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.

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.