Denver decides

Happy Haynes edges challenger Robert Speth in DPS at-large race

Robert Speth with a supporter at his election watch party at a northwest Denver restaurant (Melanie Asmar).

Denver school board president Allegra “Happy” Haynes narrowly prevailed over upstart challenger Robert Speth in unofficial final results released Wednesday morning for the contested at-large DPS board seat.

Haynes tallied 53,729 votes and Speth had 52,918, according to Denver elections returns. The incumbent had trailed in earlier returns.

While close, Haynes’s margin appeared to put the result out of the range of a recount. In a two-person race, a recount is triggered if the difference between the two candidates is effectively a quarter of one percent, according to the secretary of state’s office.

A loss to the virtually unknown Speth would have been a stunning turn for Haynes, a Denver political fixture. Speth framed himself as an outsider, a check against what he describes as a “rubber stamp” board backing the district’s decade-old reforms.

If Haynes’ result holds — and at this point it should be a formality, with results becoming official in the coming weeks —it would mean a school board united behind the reforms of Denver Public Schools Superintendent Tom Boasberg.

Two other candidates prevailed Tuesday night over Boasberg critics. Lisa Flores won by healthy margin in northwest Denver’s District 5, and incumbent Anne Rowe easily held onto southeast Denver’s District 1 seat.

Haynes declined comment Tuesday night to a Chalkbeat reporter about early returns that showed her behind, then left an election party that also featured supporters of three Denver city ballot measures. Speth was cautious in his remarks Tuesday night.

In the race for a seat to represent northwest and west Denver, Flores defeated opponent Michael Kiley, 53 percent to 47 percent.

In the southeast race, Rowe won 62 percent of the vote to challenger Kristi Butkovich’s 38 percent.

Three seats were up for grabs on the seven-member school board, which almost always supports the district’s vision of a mix of charter and traditional schools, paying teachers based on performance and closing underperforming schools.

Six candidates ran for the three seats. Three of the candidates, including the two incumbents, largely agree with that vision and three don’t. But even if the naysayers had all prevailed, they wouldn’t have held enough board seats to block the district’s reform-minded policies.

The most contentious race unfolded in northwest and west Denver, where Flores and Kiley sought to represent District 5 and replace Arturo Jimenez, who is term-limited. Jimenez is often the lone dissenting voice on the board.

Flores, a former senior program officer with the Denver-based Gates Family Foundation, was favored by reform groups that agree with DPS’s philosophy. Kiley, a program manager for a software company, was supported by the teachers union. He unsuccessfully ran for a board seat in 2013.

The two candidates differed on several key issues, including the use of “enrollment zones,” which are expanded school boundaries meant to increase participation in school choice and diversify schools. Flores is cautiously supportive while Kiley opposes them because, he says, students don’t always end up at their first-choice school.

“We know from Denver’s experiment with forced busing that parents with resources will choose the schools they prefer or leave the district,” he wrote in response to a question on a Chalkbeat questionnaire sent to all DPS candidates. (Read all of the responses here.)

Kiley and Flores also disagreed on charter schools. Kiley believes they should complement neighborhood schools, not replace them, and that charters shouldn’t have boundaries. Flores is more agnostic when it comes to school type.

“I believe that we need to focus less on the model of school governance and much more about knowing that it is successfully educating our children,” she wrote in response to a different question on the questionnaire.

As of Oct. 25, campaign finance reports showed that Flores raised a total of $110,219 thanks in part to more than 400 individual donors, which is more than contributed to any other candidate. Notable donors included Kent Thiry, CEO of Denver-based DaVita Healthcare Partners ($5,000); Michelle Yee of San Francisco, whose husband co-founded LinkedIn ($4,000); Colorado congressman Jared Polis ($2,000); and Facebook chief operating officer Sheryl Sandberg ($2,000), who also wrote the bestselling book, “Lean In: Women, Work, and the Will to Lead.”

Kiley has gotten the bulk of his support — $84,000 of the $111,469 he’d raised by Oct. 25 — from teachers unions, which prefer his vision of strong “neighborhood schools” that offer comprehensive music, arts and sports programs in addition to academics.

In the past few weeks, cash has also flowed into the at-large race between Haynes and Speth. Haynes is a former Denver city councilwoman who’s worked for two mayors and champions many of the district’s policies. Speth is a father of two who works in the telecommunications industry. He’s been critical of DPS’s direction.

“The city of Denver should and CAN do better,” Speth wrote in response to Chalkbeat’s questionnaire. “The decisions that are being made in education today are wrong.”

Haynes, meanwhile, largely supports the reform work of DPS Superintendent Tom Boasberg, calling him “extraordinarily effective.”

Haynes and Speth disagree on other topics too, including how test scores should be used to rate schools. Haynes applauds DPS’s rating system for taking several factors into account when rating a school, including parent engagement and progress made on closing achievement gaps between, for example, low-income and non-low-income students. Speth argues the system still relies too heavily on students’ academic growth.

Speth was a late entrant to the race; he didn’t kick off his campaign until early September. Shortly after he did, Haynes’s fundraising skyrocketed. In two weeks in October, she more than quadrupled the amount of money she’d raised in the previous year, bringing her fundraising total to $90,629. Thiry ($5,000), Yee ($4,000) and Polis ($1,000) also contributed to her campaign.

Speth has raised less money: $60,196 as of Oct. 25, including $40,000 from the Denver Classroom Teachers Association Fund, a union-affiliated small donor committee.

Editor’s note: Chalkbeat receives financial support from the Gates Family Foundation. 

changeup

Fifth-graders will study more Tennessee history to comply with a new state law

PHOTO: Mike Folsom

When lawmakers voted this spring to add a semester of Tennessee history to students’ education, they threw a curveball at new social studies standards that were approaching final approval.

Now the State Board of Education has announced how it plans to accommodate the new mandate. Beginning in the fall of 2019, fifth-graders will be learning more about Native Americans, early settlements and the state’s development in culture, economics and politics.

Students also will receive smaller doses of Tennessee-centric studies in the third and eighth grades, in addition to some basic lessons already required for first-graders.

The changes are part of revisions to new standards that the State Board is expected to give final approval to on Friday. Those standards will determine what students should learn grade-by-grade in their social studies, history and civics classes.

The latest revisions represent the final twist in a contentious, 18-month-long review process that began with complaints from some individuals and groups about how Islam was being taught in seventh-grade world history. Social studies teachers had also complained about an excessive number of standards to teach, contributing to the State Board’s decision to launch the review two years earlier than planned.

The result was an overhaul that reduced the number of standards by 14 percent — but at the expense of some Tennessee history such as the Chickamauga Indians, “Roots” author Alex Haley, and the New Madrid earthquakes. And even though the State Board unanimously approved the new standards on first reading in April, it received pushback from historians and other advocates about topics being excluded.

Soon after, lawmakers passed the new mandate during the waning hours of this year’s session. Thus, after the painstaking process of winnowing down the number of standards, the state had to put some back in.

Sara Heyburn Morrison, executive director of the State Board, calls the latest changes “the right balance.” She also thinks that fifth grade is the best place to add a semester of Tennessee history, based on input from educators and members from the Standards Recommendation Committee.

“We put it all out on the table, K through 12,” she said Wednesday about the latest deliberations. “Where would this course be best integrated to support student learning and be developmentally appropriate?”

They landed on fifth grade. Younger students aren’t quite ready for advanced Tennessee history; middle schoolers focus more on world history.

“(It’s the) least amount of content eliminated and still make sense developmentally,” she said.

Specifically, students will study Tennessee history in the second half of their fifth-grade year, shifting the standards so that they concentrate the bulk of those studies in a single grade.

“There was a lot of shuffling in all the grades since Tennessee history was embedded throughout the standards,” said McKenzie Manning, a spokeswoman for the State Board.

The new standards also require students to compare and contrast major world religions, including Christianity and Islam, and adds Sikhism to a high school elective on current events.

Below is a informational sheet provided by the State Board of Education on the changes.

Every Student Succeeds Act

New federal rules are pushing Indiana to explore giving state tests in Spanish

PHOTO: Kelly Wilkinson / The Star
Kindergartners Ivania, left, and Jackie work on reading and writing with their teacher, Liz Amadio, at Enlace Academy.

Native Spanish-speakers could soon have an opportunity to take Indiana state tests in their first language.

Indiana education officials are proposing offering future state math and science tests in Spanish — and possibly other languages — as part of their plan to comply with new requirements of the Every Student Succeeds Act, which replaced No Child Left Behind in 2015.

Supporters of native language tests say, among other benefits, they can be far less jarring for children than sitting them in front of a test written in a language they can’t understand.

“The whole thinking is (English-learners) would do better if we’d give them access,” said Trish Morita-Mullaney, a researcher and professor at Purdue University who specializes in English language learning. “We don’t want you sitting blankly in front of an English test, we want you to at least have an opportunity to do well.”

The proposal says the translated tests could be available as early as spring of 2019, in time for the first administration of ILEARN, the test currently in the works to replace ISTEP.

While state officials said they’d focus on Spanish, the state’s ESSA plan says they anticipate adding three others to the mix. One option could be Burmese, which has a strong presence in four districts across the state, including some in Marion County.

About 72 percent of Indiana students learning English speak Spanish at home. Overall, Indiana’s 50,677 English-learners speak more than 270 languages, representing the second-fastest growing English-learner population in the entire country.

Morita-Mullaney said she is happy to see Indiana explore native language tests, but she hopes they take it slow and learn from of others. Some past mistakes include trying to test in too many languages (a costly, time-consuming endeavor) and trying to make the new tests happen before proper vetting and before schools collect input from students and families.

California, Texas, New York and Oregon have all, at some point, given native language tests, Morita-Mullaney said. And while it’s not a new idea, it’s still fairly uncharted territory. Based on a 2016 report from Education Week, fewer than 12 states test in languages other than English. Some states, like Florida, are trying to eschew the native language requirement altogether.

But one big piece missing from Indiana’s plan, Morita-Mullaney said, is how the state plans to ensure the test measures what the state intends it to measure — known in the test design world as “construct validity.”

Put another way, if a student is taking a math test in English, but they are fluent in Spanish, is the test measuring how well they know math, or how well they know English? That specific idea is part of the rationale for using native language tests, but there’s a related problem, Morita-Mullaney said: If a native Spanish-speaker is taught math in English, and tested in Spanish, is that also a fair and accurate test?

“If the original instruction was in English, what guarantee do we have that they actually understood it?” Morita-Mullaney said. “Are we testing the language, are we testing the content or both? That component is not in the (state plan).”

A way around this dilemma is through dual language instruction, where students are taught both in English and another language. But while those classes are growing in popularity, they make up a small minority of programs in schools, and many of them are designed to serve students who already know English, rather than students who need support in English and their home language.

Hopefully, Morita-Mullaney said, Indiana will try out native language tests first for small groups of students to make sure they truly provide an advantage to English-learners and function as intended. And ideally, she added, that would come with a renewed investment in bilingual education.

“It’s a wonderful effort, but I remain concerned that we have not examined construct validity,” she said. “But I don’t want construct validity to be used as an argument to not do it … there’s so much we don’t know, and there’s so many states that have done this the wrong way. We need to learn from their pitfalls.”

The move toward using native language tests is indicative of a larger trend of inclusivity in ESSA. Before, students learning English tended to be an afterthought in state education policy. Now, not only are native language tests on the table, but English-learners also have a larger piece of the state’s A-F grade formula.

“This is the first time (English-learners) have had a prominent place in our accountability system,” said Maryanne McMahon, an Indiana State Board of Education member and assistant superintendent in Avon.

There are also safeguards in place in the new rules to ensure even top-rated schools are taking care to educate all students. Going forward, schools could be be singled out for extra support from the state not just if they are rated a D or an F, but also if smaller groups of students, such as English-learners, are struggling.

“You can still have an A-district not meeting EL goals,” Morita-Mullaney said. “People think, ‘We’re an A, we’re good,’ but what it does is it masks disparities. So when you start to look more closely, you see that they’re an A-district, but gee, their English-learners are doing crummy.”

The state is on track to submit its ESSA plan to the federal government in September, and the state board is set to discuss the issues further next month.

Read more about Indiana’s ESSA journey here.