Using Integrated Logic Models to Build Equity in Students’ Pathways and Systemic Change

ABSTRACT

This article reports on a multiple-case study of how six educational alliances developed Integrated Logic Models, a new tool that integrates components of multiple programs into a single logic model template to link equity research, practice, and evaluation. These alliances used three related strategies: choosing theories and research that point to activities for advancing student-level and systemic equity; linking research-based activities to outcomes across programs; and merging student-level longitudinal data across programs. This article describes the six alliances, the benefits and challenges they experienced using Integrated Logic Models, and the results of a pattern-matching analysis of organizational change as alliances developed their Integrated Logic Models. Our discussion links our findings to evolving debates about capital, alienation/belonging, and challenge; an emerging shared language; and implications for research, practice, and evaluation. These highlight communities’ cultural resources, especially those of immigrant, low-income, and first-generation students and families, for equity in college and career pathways and for systemic change and adaptation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Catherine R. Cooper

Catherine R. Cooper, PhD, is a research professor of Psychology at the University of California, Santa Cruz, Faculty Director of the UCSC Educational Partnership Center, Research Advisor with UCSC’s Hispanic-Serving Institutions Initiatives, and Director of the Bridging Multiple Worlds Alliance.

Maria Rocha-Ruiz

Maria Rocha-Ruiz, MPA, is the Executive Director of the UCSC Educational Partnership Center, where she oversees ten academic access and preparation programs. She has designed, implemented, managed, and evaluated programs and acquired more than $41 million for improving high school graduation and college enrollment and attainment rates for low-income and historically non-college-going families in Monterey, Santa Cruz, and Santa Clara Counties.

Charis Herzon

Charis Herzon, BA, is the Hispanic-Serving Institutions Initiatives (HSI) Initiatives and Learning Support Services director at the University of California, Santa Cruz. She takes a data-driven, inquiry approach towards educational equity. Her analyses disaggregating student outcomes demographically have informed the formative work of the UCSC HSI Task Force. She partners with students, faculty, staff, and administrators to identify and address barriers in supporting first-generation, low-income, and students of color.