Future of Schools

Cary Kennedy, a Colorado gubernatorial candidate, wants to give teachers a raise. Here’s how.

Cary Kennedy (Photo by RJ Sangosti/The Denver Post)

Former state treasurer Cary Kennedy wants to give Colorado teachers a sizeable bump in pay.

One of several prominent Democrats running for governor, Kennedy, who helped write a constitutional amendment to increase school funding, released her education plan Thursday. The main goal is to get every Colorado kid into college or the work force by the age of 19. To do that, she’s putting her political capital into making the state’s teachers happier.

The proposal calls for more pay, a scholarship program to attract more teachers of color, and giving teachers a larger say in the state’s testing and accountability systems. She’s also calling for school districts to adopt a school improvement policy favored by teachers unions that calls for more welfare programs in the schools to combat the effects of poverty.

In a conversation with Chalkbeat, Kennedy discussed how she plans to reform the Taxpayer Bill of Rights to send more money to school districts, how she was influenced by attending a historically integrated high school in Denver and why access to free preschool is important.

This interview has been edited for length and clarity.

You’re calling for teacher raises. How can a governor in a local control state such as Colorado where salaries are set by school boards do that?

Provide the funding. I’m not proposing that I dictate to school districts what they pay their teachers. I’m proposing that the state provide adequate resources to school districts so that they can adequately pay our teachers.

We read every day about the teacher shortage in Colorado: 3,000 teaching positions right now that are not being filled. And it’s in large part because teachers can’t afford to work here. They can’t afford to live here. We pay our teachers among the lowest salaries in the country. I hear from principals that they are losing their best teachers because they’ll make $20,000 or $30,000 more for the same job if they go teach in another state.

This issue is impacting rural Colorado the most. We have 90 school districts where the average teacher salary is below $40,000. We can’t compete for the talent pipeline. And we’re not giving our great teachers who are doing amazing work in classrooms every single day the support they need and deserve, the professional pay they need and deserve.

This all goes back to what do we want to accomplish in education. And I’ve laid out the goal that every single student in Colorado, by the age of 19, is ready for higher education, has an employable skill, or both. And it takes great teachers. We know from data that the most important thing for a student’s success is the quality of the teachers that they have. We want Colorado to be the best place in the country to teach.

Have you put a price tag to this?

My goal as governor is to bring Colorado teacher salaries at least up to the national average and to eliminate what we call the teacher pay penalty, which is the difference between what a teacher gets paid and what someone with a comparable level of education earns in other professions. We want to eliminate the disincentive to teaching. Bringing Colorado up to the national average, we estimate to be around $240 million a year. To eliminate that teacher pay penalty is around $500 million.

It does not make any sense that Colorado’s economy ranks No. 1 in the country right now, according to U.S. News and World Report, and our investment in education ranks at the bottom. We’re living the consequences every day by having the teachers leave the profession and by having people who want to teach say they can’t do it in Colorado.

Where are you going to find that kind of money?

We need to recover what TABOR has taken away. TABOR (the Taxpayer Bill of Rights which limits how much money the state can collect from taxpayers) has put us in a hole. As our economy has grown over the last two decades, our schools have not benefited from that economic growth. TABOR has prevented us from doing that. We’ve been cutting school budgets for 25 years. That isn’t what anyone in the state wants. They want Colorado — we want Colorado — to have the best education system in the country.

I will lead, as governor, to build the coalitions to get back what TABOR has taken out of our schools.

Conventional wisdom would say this promise is a huge political risk.
I’ve called for permanent TABOR-reform for my entire career. I have helped lead our state to have responsible fiscal policy, a balanced budget throughout the economic crisis, low to moderate debt levels. We pay our bills; we keep our taxes in Colorado low. All of that helps us remain competitive and attract capital investment in our state.

But we can not continue the prosperity we are enjoying today if our kids growing up can’t compete for the jobs we’re bringing here. We have to give our kids the educational foundation they need to be competitive for those jobs.

And it’s also how we’ll make sure our prosperity reaches everyone. Right now we have people who are being left out, who are being left behind. And a great public education system is the only way we’ll ensure our progress reaches everyone.

What does TABOR reform look like? How do you want to change it?

It would be to allow our state to keep up with growth. TABOR has said as your economy grows, you are not able to generate taxes off that growth to invest in your infrastructure or education system or your health care system.

People in Colorado know they’re sitting in traffic. Our streets are crowded, our schools are crowded, we’re underinvested in education. That’s because we have not been able to keep up with the demands of a growing economy. We can keep low taxes, we can keep the protections for taxpayers that are in TABOR. There is bipartisan support today to modify the caps in TABOR to keep up with growth. You will see me lead on that as governor.

There are folks out there who say public schools receive the largest chunk of the state’s budget and don’t need more money. It’s a question of them spending the money in a more efficient way. What do you say to those folks?
We’ve been cutting school budgets in Colorado for three decades. Half of our school districts in Colorado today have had to cut back to a four-day school week. We pay our teachers among the lowest salaries in the country. We’ve got 90 school districts with an average salary below $40,000. We have to make the investment to compete as a state for the kind of economic progress that we all want in Colorado. People in Colorado know that education needs to be our priority and we’re not where we need to be as a state.

You want to expand the role teachers play in assessments, teacher evaluations and school quality ratings. What does would that look like in practice?

We know from (the state’s teacher) survey that teachers don’t believe the current assessment data is helpful to them in their efforts to improve student learning or improve their instructional strategies. We want this assessment data to help support our teachers in really knowing and understanding how their kids learn and what their students need. Teachers need to be much more involved in developing that process.

To do that would cause a lot of upheaval in the current system. One of the things we’ve heard is that teachers and principals are tired of change. How do you balance rethinking those systems while making sure there isn’t another upheaval and more ‘unfunded mandates?’

I think teachers and principals right now feel they’re spending a lot of time on an assessment system that isn’t giving them meaningful information and they’d welcome the opportunity to spend the time to bring their voice to the table on how we can do a better job in this state.

Your proposal is heavily focused on teachers. I can imagine there is someone out there thinking you’re just angling for the endorsement of the teachers union.

I’ve spent my career trying to improve our public schools. I graduated from Manual High School. I’ve seen the challenges in our public schools firsthand. I had great teachers. I’ve always done the work I’ve done because I really believe that public schools are where kids get opportunities to go on and lead productive lives. I grew up with three brothers and sisters who joined my family through the foster care program. I also have a sister who joined my family through her church. So, I’ve grown up with brothers and sisters who didn’t have the opportunities that I had been given. And I saw firsthand how important the opportunities are that kids received through their public schools to determine their future success.

You’re the product of an integrated school. Integration has become a hot topic in education circles again. How have you been thinking about integration?

The achievement gap in Colorado today, the difference between how white kids are performing compared to students of color, is unacceptable. We have the second-largest achievement gap in the country. There are too many students of color in Colorado who are being left behind, who aren’t getting the opportunities they deserve. That’s why this proposal is so important. We want all of our kids regardless of where they grow up, regardless of their family income, regardless of their background, to be successful in school.

We want our schools to reflect the diversity and the richness of our communities. That will happen if all schools have and provide meaningful learning opportunities with high-quality teachers.

You see in my proposal a real focus on attracting and retaining teachers who also reflect their student makeup: Latino teachers, black teachers, teachers of all socioeconomic and racial backgrounds so kids going to school have role models they can look to.

We want integrated, inclusive community schools that reflect the diversity of the state’s population.

You’re calling for universal access to preschool. So is your opponent Rep. Jared Polis. In fact, it’s his central education campaign promise. How are your proposals different?

I worked for Educare Colorado and developed the school readiness legislation that is current law that expands opportunities for low-income kids to attend high-quality preschools. I was also involved in the Colorado Preschool Program, the Denver Preschool Program. Even with these successful efforts, only half the kids in our state attend preschool and full-day kindergarten. Half the kids in our state start behind. And teachers will tell you that it’s really hard to catch them up. They stay behind and they finish behind. As a state it’s imperative that we make sure all kids have access to high-quality early education.

It’s going to be more money.

It’s an investment that’s critically important. We can look to private and public partners. But it is not acceptable that we prevent 4-year-olds from attending a high-quality early learning opportunity.

Is this another ballot question or is this something you can do with existing revenue?

You have to prioritize it. It’s building a statewide vision for what our public education system in Colorado can and should be.

You call for expanding so-called community schools. That’s an amorphous term that means something different depending on who you talk to. What does a community school mean to you?

Community schools are focused on engaging the community in supporting the school. It’s bringing in two-generational learning so that parents and students can learn together and parents can support their student’s learning. But it’s also bringing in wrap-around services. A lot of kids arrive at school with challenges. It’s social-emotional, growing up in stressful home environments, suffering from toxic stress. We have kids who are coming to school who are homeless and who need additional support in their learning. If we want all kids to be successful, we have to address the challenges kids show up every day with.

Finding a home

Denver school board permanently co-locates charter elementary in middle school building

Students and staffers at Rocky Mountain Prep's first charter school in Denver cheer in 2012. (Photo by The Denver Post)

A Denver elementary charter school that was temporarily granted space in a shuttering district-run middle school building will now be housed there permanently.

The school board voted Thursday to permanently place Rocky Mountain Prep Southwest charter school in the Kepner Middle School building, where it is sharing space this year with three other school programs. Such co-locations can be controversial but have become more common in a district with skyrocketing real estate prices and ambitious school quality goals.

Rocky Mountain Prep Southwest is part of a homegrown charter network that has shown promising academic results. The network also has a school in Aurora and is expected to open a third Denver school next year in the northwest part of the city.

Rocky Mountain Prep Southwest was first placed at Kepner for the 2015-16 school year. The placement was supposed to be temporary. The district had decided the year before to phase out low-performing Kepner and replace it a new district-run middle school, Kepner Beacon, and a new charter middle school, STRIVE Prep Kepner, which is part of a larger network. The district also temporarily placed a third charter school there: Compass Academy.

Compass has since moved out of Kepner but the other four schools remain: Rocky Mountain Prep Southwest, Kepner Beacon, STRIVE Prep Kepner and the Kepner Legacy Middle School, which is on track to be completely phased out and closed by June 2019.

In a written recommendation to the school board, district officials acknowledged that permanently placing Rocky Mountain Prep Southwest at Kepner would create a space crunch.

The Kepner campus has the capacity to serve between 1,100 and 1,500 students, the recommendation says. Once all three schools reach full size, officials expect the schools will enroll a total of approximately 1,250 students. Rocky Mountain Prep Southwest currently serves students in preschool through third grade with a plan to add more grades.

“DPS facilities staff are currently working with all three schools to create a long‐term vision for the campus, including facility improvements that ensure all three schools have what they need to continue to excel,” says the recommendation from Chief Operating Officer David Suppes and Director of Operations and Support Services Liz Mendez.

District staff tried to find an alternate location for Rocky Mountain Prep Southwest but were unsuccessful, the recommendation says. The district does not have many available buildings, and competition for them among district-run and charter schools can be fierce. In northeast Denver, seven secondary schools are currently vying for the use of a shuttered elementary.

Future of Schools

Indianapolis needs tech workers. IPS hopes that George Washington will help fill that gap.

PHOTO: Dylan Peers McCoy

Indiana companies are looking for workers with computer expertise, and Indianapolis Public Schools leaders want their students to fill that gap.

Next year, George Washington High School will launch a specialized information technology academy designed to give students the skills to pursue careers in IT — and the exposure to know what jobs even exist.

“Half of what kids aspire to be is either someone they know does it or they’ve seen it on TV,” said Karen Jung, president of Nextech, a nonprofit that works to increase computer science preparation in K-12 schools. Nextech is partnering with IPS to develop the new IT program at George Washington.

For teens who don’t know anyone working in computer science, meeting role models is essential, Jung said. When teens see women of color or artists working in computer sciences, they realize there are opportunities for people like them.

“Once we put them in front of and inside of workplaces … it clicks,” Jung said. They believe “they would belong.”

The IT program is one of three academies that will open in George Washington next year as part of a broad plan to close nearly half of the district’s high schools and add specialized focus areas at the four remaining campuses. In addition to the IT academy, George Washington will have programs in: advanced manufacturing, engineering, and logistics; and business and finance.

The district is also moving to a model without neighborhood high schools. Students will be expected to choose high schools based on focus area rather than location. This year, many current high schoolers were required to reapply in an effort to make sure they enroll in academies that fit their interests.

The district will host a showcase of schools to help parents and students with their selections. The showcase runs from 10 a.m. to 2 p.m. Saturday at the Indiana State Museum.

Stan Law, principal of Arlington High School now, will take over George Washington next year. (Arlington will close at the end of this year.) He said the new academies offer an opportunity for students to see what they need to master — from soft skills to knowledge — to get good jobs when they graduate.

“I want kids to really make the connection of the purpose of high school,” Law said. “It is that foundation for the rest of your life, in terms of the quality of life that you are going to live.”

PHOTO: Dylan Peers McCoy
Stan Law

When the IT academy launches next year, students who select the program will be able to spend about one to two classes per year focused on information technology, said Ben Carter, who runs career and technical education for IPS.

Carter hopes the academies will reshape George Washington and other IPS campuses by connecting potential careers with the work students do everyday at school. Students who share a focus area will be in a cohort, and they will share many of the same core classes such as English, math and history, said Carter. Teachers, in turn, will be able to relate what students are studying in their history class to projects they are working on in the IT program, for example.

To show students what a career in information technology might look like, students will have the chance to tour, connect with mentors and intern at local companies.

“If I’m in one of these career classes — I’m in software development, but then I get to go to Salesforce and walk through and see the environment, to me as a student, that’s inspiring,” said Carter. “It’s like, ‘oh, this is what I can have.’ ”

He added. “It increases engagement but also gives them a true sense of what the career is.”