and formal CQI process that aligns with the program’s key strategic goals. |