equity issues

A report found black students and teachers in Denver face inequities. Can these 11 recommendations make a difference?

PHOTO: RJ Sangosti/Denver Post
A student at Ashley Elementary School in Denver.

Helping African-American families understand their children’s school choices, offering signing bonuses to prospective black teachers and making student discipline data count in school ratings are among the recommendations of a task force that tackled inequities faced by African-American students and educators in Denver.

“Once we were able to get past some of the hurts that people experienced, once we were able to come up with the root causes and understand this process is going to be uncomfortable, we were able to come together in a way to do the work we need to do,” Allen Smith, the associate chief of Denver Public Schools’ Culture, Equity and Leadership Team, said Wednesday at an event to reveal the recommendations and solicit feedback at Bruce Randolph School on the city’s northeast side.

The DPS African-American Equity Task Force, which was comprised of more than 100 members, made 11 recommendations in all. (Read them in full below.) They include directing the district to:

— Design a tool to assist African-American families in understanding which schools best match their students’ needs and interests, and “generate personalized recommendations.”

— Require every school to create an Equity Plan “designed to strengthen relationships between African-Americans and schools” through strategies such as home visits by teachers.

— Ensure curriculum is culturally responsive to African-American students.

— Develop a plan to increase black students’ access to “high value learning opportunities,” including the district’s gifted and talented program, and concurrent enrollment courses.

— Create a human resources task force that would, among other things, ensure African-American job candidates receive equal consideration and once hired, equal pay.

— Incentivize black educators to come to DPS and stay, and create a pipeline program to encourage black students “to return to serve their own communities.”

The recommendations do not include a price tag. Nor have they “been evaluated for legal compliance,” according to the document.

The task force was created in the wake of a critical report documenting the concerns of 70 African-American Denver educators. The educators said black teachers feel isolated and passed-over for promotions. Black students are being left behind academically, the teachers said, in part because of low expectations and harsh discipline by teachers who are not black.

Thirteen percent of the district’s approximately 92,000 students are African-American. Last year, just 4 percent of DPS teachers were black. Seventy-four percent were white.

District statistics show that the percentages of African-American students who are proficient in English and math, as measured by state tests, trail district averages. Only a third of black students graduated college-ready last year, which is lower than white or Latino students.

Meanwhile, more black students are identified as needing special education. And African-American students have the highest suspension rate in the district.

The district has taken some steps to address the inequities. DPS is part of a multi-year campaign along with the mayor’s office and charter school operators to recruit more than 70 teachers of color and 10 school leaders of color to Denver.

Superintendent Tom Boasberg noted at Wednesday’s event that DPS is starting to see results; one-quarter of new principals hired to lead schools next year are African-American, he said.

For the first time this year, the district required its new teachers to take a previously optional three-hour course on culturally responsive teaching in which they were asked to share fears about working with students and families from different backgrounds.

DPS also added a new measure this year to its color-coded school rating system that takes into account how well schools are educating traditionally underserved students. However, the district has since tweaked its “equity indicator” in response to concerns from school leaders, and the task force recommended even more changes. In addition to looking at student test scores, it is calling for including discipline data, as well as teacher hiring, retention and promotion data.

And the district has announced plans to eliminate out-of-school suspensions and expulsions for preschool through third-grade students except in the most serious incidents.

The set of 11 recommendations includes one overarching one: the creation of an African-American Equity Team to ensure the district executes the ideas it adopts.

“A deep thank you for your work and a deep thank you in advance for the work we will be doing together,” Boasberg said.

The recommendations are scheduled to be presented to the Denver school board in June.

Read the full recommendations below.

stuck in the middle

How changes to dual credit and federal law are affecting schools and putting Indiana education officials in a bind

PHOTO: Helen H. Richardson, Denver Post
Algebra teacher Jessica Edwards helps students with math problems during her 9th grade algebra class at Smoky Hill High School in Aurora, Colorado.

Dual credit classes are at the center of a trifecta of competing forces in Indiana education — and it’s a complex problem the state needs to solve sooner rather than later.

Essentially, Indiana officials are juggling rules from three separate groups:

  • The Indiana General Assembly, which says all high schools must offer classes where students could earn college credit.
  • The Higher Learning Commission, a regional group that accredits Indiana colleges, which now requires all dual credit teachers to have master’s degrees or 18 credit hours in their content areas by 2022;
  • And the federal Every Student Succeeds Act, which replaces No Child Left Behind and wants states to have rigorous goals on how they expect schools to prepare kids for life after high school. It goes into effect for schools this coming school year.

Since 2006, Indiana schools have had to offer dual credit classes, but teachers weren’t required to meet more advanced education requirements. Indiana State Board of Education member Steve Yager, former superintendent in Fort Wayne, remembers that schools worked hard to carry out the new law on the ground.

“The legislature challenged us as educators across the state to provide more opportunities for academically able students to get more credit while they were in high school, and we did a darn good job of it,” Yager said.

But schools were handed a setback in 2015 when the Higher Learning Commission updated its policy for states it oversees, throwing Indiana educators into a tailspin. It was a problem because in the time schools had been increasing their dual credit offerings, the state as a whole was disincentivizing teachers from earning master’s degrees. A 2011 overhaul of teacher evaluation made advanced education count for much less in salary negotiations.

Now, about 75 percent of Indiana’s more than 2,500 dual credit teachers don’t completely meet the new dual credit teaching requirements, putting local teachers in a position where some must pay for thousands of dollars in college classes in a fairly short period of time.

State Superintendent Jennifer McCormick said the department is working on a plan that brings together state universities and other partners to devise a solution that can get teachers the extra credits they need while keeping cost and time to a minimum.

“We are working diligently … regarding partnerships and how to put some of that expense back on the state to help move this along,” McCormick told Indiana State Board of Education members last week. “It is not something we are being stagnant on.”

Other proposed solutions have fallen through — lawmakers passed a bill in 2016 that created a “dual credit teaching” fund to help support teachers pay for more credentials, but when the budget was created in 2017, the fund received no money.

Complicating the problem further is ESSA, which the state board is busy incorporating into its new education plan, due to be delivered to federal officials in September.

There are a number of options on the table, but essentially the board can take one of two paths: It can ask schools to ensure more students take dual credit classes, pass Advanced Placement and International Baccalaureate classes and earn industry certifications, which would satisfy the new federal requirements for statewide goals and make earning top marks for state A-F grades more challenging.

Or, given the uncertainty around new dual credit teaching requirements, it could stop counting dual credit in letter grades entirely.

That move could put schools in an even worse position, ensuring that only a fraction of them can meet the goal at all.

Currently, 25 percent of graduates must meet the state’s college and career readiness goal for schools to earn full points in their A-F grade, a threshold that most schools easily hit. But U.S. Department of Education officials say a goal most schools can easily meet doesn’t tell the state much about how schools are doing or fulfill the requirements of the Every Student Succeeds Act. Federal officials are pushing states to develop their own goals, but have indicated they should be rigorous — few specifics have been offered.

One reason why so many schools meet the goal is explicitly because they offer dual credit classes. For a number of those schools, the points earned from students completing dual credit classes far outweigh those earned in the other areas of AP, IB and industry certifications. And unlike other advanced courses, more low-income students and students of color take advantage of dual credit.

Ultimately, as part of the new state education plan the board can decide to:

  • Swiftly increase the percentage of students who must meet the college and career readiness goal, and expect far more schools to miss the mark;
  • Keep the same 25 percent requirement Indiana has now, with a note to federal officials that the rate will be adjusted in the future — a move that could put the entire ESSA plan’s approval at risk;
  • Take a phase-in approach, where the rate incrementally rises over the next several years, also a potentially risky move if federal officials don’t like it;
  • Remove dual credit from the A-F grade formula.

At last week’s state board meeting, board members were unsure about whether a swift change to how dual credit is measured would be fair to schools that have tried to stay afloat as state law has told them to first offer the classes, and then external policies now demand they change them.

Bluffton Principal Steve Baker said that while he knows there’s been a lot of work started to solve the dual credit teaching issues, he hopes state officials are aware of the very real problems schools could be facing in the near future and how important dual credit is to their accountability grades.

“Dual credit is where we get a lot of those (A-F grade) points,” Baker said. “I just wanted to caution them that in 2022, dual credit credentialing is going to get much more difficult and we need to be prepared for that.”

The board is expected to have further discussions on ESSA in August.

I saw the sign(s)

Demonstrators display frustration with DeVos at Denver protest

Protestors march from the Capitol to the Hyatt Regency Denver, where ALEC is holding their annual meeting. (Photos by Marissa Page/Chalkbeat)

“DeVos is DeWorst”

“Left or Right, We Can All See Wrong”

“School Librarians Say Shhhh! to Betsy!”

Those are some of the hundreds of colorful signs demonstrators carried at the Capitol Wednesday to protest U.S. Education Secretary Betsy DeVos’ scheduled Denver visit.

The Trump appointee is expected to speak Thursday at a luncheon during the American Legislative Exchange Council’s annual meeting at the Hyatt Regency downtown. Wednesday’s protest was organized by Denver school board candidate Tay Anderson with help from the Colorado Education Association, the state’s largest teachers union.

Featured speakers included local activists, teachers and legislators. Demonstrators then marched from the Capitol to the Hyatt.

Here are some selected images from the demonstration.

During the school year, Andy Fine is an elementary school teacher in Loveland’s Thompson School District. This summer he’s interning with the CEA, and rallied more than 25 Thompson teachers and parents to drive to Denver for Wednesday’s action. “Someone’s gotta stand up for our kids,” he said. “My life and passion is standing up for kids.”

Jessica Price, a teacher at Overland High School in Aurora, brought her 6-year-old daughter Maycie Turner to the protest. “I’m here because what we’re doing is working,” she said. “People are getting the message.”

Mike Badar’s father taught in Flint, Michigan for 30 years. He said his biggest concern is DeVos will blur the line separating church and state. “She does not like history, and she wants to rewrite it based on her religious principles,” he said.

Denver Public Schools teacher Michael Durga waited calmly outside the Capitol for the protest to start Wednesday morning. Donning a T-shirt that read “Proud public school teacher,” Durga carried a colorful flag urging support for public schools and a sign themed after the reality show RuPaul’s Drag Race. “DeVos is a nightmare,” he exclaimed. “I want her to know that I am opposed to everything she stands for.”

Pam Wilson, a self-professed “concerned citizen,” marched from the Capitol to the Hyatt Regency spritzing fellow marchers and passerby with a spray bottle filled with water. She decorated the bottle with a crossed-out image of DeVos’s face. “It’s bear spray,” she laughed.

The man behind the Neil Gorsuch mask is Ian Kolsky, a DPS teacher. Kolsky and four others dressed as Republican-appointed Supreme Court justices. The demonstrators belong to a group called Move to Amend, which calls for a constitutional amendment limiting the rights of corporations.