Opening doors

What other schools can learn from two Colorado Schools of Opportunity

PHOTO: John Leyba/The Denver Post
South High students Lionel Kulembwa, Eliana Goldberg, Zahra Abdulameer and Shambel Zeru pose for a portrait.

Two Colorado high schools are among eight in the nation recognized as Schools of Opportunity by the National Education Policy Center at the University of Colorado.

Schools of Opportunity are institutions that go above and beyond to help all their students succeed. Kevin Welner, director of the National Education Policy Center and a professor at CU’s School of Education, said the program is designed to counter the “Best High Schools in America” rankings from U.S. News & World Report and similar lists.

“At the top of these rankings, what we see — year after year — are two types of schools,” Welner said. “First, we see schools located in wealthier communities. Second, we see those choice schools that are known to enroll the highest-scoring students in their communities. So these schools illustrate a fundamental rule: The best way to have high test scores is to enroll high-scoring students. Such schools, however, do not necessarily provide exemplars of best practices.”

Socioeconomic factors outside of school continue to play a strong role in how well students do in school. Schools of Opportunity use methods and strategies that should close some of that gap, even if it doesn’t show up in test scores, Welner said.

“A lot of things that schools do won’t show up in test scores right away, but they’ll show up in other things, like more students showing up to school, and in life beyond school, what the student takes with him or her,” Welner said.

Denver’s South High School received a gold rating, with reviewers making note of heritage classes in Arabic and Spanish that help students achieve literacy in their first language as well as English. The school also received praise for a peer-mentoring program that has significantly increased the number of students of color taking Advanced Placement and college-level courses.

“The first thing you have to start with is your mindset,” South Principal Jen Hanson said. “It’s very important that people in the building see diversity as an asset.”

Hanson said teachers and administrators focus on the assets students already have, rather than what they lack, and build from there.

Aurora’s William C. Hinkley High School received a silver designation. A restorative justice program there has transformed the school culture, according to students interviewed by the committee that made the awards. It’s part of an overall “culture of care” that includes teacher training that focuses on collaboration and building relationships.

Principal Matthew Willis said all these efforts go toward “helping students access a better life.” Disciplinary referrals are way down, and graduation rates are way up at a school that serves a lot of students from low-income families. The school has one of the highest rates of concurrent enrollment – high school students taking college courses – in the state.

Welner said he hopes other schools serving students from low-income families, students of color, and students who are learning English will read through the applications and find ideas that can work at their school. He’s also used these ideas to help the Office of Civil Rights come up with remedies when schools are found to violate their students’ civil rights.

South High School

Student body: 1,605
Students of Color: 67 percent
English Language Learners: 42.9 percent
Free and Reduced Lunch: 58.7 percent

Almost 70 percent of South students are students of color, but in the 2015-16 school year, just 73 students of color enrolled in AP classes. Hanson said administrators knew something must be wrong. A student group called “Rising Rebels” was enlisted to recruit their peers to sign up for AP and college-level classes. Teachers also reached out to students and their parents to encourage them to sign up. This school year, 423 students of color are signed up for AP courses, and the school has a tutoring program to make sure those who need extra help get it.

“If you grow up with a parent in your ear saying you’re going to college and you’re going to take that class, that’s great, but if you don’t have that parent, it’s our obligation to provide that,” Hanson said.

Denver Public Schools as a whole is pushing to get more students into advanced classes, with some success, but students of color are still underrepresented.

South has a large refugee population representing students from more than 50 countries, many of whom have had their schooling interrupted. South is a designated Newcomer Center, and soon all of its teachers will be certified to teach English Language Learners.

Hanson said sending the right message from the top is important, as is teacher training, but administrators also need to look closely at the structures and systems at their schools, at discipline and schedules. Do these structures support equity or do they give an advantage to some students while discouraging others?

Hinkley High School

Student body: 2,184
Students of color: 91.9 percent
English Language Learners: 29.7 percent
Free and Reduced Lunch: 75.2 percent

Willis said the restorative justice program is just one component of a larger “culture of care,” but it’s the oldest and perhaps foundational piece.

“Many referrals can be boiled down to relational problems between two individuals that can be solved with facilitation,” he said.

PHOTO: Nicholas Garcia
Kennon Baldwin, a Hinkley High School senior, works on an online course during night school.

The school also arranges schedules so that teachers who work in the same subject area can meet and share ideas. A first-year teacher can share recent research, while a veteran teacher might know the signs that a student needs help. Topics for teacher training are chosen with student needs in mind, Willis said. Right now, many Hinkley teachers are giving up a planning period to work on ideas to better serve students with disabilities.

When students stay in class and when teachers work hard to understand their students, a lot can happen, Willis said. It’s taken years to get here, and Willis said any school leaders who want to make big changes also need patience.

“There isn’t a magic pill or silver bullet,” he said. “When we talk about the culture of care, cultural transformation takes time. Each year, this philosophy coalesces more. We work together as a staff to see how we can take that next step. We’re never completely satisfied, and I think that’s why you see this continual progress toward improving our school.”

“There are many ways to improve a school, but sticking with one approach long enough to actually see the fruits of our labor is really important,” he added.

You can see the full list of winners and read more about them here

Nominations are being accepted for the next round, and organizers said they’d particularly like to see more nominations from rural schools.

This story has been changed to correct a minor error in a quote from Kevin Welner. The correction does not change the meaning of the quote.

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 percent more often than students who were not.

The impact was much greater on students who were chosen and actually enrolled: They voted 24 percent 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.”