integration conversation

Gentrification is changing Denver schools. These recommendations aim to address that.

PHOTO: RJ Sangosti, The Denver Post
Kindergarten students line up on the first day of school in 2012 at Whittier K-8 School in Denver. (Photo by RJ Sangosti, The Denver Post)

To address declining enrollment and combat segregation, Denver Public Schools should consider a number of steps including creating a clear and community-driven process for consolidating under-enrolled schools, according to a committee of community leaders.

The high-powered group has been meeting for months and on Monday voted to forward that recommendation and more than dozen others to the school board for consideration.

Rising housing costs and redevelopment are remaking Denver, causing decreases in the number of school-aged children in some neighborhoods and deepening sharp economic divides between others.

The committee wrestled with a challenge: that integration can be elusive when honoring both the tradition of neighborhood schools and the district’s commitment to giving families a choice of schools.

The recommendations from the Strengthening Neighborhoods Committee are meant to be a starting point, so many of them are short on details.

Here is what the committee is urging the district do:

  • Provide help with marketing, planning and school design for a limited period of time to schools that are beginning to see enrollment declines with the aim of reversing that trend.
  • In areas of the city where such declines have impacted schools’ ability to provide a robust program, create a “transparent school consolidation process that allows impacted communities to reimagine their schools with the goal of strong and stable enrollment, higher quality and greater integration in all schools within the community.” DPS has not made clear how many students is too few students for a school to be sustainable, but the recommendations mention that schools with enrollment below 300 students “face particular challenges.”
  • Develop a rubric to evaluate all new school applicants on their “ability to appeal to a diverse student body and offer inclusive excellence in the classroom.” The rubric would measure things like the diversity of the staff and the cultural responsiveness of the curriculum.
  • Require school leaders to set annual goals “related to diversity and inclusive excellence,” and offer resources and financial rewards if they meet them.
  • Expand a pilot program that gives low-income students from other neighborhoods priority to “choice into” schools with more affluent student populations.
  • Create more enrollment zones, which are big school boundaries with several schools inside them, especially in areas “where housing changes are occurring.”
  • Explore holding a special election to ask Denver voters to raise more money for transportation. Prioritize spending any additional dollars on helping underserved students and those living in enrollment zones access “a greater diversity of school options.”
  • Set aside seats in all schools at all grades for students who may enroll mid-year to ensure students experiencing housing instability have equitable access to schools.
  • Create an “equity audit” for schools with restrictive enrollment policies — such as Denver School of the Arts, a magnet school that requires auditions — to figure out how those policies are impacting socioeconomic integration.
  • Develop ways to measure school culture and climate to assess whether schools are, for example, setting high expectations for all students. In addition, develop ways to measure “student learning and development over time” that take into account academic results such as test scores and non-academic results such as discipline statistics.
  • Invest money in initiatives aimed at increasing equity, such as recruiting and retaining diverse educators, and share employee demographic data for each school.
  • Develop better strategies for engaging with families and community members about issues affecting them. For example, instead of sending out a survey to collect feedback, consider compensating families and community members for providing information.
  • Set a district-wide goal for increasing the socioeconomic diversity of schools. The goal should encompass both the percentage of students attending integrated schools and “tangible measures of equity and inclusiveness for students once in attendance.”
  • Establish a set of resources “for schools to use in creating a more integrated and inclusive environment,” and encourage schools to learn from each other.
  • Work closely with city agencies, including the Office of Children’s Affairs, to address the impacts of gentrification: “There is an opportunity for DPS to increase its advocacy for students, families and teachers on important issues such as affordable housing.”
  • Launch a “meaningful public engagement and communications effort” about the benefits of socioeconomic integration and about the committee’s recommendations.

The district often cites research that shows all students benefit from integration. Due largely to housing patterns, many Denver schools are socioeconomically and racially segregated.

There are some schools, such as Fairview Elementary in west Denver, where 98 percent of students qualify for free or reduced price lunch, a proxy for poverty. On the other end of the spectrum are schools like Bromwell Elementary in east Denver, where only 5 percent of kids qualify. Both Fairview and Bromwell are “boundary schools,” which means they primarily serve the students who live in the neighborhood immediately surrounding them.

The district has tried in recent years to increase integration by employing a variety of strategies, some of which the committee is recommending be expanded. One of them is enrollment zones, which are the big school boundaries that contain several schools. The idea is that drawing bigger boundaries and asking students to choose from several schools within them increases the opportunity for kids from different neighborhoods to attend school together.

There are currently 11 zones — and even before the recommendations, the district was proposing to create three more. But they’ve had mixed results when it comes to integration.

Before voting on the recommendations Monday evening, several committee members expressed concerns that some of them were not specific enough. For instance, they said, what is the district’s definition of a high-quality, integrated school?

Committee co-chairman Antwan Jefferson emphasized that the recommendations were only the first phase of the committee’s work. A second-phase committee would tackle that question, he said, as well as the nitty-gritty of how to put the recommendations into place.

The committee is set to present its recommendations to the school board Dec. 18.

pick a school

Denver touts record participation in school choice process

PHOTO: Kevin J. Beaty/Denverite
Students at McAuliffe International School. The school was among the most-requested this year. (Kevin J. Beaty/Denverite)

Even as more Denver families participated in the annual public school lottery this year, about four out of five still got into a first-choice school, district officials announced Thursday.

More than 27,000 families submitted school choices, up 17 percent from last year. Officials attributed the big jump to several factors, including additional help the district provided to families to fill out the choice forms, which were online-only this year.

The window of time families had to submit choices was also pushed back from January to February, which gave families more time to tour schools and rank their top five choices.

Match rates – or the percentage of incoming elementary, middle, and high school students who got into their first-choice schools – dipped slightly from 82 percent last year to 81 percent this year. Brian Eschbacher, the district’s executive director of enrollment and planning services, said that’s not bad given that nearly 4,000 more families participated this year.

Deputy Superintendent Susana Cordova said officials are “thrilled” with the record participation. The district received its first choice form at 12:02 a.m. on February 1, just two minutes after the window opened, she asid. The window closed February 28, and families found out last week which schools their children got into.

The reasons families participate in the lottery vary. Some want to send their children to charter schools or to district-run schools outside their neighborhood because they believe those schools are better. Others may be looking for a certain type of program, such as dual-language instruction.

This is the seventh year the 92,600-student district has used a single form that asks families to list their top five school choices. Those choices can be district-run or charter schools.

In part for making it relatively easy for parents to navigate the lottery, Denver has been named the best large school district in the country for choice by the Washington, D.C.-based Brookings Institution think tank for two years in a row.

The district especially encourages families with children entering the so-called “transition grades” of preschool, kindergarten, sixth grade, and ninth grade to submit choice forms.

This year, the biggest increase in participation came at the preschool level, with 777 more families requesting to enroll in preschool programs, a 17 percent increase from last year. The second-biggest increase was at the high school level, with 359 more families participating.

The most-requested high school was the city’s biggest, East High School in east-central Denver. East is one of several more affluent Denver schools participating in a pilot program that gives preference to students from low-income families who want to choice into the school.

Last year, the pilot program resulted in every eighth-grader from a low-income family who applied for a spot in East’s freshman class getting in. Results from this year are not yet available for East and the other schools participating in the program, Eschbacher said.

The most-requested middle school was McAuliffe International School in northeast Denver. The most-requested elementary school was Swigert International School, which is also located in the northeast and follows the same International Baccalaureate curriculum as McAuliffe.

contract details

Antwan Wilson being paid $60,000 to consult for Denver Public Schools

Antwan Wilson visits a fifth grade math class at the Brightwood Education Campus in Washington on his first day as D.C. schools chancellor. (Photo by Sarah L. Voisin/The Washington Post via Getty Images)

The Denver school district is paying former administrator Antwan Wilson $60,000 to be a part-time consultant for 12 weeks to help to build a strategic plan for a career and technical education program, according to Wilson’s contract.

The contract shows the district determined that Wilson, who was recently forced to resign as Washington, D.C. schools chancellor, was the only person qualified for the consultant job.

“We considered other local or national consulting organizations that could provide these services, but determined they would not be able to meet our needs,” Denver Public Schools Chief Operating Officer David Suppes wrote as justification for why the contract was not put out for competitive bid. Chalkbeat obtained the contract in an open records request.

Suppes cited Wilson’s years of experience managing large urban school districts, as well as his experience leading secondary schools in Denver. Wilson was principal of the now-closed Montbello High School and worked for five years as an assistant superintendent in Denver before becoming superintendent in Oakland, California, and then chancellor in D.C.

He resigned as chancellor in February after it came to light that he skirted the district’s competitive school lottery process to get his oldest daughter into a high-performing school.

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Denver Superintendent Tom Boasberg said in a previous Chalkbeat interview that Wilson was a good fit for the consultant job because “he is probably the country’s foremost thinker on these issues around career and technical education and concurrent enrollment,” which allows high school students to take college classes and receive credit for free.

Wilson’s resume says he ran Denver Public Schools’ concurrent enrollment program during his tenure as the assistant superintendent for post-secondary readiness from 2009 to 2014. It also notes he led the district’s career and technical education program.

The number of students taking concurrent enrollment classes increased during his tenure, his resume says. Graduation rates increased and dropout rates decreased, partly due to efforts to open new alternative schools, which the district calls “multiple pathways schools,” it says.

Boasberg said Wilson will be helping to expand the district’s career and technical program, called CareerConnect, to those schools.

Wilson’s consultant contract says he will “support the strategic planning process, including stakeholder engagement, evaluation of successful practices used elsewhere, and assisting the team in thinking through systemic needs for the thoughtful growth of the program.”

The contract notes that Wilson’s position is grant funded. It says his fee includes a $69 per-diem expense and $178 in daily lodging expenses. His fee is based on a $150-per-hour rate, it says.

The contract specifies that Wilson will work two days a week for eight hours a day.

In his justification for why the contract was not competitive, Suppes wrote that local consulting companies that have worked with Denver Public Schools in the past “would not have experience in this area” and would have been more expensive at $175 to $200 an hour.

National consulting companies, Suppes wrote, “are often strong in doing this type of work, but might not have the skill depth available.” Plus, he wrote, the national consultants would have charged two to four times as much as the district is paying Wilson.