Colorado

Digging deeper into East High data

Last week, when we took a  close look at achievement gaps at Denver’s East High School, we reported that “the breadth of East’s TCAP [the state test] gaps may be explained in part by how high-achieving East’s top students are,” because minority students also perform better on TCAPs than their counterparts across Denver Public Schools.

But after an astute reader prompted us to take a closer look at data, we found some interesting nuggets that show what achievement gaps look like across the city and suggest some interesting explanations we might have missed in the original story.

First, East has fewer low-income students (as measured by eligibility for free and reduced-cost meals) across all races and ethnicities than other Denver comprehensive high schools. And that may do more to explain why the performance of all groups of students is higher at East than in DPS overall.

Just 8 percent of East’s white test-taking students (ninth and tenth graders) are low-income. That’s compared to 27 percent at all other DPS high schools. While 86 percent of Latino students at other Denver high schools are low-income, at East the percentage is much lower –62 percent. And 70 percent of East’s African American students are low income, compared to 80 percent at the district’s other high schools.

Furthermore, the ratio of non-poor to poor white students at East is much wider than at other Denver high schools. And while the proportion of non-poor to poor black and Latino students is also wider than at other high schools, it’s by a much narrower margin. So the larger achievement gaps could be explained in part by how many fewer low-income white students there are compared to low-income Latino and African-American students.

It’s also notable that two of  the three Denver high schools that have higher-performing white students than East also have significantly smaller achievement gaps by race.

The two schools are distinct from East in that one, DSST’s Stapleton high school, is a charter school that students choose to attend rather than being assigned by residence. The other, Denver School of the Arts, a selective admissions magnet. And both have lower percentages of low-income students than does East. Still, it’s worth noting the difference in gaps.

DSST’s Stapleton charter high school had an average TCAP proficiency among white students of 93.6 percent in 2013, compared to East’s 81.2 percent.  Yet its proficiency gaps between white and black students was 21.7 percent, compared to East’s 45.3 percent, and its white-Latino gap was 18 percent compared to East’s 36.9 percent.

And while a smaller share of DSST Stapleton’s black students are low-income, more of its Latino students are. Among black students, 54 percent qualify for subsidized lunches, compared to East’s 70 percent. Among Latino students, however, 79 percent qualified for subsidized lunches, compared to 62 percent at East.

At Denver School of the Arts, a magnet school that requires an audition for admission, the average white proficiency rate was 81.3 percent, a tenth of a percentage point higher than East’s. Its black-white achievement gap was also far lower than East’s — 29.6 percent compared to 45.3 percent. And its Latino-white gap was 10.8 percent, compared to East’s 36.9 percent.

But the school also had fewer than 16 students in any racial/ethnic group eligible for subsidized lunches, meaning its poverty rate among all groups is very low.

The school with gaps that top East’s is George Washington High School, where a selective admission International Baccalureate program largely walls off that high-performing student population for core academic classes from the rest of the school. At GW, the black-white gap is 56.2 percent and the Latino-white gap is 45.4 percent.

It’s also worth noting that these gap trends don’t change much when you look only at each school’s non- free and reduced lunch eligible students of all races. George Washington still has the widest gaps, followed, in order by East, Denver School of the Arts, and DSST.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”