Results rise in DPS, but far to go

Denver Public Schools on Tuesday celebrated state test scores showing its overall growth in reading, writing and math is more than double that of the statewide average since 2005.

It celebrated being home to two of the highest-growth schools in Colorado – Beach Court Elementary and West Denver Prep’s new Harvey Park campus, both schools with poverty rates topping 90 percent.

But if the Colorado Student Assessment Program results illustrate how far DPS has come in achievement in recent years, they also highlight how far the district still has to go.

DPS is outpacing most districts across the state in CSAP gains but it did not meet its own 3.5 percent annual growth goals this year. Fewer than half of its students are achieving at grade level in writing and math.

At its current rate of progress, DPS won’t be on par with state achievement levels for a decade.

“The growth has been very, very strong,” said DPS Superintendent Tom Boasberg. “Still, we’ve got a tremendous amount of work to do to bring the absolute numbers up.”

Growth in the growth

He highlighted “growth in the growth” or increases in DPS’ median growth percentiles – the rate at which its students are progressing compared to similar students statewide.

Click on graphs to enlarge.

To keep pace with the state, DPS students must be demonstrating a 50 in median growth percentile in every subject. This year, their rate is a 55 in reading and a 53 in both writing and math.

“Five years ago, it wasn’t just that our kids were behind the kids in the rest of the state in each of the subject matters but that, every year, they were falling further behind,” Boasberg said. “Their growth was below what similar kids across the state were growing.

“What we’ve seen in five years is a very consistent and strong increase in growth. So today, our kids’ overall proficiency levels are still behind those of the state but the gap is narrowing. Every year, by growing significantly faster than kids who look like them across the state, we are closing that gap.”

In 2001, when the state first administered reading exams across grades 3-11, 38 percent of DPS students were reading at proficient or advanced levels. The state’s rate was 64 percent, or a gap of 26 points.

Ten years later, in 2010, 50 percent of DPS students are reading at grade level compared to 68 percent of students across Colorado. That’s a gap of 18 points.

Education News Colorado looked at the ten-year change in reading proficiency rates for the state’s 20 largest districts and for its ten large poor districts – those with more than 5,000 students and poverty rates topping 50 percent.

Only DPS and Harrison District 2 in southeastern Colorado Springs achieved double-digit gains in those ten years, with each increasing reading proficiency rates by 12 percentage points. In DPS, two of those points came between 2001 and 2005 and 10 points were gained between 2005 and 2010.

In comparison, the state’s reading proficiency rate grew by four points while Jefferson County’s rate increased by three points and Douglas County’s by one point.

Success at the school level

Tuesday’s results show individual schools can sustain, and even replicate, their success.

A press conference was held at Beach Court Elementary in northwest Denver, the state’s highest-growth elementary school. The neighborhood school has been a media darling since 2005, when Principal Frank Roti proudly told a Rocky Mountain News reporter, “You’ll hear about our school.”

Click on graphs to enlarge.

This year, the school has a 96 percent poverty rate and median growth percentiles of 96 in writing, 92 in reading and 86 in math – far outstripping the state median growth percentile of 50.

Then the press was invited to West Denver Prep’s Harvey Park campus in southwest Denver. The first replication of the charter middle school outperformed the original Federal Boulevard campus, which has been the district’s highest-rated middle school in academic growth for three years.

DPS’ Top 10
Click here to see DPS’ take on the results, including a list of the top ten school performers.

The Harvey Park campus of the charter network has a 93 percent poverty rate and median growth percentiles of 95 in math, 89 in writing and 83 in reading. In its first year, it served 6th-graders only and is growing a grade a year.

Across the district, 72 percent of schools posted median growth percentiles in reading above the 50 mark. DPS analysts produced a list of its top 20 schools by growth – poverty rates for the schools range from 9 percent at Steck Elementary to 40 percent at Lincoln Elementary to 98 percent at Garden Place.

Boasberg said the range of poverty rates in the high-growth schools shows the quality of Denver principals and teachers across the district.

“You’ve got absolutely wonderful schools that are growing students who come in often at not a high level,” he said, “and schools that are taking kids coming in at a very high level and growing them extraordinarily well.”

Reform initiatives largely positive

State test results show several reforms initiated since 2005 continue to make progress, though others show little difference.

Click on graphs to enlarge.

At Bruce Randolph School in north Denver, the number of students achieving proficiency in reading grew by six points from 2009 to 2010 while math proficiency was up by four points.

Manual High School saw its reading proficiency increase by one point and its math proficiency by five points.

But at North High School, where a new principal was appointed and teachers were required to reapply for their jobs in 2007, there’s been little progress. The school is now slated for federal turnaround aid.

Schools on co-located campuses, which have been controversial, showed slight to no gains.

At Smiley Middle School, which began sharing space last year with Envision Leadership, reading proficiency grew by four points while math proficiency was flat. West High School, which shares space with Manny Martinez Charter, saw its math scores climb by a point while reading was flat.

Yet both Smiley and West saw strong gains in their median growth percentiles in reading, writing and math. Smiley, which had lagged state growth in all three subjects in 2009, shot past that 50-percentile mark to a 57 in reading, a 53 in writing and a 61 in math in 2010.

Three new schools lagged state averages in growth in both reading and math – Envision Leadership Prep, Kunsmiller Creative Arts Academy and Manny Martinez Middle School. Envision and Martinez are charters.

Boasberg said the district is reviewing growth figures for the co-located traditional schools and the new programs: “If we don’t see growth, we will intervene.”

Moving forward, he said the district is targeting the performance of English language learners, which has declined in recent years. Chief Academic Officer Susana Cordova said DPS’ recent award of a $25 million federal Investing in Innovation grant, which focuses on reading skills for those students, will help.

Nancy Mitchell can be reached at [email protected] or 303-478-4573.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.