Tag Archives: human-centered design

Students Served by Multiple Systems of Care Deserve Better

At any given point in time, about 5 million kids are served in one or more of our nation’s child service agencies. These young people are living through traumatic and disruptive experiences ranging from homelessness to foster care placement to incarceration.

As I wrote in this piece nearly two years ago, these children are navigating a fragmented world of adults, programs, and agencies, often operating as the only central point among all of the services.

In our latest publication, Continuity Counts, Hailly Korman and I offer our recommendations for addressing this fragmentation and improving cross-agency coordination. However, our project differs significantly from most other policy papers because we approached our research using human-centered design. This means that we started by talking to the very people who are impacted by agency fragmentation: the children and youth served by these agencies. We also talked to the direct-care providers working in various agencies. The goal of these interviews was to better understand the needs, wants, and constraints of both the youth and the care providers, in order to build a set of recommendations that addresses the challenges they face.

Through our human-centered design approach, we identified two key levers for change: continuity of people and continuity of information. By identifying a single adult to operate like a child’s “chief of staff,” we can mitigate the need for a child to interact with a myriad of adults. By improving data collection, sharing, and storage, we can reduce the burdens on youth and their caregivers that result from missing or incorrect information.

The silos that exist among agencies did not appear overnight and will not disappear quickly. However, just because agencies have always operated in relative isolation from one another does not mean it must always be like this. Eliminating, or at least substantially reducing, the fragmentation that exists among schools, government agencies, nonprofits, and community-based organizations is possible with deliberate and concerted effort over a long period of time. And doing so is necessary if we ever hope to provide youth with a cohesive, streamlined system of support throughout their education trajectories.

Read our full report here or our op-ed in The 74 here.

Education Policy, Meet Human-Centered Design

In a lot of ways, the worlds of education policy and human-centered design couldn’t be more dissimilar. The former relies heavily on large-scale quantitative analysis and involves a long, complex public process. The latter is deeply qualitative, fast moving, creative, and generative. Policy professionals come up through the ranks in public agencies, campaigns, and think tanks. Deep issue expertise and sophisticated deductive reasoning are highly valued. Designers come from an array of backgrounds — the more unorthodox the better. Success for them comes from risk-taking, novel ideas, and synthesizing concepts across time, space, and sectors.

figure from Creating More Effective, Efficient, and Equitable Education Policies with Human-Centered Design comparing policy and design methods

figure from Creating More Effective, Efficient, and Equitable Education Policies with Human-Centered Design

I’m fortunate to have spent some time in both worlds. They each appeal to different parts of my personality. Policy analysis affords me order and confidence in answers based on facts. Design lets me flex my creative muscles, fail fearlessly, and have confidence in answers based on experience.

So when a grant from the Carnegie Corporation of New York gave me the opportunity to write a paper about bringing these two worlds together, I jumped at the chance — I knew that each could benefit from the other.

Creating More Effective, Efficient, and Equitable Education Policies with Human-Centered Design makes the case that policy practitioners can use human-centered methods to create better education policies because they are informed by the people whose lives will be most affected by them.

The underpinning hypothesis is that 1) co-designing policies with constituents can generate more accurate definitions of problems and more relevant solutions, 2) human-centered design can generate a wider variety of potential solutions leading to innovation, and 3) the process can mitigate or reverse constituent disenfranchisement with the lawmaking process.

Human-centered policy design is still a new practice, however, and there are still important questions to work out, like how to make sure the process is inclusive and where exactly human-centered design methods can enhance policy research and design.

Luckily, SXSW EDU, a huge national conference focused on innovation in education, is a perfect place to test new ideas. So I reached out to Maggie Powers, director of STEAM Innovation at Agnes Irwin School and member of IDEO’s Teachers Guild, and Matt Williams, vice president of Education at Goodwill of Central Texas, to explore what it would look like to apply human-centered design to policies that affect high school students whose education suffers because of lost credits when they transfer schools. Our session will pressure test some of the ideas that emerged in the paper. The results will inform the next phase of this work, which will help policy practitioners implement human-centered design methods. Keep an ear to the ground for that!