Before introducing the steps for our next grants cycle, we wanted to explain what has shifted in our grants criteria.  In 2022, staff revised the Program Focus Areas that guide all of our work to incorporate what we have learned with our grantee partners over the years. This resulted in a shift in our understanding of the relationships between the Program Focus Areas and the revision of our criteria.  
 
Previously, Transforming Key-Systems was one of three focus areas that were used for funding decisions.  We now view Transforming Key Systems as the culmination of Building Community Power and Disrupting Institutional Inequity Activities.  We also recognize that while some groups are focused on Building Community Power activities and others on Disrupting Institutional Inequity activities, there are some whose work spans these areas.  
 
Going forward we are prioritizing grantee partners working to Transform Key Systems by Building Community Power and  Disrupting Institutional Inequity using the following criteria: 
BUILDING COMMUNITY POWER 

Building Community Power grants will support groups that are investing in communities of color living in poverty to build power and lead a broader coalition to confront racism and poverty in our schools and society.  

Criteria for support in this area:

  • Offer support, skills, and training for grassroots to challenge narratives, practices, and structures;
  • Are led by grassroots and provide necessary support; 
  • Have an explicit focus on the intersection of racial and economic equity; 
  • Focus on building trust; and
  • Build solidarity among communities most affected by poverty and racism.

Strategies in this area will be focused on the power of grassroot residents, youth, students, parents, and teachers to confront racism and poverty in their neighborhoods, schools, and society. This work might be described as: 

  • Organizing 
  • Mobilizing or Activism 
  • Capacity and skill building (preparing people for power vs. fixing people) 
  • Political education
  • Community building, spaces and events that bring community together for relationship and trust building
  • Building trust
DISRUPTING INSTITUTIONAL INEQUITY 

Refers to groups who are working to develop and advocate for practices, policies, and structures that promote equity in education (at the school, district, or state level) and in related intersectional issues.  

Criteria for support:


• Participate in cross-group collective action
• Engage in advocacy activities, including local and state policy work
• Provide support and cover for individuals working within an education and other institutions and coalitions
• Offer training and support to implement anti-racist practices in education and other intersecting institutions
• Raise public awareness on key issues and policies related to equity in education
 


Levels of Support:   


Ring 1: Up to $135,000, multi-year funding

These groups are Building Community Power and using that power to Disrupt Institutional Inequity. Working with others, they create the external pressure needed to Transform Key Systems. The higher range amount is for groups that focus on educational issues. 
 

Ring 2: Up to $75,000, single year and multi-year funding  

These groups are grounded in Building Community Power and are primarily engaging in internal change activities focused on creating equity in education and intersecting systems. The higher range amount is for groups that focus on educational issues.

Ring 3: $25,000, single-year funding 

These groups tend to take more of a top-down approach to social change. They play a role in the equity ecosystem by working with or providing support to groups in Rings 1 and 2. 

BUILDING COMMUNITY POWER

Refers to groups who are working to increase the power of communities of color living in poverty (i.e., youth, residents, students, parents) by providing information, support, and equipping community members with the tools necessary for engaging in individual and collective, bottom-up, social change efforts.

Criteria for support:

Community Organizing

  • Are intentional about shifting existing relationships of power

  • Take direction from and operate with accountability to members​​​​​​

  • Consistently develop members to become leaders and leaders to become  organizers

  • Actively build a membership base

Other Building Community Power 

  • Provide support, skills and training for grassroots to lead social change

  • Build trust

  • Build solidarity among communities most affected

  • Focus efforts on communities of color (youth, parents, residents) in high poverty neighborhoods


DISRUPTING INSTITUTIONAL INEQUITY

Refers to groups who are working to develop and advocate for practices, policies, and structures that promote equity in education (at the school, district, or state level) and in related intersectional issues.  

Criteria for support:

Participate in cross-group collective action

  • Engage in advocacy activities, including local and state policy work
  • Provide support and cover for individuals working within education and other institutions and coalitions
  • Offer training and support to implement anti-racist practices in education and other intersecting institutions
  • Raise public awareness on key issues and policies related to equity in education

ORGANIZATIONAL CHARACTERISTICS 

In addition to the Program Focus Area criteria listed above, we consider the following criteria for all groups and organizations:

Leadership

  • Led by Black, Indigenous, and People of Color (BIPOC) (Board and Staff)
  • Led by person with lived experience in the community they serve (Staff)

Culture

  • Co-creating and advancing an anti-racist organizational culture (as evidenced by  training, policies, practices, dedicated staff, use of equity tools, inclusive of all levels of organization)
  • Use a racial equity lens in their work as evidenced by:
  • Examining root causes to understand disparities within a historical context
  • Distinguishing between individual, institutional, and structural or systemic
  • Surfacing power dynamics in the work and pursuing actions to address power imbalances
  • Practice shared leadership and shared decision making that is informed by the expertise of those most impacted

Capacity

  • Have clear goals, strategies, and activities
  • Have an established process to determine if they are making progress
  • Have made progress towards goals
  • Are clear about what organizational capacity exists and what needs to be built to carry out work described
  • Work and organization/group have strong mission and values alignment

Partnership

  • Are often regarded as instrumental by other grantee partners (e.g., as key contributors, mentors, or leaders)
  • Have strong partnerships