End of the line

Time’s up: 12 Colorado schools will face state intervention for not improving

PHOTO: Nicholas Garcia
Aurora Central High students discuss the school's future in a leadership class. The high school is one of the state's lowest-performing schools.

A dozen Colorado schools face drastic changes after they failed to boost student learning enough during the last six years.

School quality ratings approved Thursday by the State Board of Education mean the schools face options that include closure, conversion to a charter school or a different direction under the state’s school innovation law. 

The ratings are the first since the state switched in 2015 to the PARCC tests, which are designed to measure student learning in English and math. The ratings are also the first to be released since more families began opting their children out of the tests, driving down participation rates and complicating state officials’ efforts to determine the quality of schools.

The schools that failed to improve and now face state action are a mix of urban, suburban and rural. The schools are in communities ranging from Pueblo to Aurora to Aguilar.

Unlike school districts that have one more chance to appeal to the state board for a higher rating, schools are out of options.

The state board is expected to begin handing out sanctions in March. The least drastic option at the board’s disposal: to direct the district to apply for “innovation status,” which would give schools charter-like waivers from district policy and state law.

One of the first schools to appear before the board will be the multi-district online charter school, HOPE Online. This year, it earned the state’s second lowest rating.

“We’re pleased that we moved from the bottom, where we’ve been stuck since 2010,” said Heather O’Mara, the school’s leader. “We made really big changes in 2015 and 2016 and I think we saw the impact of that in this year’s data. The trends are positive.” But we continue to have to focus and improve.”

More than two-thirds of all Colorado schools received the state’s highest ratings.

Some 50 schools received no rating at all because there was not enough data available to assign a rating. Most of those schools saw large numbers of parents excuse their children from the test.

The ratings rely mostly on results from the PARCC English and math tests students in grades three through nine take each year. Other factors that contribute to a high school’s rating include how well high school juniors scored on the ACT and how many students graduate or drop out.

Under the system, which was created by state lawmakers in 2009, schools that fall in the bottom two categories have five years to improve or face sanctions. Because the change in assessments caused a gap in data, the state did not release ratings in 2015.

Schools that will face state intervention

  • Risley International Academy of Innovation, Pueblo
  • Bessemer Elementary, Pueblo
  • Heroes Middle School, Pueblo
  • Aurora Central High School
  • Aguilar Junior-Senior High School
  • HOPE Online Learning Elementary School, Douglas County
  • HOPE Online Learning Middle School, Douglas County
  • Franklin Middle School, Greeley
  • Prairie Heights Middle School, Greeley
  • Peakview School, Huerfano
  • Destinations Career Academy, Julesburg
  • Adams City High School, Adams 14 School District

This year marks the first year the State Board of Education must take action on schools that have not improved.

In previous years, the board has issued schools one of four ratings: “performance” being the highest and “turnaround” being the lowest. This year, in response to the state’s growing movement of parents opting their students out of state standardized tests, the department developed a sixth rating: “insufficient state data, low participation.”

The state is also labeling schools that had enough data to get ranked, but had fewer than 95 percent of students take the PARCC tests.

State and federal law require schools to test 95 percent of their students in an effort to ensure schools don’t exclude groups of students such as English language learners or students with special needs.

However, state lawmakers, reacting to pressure from parents and activists, tweaked the law in 2015: Students who are excused from the tests aren’t counted as either participants or nonparticipants. As a result, the state changed the way it calculates a district’s participation rate so districts are only held responsible for testing students who are not excused by their parents.

The board approved the ratings on a 5-1 vote. Board member Steve Durham, a Colorado Springs Republican, was absent.

Board member Val Flores, a Denver Democrat, did not accept the ratings because the state lowered the ratings of 50 schools at the request of Denver Public Schools. The school district has its own rating system and wanted the state’s ratings to match the district’s.

“What does that do to the state’s accountability system when a district does that?” she said. “They have a right; I understand that. But is it fair, especially in a district that tends to close schools?”

Find your school’s rating

Pushback

National head of DFER after Colorado Democrats’ platform vote: ‘We’re not going anywhere’

PHOTO: Newark Trust
DFER President Shavar Jeffries

The national head of Democrats for Education Reform responded to the dramatic rejection of his organization at the Colorado Democratic Party state assembly with a simple message: We’re not going anywhere.

In an email to supporters that he also posted on Medium Thursday, Shavar Jeffries laid out his credentials as a Democrat and said disagreements over education policy should remain a “family fight.”

“We understand that on some issues, some in our party disagree with us,” Jeffries wrote. “We welcome that disagreement, and we welcome the debates that ensue periodically. We stay true to our principles because we believe our vision best reflects the values of the party and the outcomes we seek for young people.

“But we will fight  –  when fights are necessary  –  anchored in the understanding that this is a family fight and thus we will not engage in the politics of personal destruction against those with whom we disagree.”

Jeffries went on to blame the election of President Donald Trump on an unwillingness among Democrats to set aside their differences.

“Trump is president to a large degree because progressives and liberals engaged in a civil war over the 10 percent of policies where we might disagree, as opposed to uniting around the 90 percent where we agree,” Jeffries wrote. “Hillary Clinton was booed at the DNC convention in 2016 by the same forces that still seek to sow division within our party. Our unity is our best weapon against the ongoing assault to our democracy visited upon the country each day by Trump.”

Jennifer Walmer, the head of the Colorado chapter of Democrats for Education Reform, was booed down by delegates at Saturday’s assembly. Those delegates went on to adopt into the official party platform a call for DFER to stop using “Democrats” in its name.

Former state Treasurer Cary Kennedy, who has the backing of the teachers unions, won 62 percent of the vote at the party assembly. The platform vote happened later in the day, after some of the more than 3,000 delegates had left.

It’s not clear how the platform provision could be enforced. Some members want the party to send a cease-and-desist letter to Democrats for Education Reform, something the Los Angeles Democratic Party tried in 2012, with no apparent effect.

The Colorado vote drew cheers and jeers locally and around the country. In New York City, one blog called it a “ray of sunshine” that could signal cracks in support for reform policies. Meanwhile, conservatives used the vote to cast Democrats as extremists. The editorial board of the Colorado Springs Gazette said it represented “a far-left shift in the Democratic Party.”

Education reform has become an increasingly divisive issue within the Democratic Party. Since the 2016 presidential election, opponents of a suite of reform policies, like charter schools and test-based teacher accountability laws, have increasingly sought to tie Democratic proponents of these policies to the unpopular president and his education secretary.

Jeffries said his organization would not be dissuaded by those tactics.

“If our intra-party opponents would prefer counter-productive family warfare as opposed to unity around shared values, this should be clear too: We stand with the millions of families across our country demanding access to high-quality public schools and the thousands of elected Democrats who fight tirelessly to ensure they get it,” he said. “We are not going anywhere.”

You can read Jeffries’ entire statement here.

get out the vote

Can schools encourage students to be more involved citizens? A new study suggests yes they can.

Democracy Prep charter network superintendent Seth Andrew at a 2012 admissions lottery event.

In a city of roughly 1,800 schools, many have names that have little to do with what students experience.

Not so for Democracy Prep, a network of charter schools that a new study concludes makes students far more likely to vote once they turn 18.

The study, conducted by independent researchers commissioned by Democracy Prep, took advantage of New York City’s charter school admissions rules to examine the impact of applying to, getting accepted to, and enrolling in the network’s schools on later civic participation.

Looking at more than a thousand students who applied between 2007 and 2015 who were old enough to vote in 2016, the researchers found that just being selected in the admissions lottery was correlated with a slight increase in voting rates. Students who were chosen voted 6 percentage points more often than students who were not.

The impact was much greater on students who were chosen and actually enrolled: They voted 24 percentage points more often than students who applied but never got a chance to attend.

The findings suggest that Democracy Prep is achieving its explicit goal of promoting civic participation. They also offer one answer to the question of whether charter schools, which are publicly funded but privately managed, undermine democracy.

“Democracy Prep provides a test case of whether charter schools can successfully serve the foundational purpose of public education—preparation for citizenship—even while operating outside the direct control of elected officials,” the researchers write. “With respect to the critical civic participation measures of registration and voting, the answer is yes.”

Seth Andrew, who started the network with a single middle school in Harlem in 2006, said he was pleased by the findings — and unsurprised, because the network has baked civic participation into its culture and academic program. Students must take on a personal “Change the World” project and pass the U.S. citizenship exam to graduate.

“This idea of ‘change the world’ was very central to what we were trying to get our kids prepared and excited to do,” he said.

Creating more engaged citizens takes more than just adding a civics class, said Katie Duffy, the CEO of Democracy Prep. Schools have to make democracy a part of the daily culture, she said.

“The more you talk about the importance of voting, the importance of elections, the importance of advocacy,” she said, “the more it becomes ingrained in our kids.”

The network has also long used Election Day — when district-run schools are often closed so their buildings can be used as polling stations — as a teachable moment.

In 2008, Democracy Prep students spent the day working to get out the vote in their neighborhoods. Four years later, Democracy Prep schools were among the few housed in city space that got special permission to stay open — and the network sent students out to advance the “Vote for Somebody” campaign it had kicked off in a catchy viral video. The next year, students promoted a different message — “I can’t vote but you can” — in an effort to boost the city’s 11 percent primary election voter participation rate.

The network’s influence extends far beyond its students. In 2012, six years into the network’s existence, officials estimated that students had helped 5,000 New Yorkers register to vote. Now, the network runs 22 schools in five states.

Andrew said the study’s findings about the impact of the network — which he left in 2012 to work on other civic engagement initiatives, including at the White House — offer only a start at a time when the United States lags behind other developed countries in voter turnout.

“I was thrilled with the outcome,” said Andrew. “But the as the guy that founded Democracy Prep I feel like there’s a whole lot of room to grow.”

Correction: A previous version of this story described the increase in voting caused by Democracy Prep as a percent figure, rather than in percentage points.