The case study utilizes interviews, observations, and document analysis to examine how the Equity Scorecard supported a public Historically Black University's ability to (a) respond to their state Performance-Based Funding policy and (b) address outcomes such as retention and graduation rates. The participants identified nurturing, discussions of race, the challenge of balancing opportunity and rigor, and limited resource realities as key components of their organizational culture that shape student outcomes. The participants liked that the state Performance-Based Funding policy and Equity Scorecard process helped the institution become more data- and outcomes-minded. However, the participants were critical of the policy's equity-oriented measures and their overall relationship with their state system of higher education. The findings from the study demonstrate that the Smith University evidence team displayed an understanding of equity-mindedness and deficit-mindedness as well as the ability to better interpret and use their institutional data. The participants also faced challenges within their Equity Scorecard experience, which included difficulties communicating with each other and the Center for Urban Education and limited capacity in the form of time allocation and data processes. Despite these challenges, the participants identified, discussed, and investigated how their institution could further address their retention and graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]