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Theme 4_1_

Systems Expert
Margaret Hargreaves, Senior Fellow, NORC

Chandria Jones, Principal Research Scientist, NORC

Brandon Coffee-Borden, Senior Research Scientist, NORC

ECD Expert
Hirokazu Yoshikawa, Professor in Applied Psychology, New York University

Moderator
Shekufeh Zonji, Global Technical Lead, ECDAN

Session Description

Systems change initiatives that address programmatic, institutional, and structural inequities in early child development (ECD) require (1) systems leadership, (2) equitable change strategies for diverse communities, and (3) systems change evaluation methods. Business management, culturally responsive equity evaluation (CREE), and systems-thinking and complexity-science (STCS) evaluation frameworks typically focus on one of these elements with less focus on the others.

This class will show you how to use an integrated Equitable Systems Change (ESC) evaluation approach that combines these three disciplines into a coherent whole that will improve the rigor, validity, reliability, impact, and value of your evaluation practice. We will use short presentations, case studies, and tools to help you learn and apply this integrated ESC framework to your ECD practice.

Learning Objectives:
Participants will develop a better understanding of the following:

  • Identify ESC evaluation processes to (1) build the collective capacity of an ECD evaluation leadership team (2) understand root causes of ECD system inequities, (3) clarify and develop equitable ECD systems change strategies, (4) co-design a culturally responsive, adaptive learning and evaluation plan, (5) gather diverse information sources, and (6) interpret and report transparent findings that (7) can be used to support ECD systems change goals.
  • Apply and adapt these ESC methods for different ECD system contexts, system change strategies, diverse communities, and reform goals.

Session Homework:
Please review the following resources before the session:

  1. Equitable Systems Change Learning and Evaluation Methods Pre-reading

Watch the Session in English

Watch the Session in Spanish

Resources

Session Resources:

  1. Presentation Slides
  2. Rohingya example
  3. Merging Equitable Systems Evaluation with Rapid Cultural Change in ECD in a Humanitarian Context: Experiences of Rohingya young children in Cox’s Bazar, Bangladesh
  4. Equitable Systems Change Learning and Evaluation Methods Pre-reading

Additional Resources:

  1. Culturally Responsive and Equitable Evaluation: Visions and Voices of Emerging Scholars
  2. Advancing The Measurement Of Collective Community Capacity And The Evaluation Of Community Capacity‐building Models
  3. Population Change Learning Community Collective Community Capacity Survey: All Sites C3 Survey Report
  4. Culturally Responsive and Equitable Data Parties: A Method for Participatory Analysis and Sense-Making in Virtual Spaces (OPRE Report 2023-208)
  5. Understanding Settings for Early Childhood Socialization: Evidence from the Rohingya Camps
  6. Measuring Rohingya Children’s Development: Cultural and Contextual Adaptation of IDELA
  7. Delivering Quality Research in Culturally Dynamic, Conflict-Affected Contexts: Lessons From Large-Scale Pilot Research in Cox’s Bazar
  8. Looking at Play Through the Eyes of Rohingya Children in Cox’s Bazar
  9. Testing Measures of Refugee Camp Environment, Caregiver Mental Health, and Child Social-Emotional Development Among the Rohingya in Cox’s Bazar
  10. Fathers’ Perceptions of Play: Evidence from the Rohingya Camps
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Speaker Bios

Margaret Hargreaves, Senior Fellow, NORC

A senior fellow at NORC at the University of Chicago, Margaret (Meg) Hargreaves, M.P.P., Ph.D. is widely recognized for her methodological expertise and experience directing research and evaluations of complex, multi-level systems change initiatives that address programmatic, institutional, structural, and systemic inequities in a range of areas. She has created journal articles, methods guides and trainings for systems change evaluations, integrating qualitative and quantitative social science, culturally responsive, equity evaluation (CREE) and systems thinking and complexity science (STSC) methods, including the Evaluating System Change: A Planning Guide. She collaborated with NORC researchers, colleagues, and communities to create the Collective Community Capacity (C3) survey and the Equitable Systems Change (ESC) learning and evaluation framework. Dr. Hargreaves chaired and co-led the Systems in Evaluation Topical Interest Group of the American Evaluation Association and was honored with AEA’s Marcia Guttentag Promising New Evaluator award.

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Chandria Jones, Principal Research Scientist, NORC

Dr. Chandria D. Jones is a Principal Research Scientist in Public Health and Affiliate Staff in the Center on Equity Research at NORC at the University of Chicago. Specializing in behavioral health, health equity, and health communications, she spearheads culturally responsive and equitable evaluations and research integrating community engagement and participatory methods. Dr. Jones’ work has a strong racial equity and systems change focus emphasizing the need to understand the complex social, cultural, and historical factors necessary to transform policies and practices. Notably, she edited the book “Culturally Responsive and Equitable Evaluation: Visions and Voices of Emerging Scholars,” which celebrates emerging scholars from historically marginalized backgrounds who are enriching the landscape of culturally responsive and equitable evaluation.

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Brandon Coffee-Borden, Senior Research Scientist, NORC

Brandon Coffee-Borden, MPP, is a Senior Research Scientist with NORC at the University of Chicago with methodological expertise in evaluating the implementation and outcomes of systems change and place-based efforts to enhance well-being and advance equity. He has a passion for supporting strategies that create environments where people can thrive and foster more equitable and healthy communities. This work has spanned the areas of youth mentoring and violence prevention; health disparities and social determinants of health; early childhood education; juvenile justice; education reform; prevention and treatment of adverse childhood experiences; community ownership and wealth-building; and workforce development. He has worked with nonprofits, foundations, and government agencies to build their capacity to translate data, research, and evaluation into actionable improvements in efforts focused on policy and systems change; community engagement, organizing, and advocacy; leadership development; community strengthening and resilience; and interorganizational collaboration and network-building.

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Hirokazu Yoshikawa, Professor in Applied Psychology, New York University

Hirokazu Yoshikawa is a community and developmental psychologist who conducts work on child and youth development in partnership with NGOs and ministries in Latin America, South Asia, the Middle East as well as the United States. His work studies the effects of public policies and programs related to immigration, early childhood, youth development, and poverty reduction on children’s development. He is co-director of the Global TIES for Children center at New York University, as well as a University Professor in Applied Psychology at NYU’s Steinhardt School of Culture, Education and Human Development.

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Explore Other Sessions

Have any questions or ideas for the series, contact [email protected].

For more resources on systems thinking, please visit the Systems Thinking for ECD webpage.

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