Election 2014

Two intra-party fights for state board quietly move into final stretch

Two quiet primary races that will be decided next week will help shape the face of the State Board of Education.

Democrats and Republicans this year both have primary fights for seats on the board, positions that traditionally are among the state’s lower-profile elected offices.

All the candidates in the June 24 election have views on high-profile education issues such as Common Core, testing and reform, but – as usual – the campaigns are low-key and have little visibility for the average voter or even for many education professionals.

Democrats Valentina Flores and Taggart Hansen are vying to succeed Elaine Gantz Berman in the 1st District, which includes Denver and a slice of northern Arapahoe County. The race has the familiar union vs. reform flavor that has characterized recent Denver Public Schools board races.

In the sprawling 3rd District, which covers all of the Western Slope from Glenwood Springs west but also covers the San Luis Valley and Pueblo County, Republican incumbent Marcia Neal is facing a challenge from political newcomer Barbara Ann Smith. Both candidates are retired teachers and are critical of the Common Core Standards, but with individual nuances.

While the candidates have a wide variety of opinions, those finally elected to the board next November won’t necessarily have the ability to easily put those into action. In Colorado the legislature and the governor are the primary drivers of broad education policy, an unending source of frustration to some SBE members. The board has a largely regulatory role, although members undoubtedly will have a voice in continuing debates on standards and testing.

And the board that takes office in January 2015 will face significant and difficult decisions about how to handle struggling districts and schools that reach the end of the five-year accountability clock starting in July 2015.

For some voters, the election is done because they’ve already mailed their ballots. The Department of State reported Wednesday that 343,933 ballots already have been returned, 142,570 Democratic and 198,213 Republican. (See list by counties here.)

1st District

Both candidates have professional campaign managers, but Hansen has a distinct fundraising edge, supplied by many of the same contributors who ponied up to support more accountability-minded candidates in past Denver Public School board races.

The primary winner will be the district’s next board member, as there is no Republican candidate in the heavily Democratic district. Incumbent Berman chose not to run for reelection.

Valentina Flores

Valentina Flores
Valentina Flores

Flores is a critic of what she calls the corporatization of public education, writing on her website, “ I oppose a ‘reform’ model that is slowly privatizing our public education system.”

She argues that the last decade of educational change in metro-area districts has “steadily undermined this beacon of equity – public schools. … While there is a place for charter and innovation schools, we must not allow these ‘reforms’ to continue to undermine our commitment to traditional public education offerings. As in all things, we need a balance that provides the best opportunities for all children in Colorado.”

In an interview with Chalkbeat Colorado, Flores also was critical of the Common Core Standards and of standardized testing.

At a glance:
  • Occupation: Retired
  • Education experience: Teacher, university instructor, administrator, researcher, member of DPS accountability committee
  • Website
  • Facebook

“I think Common Core has issues, a lot of issues,” she said. Moving onto the subject of testing, she said, “I really do think standardized tests do not really get at what kids know. Teachers know so much more about individual students. … We need to slow it down.”

If elected to the board, Flores said she will push for expanded early childhood education – “I believe in universal early childhood education” – and improved teacher preparation, especially in how to teach reading. She also wants to advocate for improved graduation rates for minority students and foster great multi-cultural understanding in schools.

She said she “possibly” could find common ground with Republican SBE members on content standards and testing.

Flores also is concerned about what she sees as attacks on teachers. “I think we’ve been killing the profession,” she said. “There is no respect for teachers.”

As for her opponent, Flores says, “I don’t think he knows education.”

Finance notes

  • Flores fundraising through June 11: $19,692 (contributions and non-monetary)
  • Interesting contributors: Public Education Committee, a CEA-related group ($2,250); DCTA Fund ($4,500); DPS board member Arturo Jimenez; former board member Jeanne Kaplan; past board candidates Emily Sirota, Jacqui Shumway, Mary Margaret Schomp and Roger Kilgore; former Democratic legislators Judy Solano and Evie Hudak. Also endorsed by American Federation of Teachers.

Taggart Hansen

Taggart Hansen
Taggart Hansen

Hansen likes to tell a story about his experience at Denver’s Morey Middle School, where he says black students were tracked and his parents had to pressure the principal to put him into more challenging classes.

“That’s why I’m running for this seat,” he said in an interview, saying that pushing for equal opportunities for all students and setting high expectations are his top goals. “Where we set the bar really matters.”

Hansen also says his two years with Teach for America in Pasadena, Calif., had an important effect on him. He said that while he wanted to be a lawyer since he was in high school, his TFA experience “has profoundly affected everything I do.”

He’s been active in educational issues for various non-profit groups and doesn’t see his relative lack of professional experience as a problem. “I’ve always had my pulse on education. I can learn it; I’m a quick study.”

At a glance:
  • Occupation: Lawyer for CH2M Hill
  • Education experience: Two years Teach for America in Pasadena, Calif.; finalist for DPS board appointment 2013, service on various non-profit boards including DPS Foundation
  • Website

Hansen seems to have a realistic view of the SBE’s role, noting that “the State Board does whatever the legislature tells it to.” He said he wants to use a seat on the board as bully pulpit. “It’s about having a really strong voice for equity,” he said.

While he notes the board can’t do much itself about school funding, he said, “the funding issue for our schools is the next great civil rights issue.”

Hansen said he supports the Common Core Standards because they are stronger than previous state standards and because they set the same goals for students across the nation.

He’s a bit more nuanced on standardized testing but doesn’t support Colorado pulling out of the PARCC tests. He said debate about testing “is a legitimate conversation to have” but that any changes in current state testing plans probably are a matter of “modifying, tweaking.”

Hansen and his wife have two daughters who attend the Denver School of Science and Technology.

Finance notes:

  • Hansen fundraising through June 11: $36,386 (contributions, loans, non-monetary)
  • Interesting contributors: Stand for Children Small Donor Committee ($4,500); Democrats for Education Reform Small Donor Committee ($600); Democratic SBE members Elaine Gantz Berman and Angelika Schroeder; former member Gully Stanford; current DPS board members Barbara O’Brien, Happy Haynes, Landri Taylor, Anne Rowe and Mike Johnson; former board members Nate Easley, Bruce Hoyt and Mary Seawell; former Senator President Peter Groff; lobbyist Mike Feeley; CU Regent Michael Carrigan; lots of Denver lawyers.

3rd District

State Board incumbents seldom have primary challengers (or successful general election opponents), so the district was wide open last year when Neal announced she wouldn’t run for a second term.

“I just had the feeling that six years was enough and that it was time for somebody else to take over,” she said in an interview. “I did look for another candidate but did not find one.”

Smith registered as a candidate in May 2013. Neal later changed her mind and entered the contest in March, and Smith decided to stay in the race.

Why did Neal have a change of heart? “I think it’s very important that we keep the Republican majority” on the board. “I became very concerned that we’d lose the seat in the fall.” Neal trailed Smith by 4 percentage points in voting at the GOP party assembly, and Smith has the fundraising edge in a campaign where both candidates have used their own money.

Waiting in the wings for the result of the Republican primary is Democratic candidate Henry Roman, former superintendent of the Pueblo City district.

Marcia Neal

Marcia Neal
Marcia Neal

Neal has been an occasional swing vote on the board, siding with the three Democrats on a handful of issues. But she voted no in 2010 when the board voted 4-3 to adopt the Common Core Standards. (Republican Randy DeHoff, now gone from the board, provided the swing vote on that issue.)

Neal remains critical of the standards but said six years on the board have taught her the limits of SBE’s powers. “I can’t make Common Core go away.”

She argues that Smith makes sweeping statements about eliminating the standards that have attracted some Republican support, but adds, “It’s easy to say things when you don’t understand the process.”

Neal’s also concerned that Republicans who complain about the growing Department of Education budget don’t understand there’s “only a tiny part of that budget that we [the board] have any say over.”

At a glance:
  • Occupation: Retired
  • Education experience: Elected to SBE 2008, member of Mesa 51 school board, social studies teacher
  • Website
  • Facebook

During her time on the board Neal has become known for her strong sympathy for the needs and challenges of small rural districts and for her advocacy of building up the state’s permanent fund, which derives revenues from state lands. Interest from the fund can be spent only on education. She’s been critical of the Building Excellent Schools Today program because it taps revenues before they get to the permanent fund.

Asked about second-term priorities, Neal that she’ll advocate even more strongly for rural districts, work to “maintain local control for all our schools” and that “a priority would be to lessen the intrusion of the federal government.”

But, she notes, what the board does in the future may not be in members’ hands. “It depends on who ends up in the legislature,” she said.

Finance notes:

  • Neal fundraising through June 11: $5,081 (contributions, non-monetary)
  • Interesting contributors: Republican SBE chair Paul Lundeen

Barbara Ann Smith

Barbara Ann Smith
Barbara Ann Smith

Smith has had a peripatetic education career, having studied in New York and California, graduated from the University of Northern Colorado and worked in special education in several places.

She’s been involved in local Republican politics and said a friend suggested she run for the board. “I thought about it, and I do have a lot of skills. … There’s a lot I could help the state do.

“I would bring the knowledge I have. I have worked in several states; I have budgetary experience and planning experience,” she said. “I know what kids need.”

She’s all for local control and against the Common Core.

“I’m for local control; I’m not for anything from the national government.”

At a glance:

  • Occupation: Retired
  • Education experience: Teacher, member Mesa 51 budget oversight committee
  • Facebook

On standards, she said, “We can do our own,” adding, “I’m not in favor of the PARCC testing. [It’s] too many people making money.”

She said she opposes teacher tenure but that teachers need to be paid more. “It’s such an underpaid job.”

Smith, who’s been traveling the district, is confident about the outcome. “I can’t wait to win this primary.”

Finance notes:

  • Smith fundraising through June 11: $7,568 (contributions, loans, non-monetary)
  • Interesting contributors: Former congressman Scott McInnis; Bill Armstrong, president of Colorado Christian University and former U.S. senator

One more seat likely to see a new face

Board chair Paul Lundeen, a Republican who represents the Colorado Springs-based 5th District, is running for a state House seat in a safely Republican district and has no Democratic opponent. Once he’s elected to the legislature, a Republican vacancy committee will appoint a successor.

In the 7th District, which includes Denver’s western and northern suburbs, Democratic incumbent Jane Goff faces Republican Laura Boggs in the November general election. Boggs is a former member of the Jefferson County school board.

About the State Board of Education

  • Seven members
  • Members elected on a partisan basis
  • Board districts are the same as congressional districts
  • Term limits: Two six-year terms
  • Current board is four Republicans, three Democrats
  • Members are unpaid
  • Board generally meets monthly
  • Constitutional duty: “General supervision of the public schools”
  • Specific duties: Hiring education commissioner, issuing regulations to implement state education laws; revoking teacher licenses; granting waivers to education laws; approving teacher prep programs; adjudicating district-charter disputes; certifying multi-district online programs; overseeing reports, task forces and various other groups; adoption of state content standards and tests; deciding conversion plans for failed schools and districts; distribution of grants, among others

Board website

Asked and answered

Why Rahm Emanuel and his schools chief believe an elite curriculum can resuscitate neighborhood schools

PHOTO: Steve Hendershot/Chalkbeat
Mayor Rahm Emanuel at Fiske Elementary in Woodlawn

Chicago is doubling down on a big bet that the International Baccalaureate program can be boon to its struggling neighborhood schools. We asked Mayor Rahm Emanuel and schools chief Janice Jackson to explain their calculus in a recent joint interview. Here’s what they told Chalkbeat contributor Steve Hendershot. 

This interview has been lightly edited for clarity and length. 

Chalkbeat: Why does it make sense to you to expand IB’s presence in Chicago?   

Janice Jackson: We’ve made investments in IB schools for a number of reasons: first, believing that schools need high-quality academic programs and a curriculum aligned to that, in order to really raise the bar for students and make sure that they are being presented with grade-level appropriate materials.

But in the case of IB, it’s rigorous and grade-level appropriate, but also takes a global look, which we think is one of the things that students should be focused on.

When we look at our metrics, we’ve already seen a dramatic improvement in schools that have a wall-to-wall IB program [offering only IB and not other curriculum], and we’ve seen that outlined in a few different ways at the high school level. It has resulted in higher graduation rates at some of our neighborhood schools that have adopted wall-to-wall programs.

And more important, at the elementary level, we’ve seen an improvement in standardized test scores for students that have access to a full IB program. So there’s demonstrated success that we can point to.

But the thing that I personally appreciate as an educator is the training that comes along with that. The teachers become a part of a network of highly accomplished teachers and they receive this training that is world-class. And then our students right here in Chicago and our neighborhoods get the benefit of that.

Rahm Emanuel: There’s two things I would say. One, for the parent’s side, what we’re trying to do is create what I call IB neighborhoods. So if you want to go to the Lincoln Park neighborhood or the Back of the Yards neighborhood, you can now go there and have your children in an IB literally from first grade to 12th grade, and there’s a continuum, there are feeder schools. Rather than parents moving out to the suburbs, they have one of the most sought-after academic programs. We have more people trying to apply, both principals and parents, to get the IB.

Second, I want to echo something Janice said and then underline it — the teachers love it because it frees them up to be the educators that they chose to be. The students get a rigorous education and the teachers get liberated to be educators. So that’s why I think it works.

Chalkbeat: That’s something I heard from IB’s parent organization as well — freedom from teaching to the test.

Emanuel: Listen, there’s a number of teachers I talk to regularly, and they’ll tell you that the moment their school went IB, the creative juices, the creativity, the collective energy that happened. It’s not an accident. Parents are flocking to it, parents are seeking it and principals get it because it sparks something. And then obviously our students are the beneficiaries of that.

The University of Chicago study from 2012 indicated that IB’s great postsecondary outcomes don’t depend on whether students actually earn the IB Diploma. Still, Chicago lags there — in the year of the study only 20 percent of CPS students earned the IB Diploma compared with 70 percent nationwide. Is that a number you’re focused on improving?

Jackson: Definitely the IB Diploma is the North Star. But if we could just take a step back, the plan that the mayor announced a couple of weeks ago around creating these IB programs which includes feeder schools that would feed into our high school programs is our effort to better prepare kids for the rigor of the IB program at the high school level.

So in many of our schools, when we launched, we started with the Middle Years Program, but now more and more we’re seeing the need to start at the primary level. So we’re looking to expose students a lot earlier, believing that that will make the IB diploma program more accessible to them.

Emanuel: I know a family with twins where one child got accepted to one of the top selective-enrollment schools in the city and the other one did not, but got accepted to the IB. They’ve now graduated. And first, the IB was more rigorous than the selective-enrollment academically. And second, both twins went to the University of Wisconsin and in their freshman year, the IB child was cruising.

I don’t want to over-color this because they’re both succeeding, but the adjustment to college was harder for the child who came out of one of the top selective-enrollment schools. That only underscores what the original U of C study in 2012 told us.

I want to underscore one other piece of data. When we started this, the goal was to make the International Baccalaureate not a backup to the selective enrollment, but a competitive, qualitative choice. In the district’s GoCPS enrollment portal, almost a quarter of the kids that got into our best selective-enrollment schools — 23 percent pick IB or artistic schools.

It’s becoming a true qualitative choice and competitor to the selective-enrollment schools. I think that’s good for the city. It’s good for parents, it’s good for the students and it picks up everybody else’s game.

Jackson: Let me add one thing from the teacher’s perspective. As we traveled throughout the city to host roundtables with teachers, [we heard that] teachers don’t want to spend a bunch of time developing curriculum, spending their whole weekend pulling out assessments and lessons for the students.

With the IB program, a lot of that work has been done for them. It’s research-based and it has a history of success, so it gives them more time to spend assessing their kids, working directly with them and allowing for that freedom and creativity, and we know all kids thrive in that type of an environment.

Chalkbeat: Do you think IB’s teacher training and framework pay dividends beyond the IB classes themselves? I’ve heard the idea that there’s a noticeable effect schoolwide.

Jackson: Yeah, it is definitely one of the outcomes. Because if you start with the Middle Years Program, if the teacher is implementing it with fidelity, they’re going to start to push on those intermediate grades and those primary grades to make sure that the students are prepared. And so it’s one of those cases where we raise the bar and students rise to the occasion, and it starts to really push throughout the building.

The other piece that I would say you really see in a lot of our schools with IB programs is that [students] are focused on global thinking. That’s something that all of us want our children to be thinking about, but quite frankly, it’s not happening in every single school. In our IB schools, the kids talk about not only their coursework and the content, but they talk about their place in the world, which I think is one of the unique features of the IB curriculum.

Chalkbeat: This is an interesting moment for IB within CPS because just as you’ve introduced the idea that a child can study IB from pre-K through the Diploma Program, the mayor — an IB champion — announces he’s leaving office. How can a parent because sure that IB will still be available 10 years down the road when their child is ready for the Diploma Program?

Emanuel: Two things. One, parents want it. Principals, teachers want it. We have basically 10 to 11 percent of the kids in CPS in IB. That’s a built-in constituency. Look, somebody else will have their own interests, et cetera, but I don’t believe they’re going to walk back from this because you have a built-in constituency of principals, teachers and parents who want this.

You’re going to have a fight on your hands. There’s plenty of fights to go around when you’re mayor, and you’ve got to pick the ones you want. This is not one I would recommend because I know the parents that are invested in this — and the teachers and the principals. There’d be holy hell to pay if you try to mess with it. Yeah. That’s the cleanest way I could say. And I think I know something about politics.

Jackson: I wholeheartedly agree with and support this approach. As long as I’m there, I’m going to continue to push for expansion and make sure this vision around these IB cluster neighborhoods comes to fruition.

I really do think if you look at the maps that we put out a couple of weeks ago and where we have added programs under Mayor Emanuel’s tenure, you can really see not only the expansion of programs, but really equity in distribution. We have prioritized some of our neighborhoods that needed this programmatic investment and the schools are better off as a result of this.

super feedback

What Denver parents, students, and teachers said they want in the next superintendent

Students wait for the bell to ring on the first day of school at McGlone Academy on Wednesday. (Photo by AAron Ontiveroz/The Denver Post)

There is no shortage of opinion about the type of person who should lead Denver Public Schools. For the past two months, the school board has been gathering feedback at special meetings and regular public comment sessions on the characteristics and qualifications that students, parents, teachers, and others think the next superintendent should have.

The board has given itself a deadline of Dec. 10 to hire the district’s next leader. Current Superintendent Tom Boasberg announced in July that he’d step down this month after nearly 10 years at the helm of Colorado’s largest school district — and one known nationally for embracing the “portfolio strategy” for managing schools.

Boasberg’s efforts to improve school quality — which included closing struggling schools and encouraging the expansion of high-performing charter schools, which are publicly funded but privately run — were controversial. The feedback the board received reflects the divide in the community between those who supported his reforms and those who didn’t.

Chalkbeat attended three special feedback meetings held in different corners of the city, and we read notes from seven others. We also attended three lengthy public comment sessions. Below, we’ve listed some of the main themes we heard, along with quotes from participants.

The next superintendent should be an educator who has spent a significant portion of his or her career as a classroom teacher.

“We don’t need a businessperson. We need an educator, period, point blank. Administrative experience, business experience — that’s a skill that can be learned. Learning how to work with a budget? There are classes for that.

“But actually caring? That’s not a skill you can learn.”
— Rachael Lehman, parent whose children attend East High School and Denver Discovery School

It should be someone who reflects the demographics of Denver Public Schools, where 77 percent of the nearly 93,000 students are students of color, 67 percent come from low-income families, and 37 percent are English language learners.

“We need a superintendent that has lived through a lot of the experiences of our kids.”
— Louise Campbell, seventh-grade teacher at Compass Academy

“It is very important to me that the next superintendent is a person of color because DPS is mainly students of color, yet we don’t see any representation. A superintendent of color would make us as youth of color feel different. We can relate to them and we know they would understand our struggle.

“When I look at a person of color as a leader, it reminds me that no matter what obstacles we have to go through, we can still make it.”
— Ilene Orgaz, student at KIPP Denver Collegiate High School

The next superintendent should be willing to live in Denver, and if he or she has children, to send those children to the public schools here.

“I would like a superintendent to be chosen who cares about the community of Denver. If you don’t care enough to send your kids there … that says something huge.”
— Lisa Yemma, eighth-grade teacher at Slavens K-8 School

He or she should value Denver’s universal school choice system, which allows parents to use one form to request to attend any school, including charter schools.

“The DSST [charter] middle school has brought my reading level from kindergarten level up to sixth-grade reading, where it should have been at the time. In middle school, I got into trouble, but with hard work from myself and help from teachers and my mom, I have learned to control my temper.

“What I like about the school is that most of the teachers have a sense of humor that matches mine, and the kids that I have met are my best friends. … I am really glad that my mom made us go here. I am really glad that we had this choice because if we didn’t, I don’t know what would happen to me or what my grades would be.”
— Ronald Griffin, student whose mother drives him more than 200 miles round-trip every day from their home in Pueblo to Denver so he can attend DSST: Conservatory Green High School, part of the district’s biggest charter network

“I’m so glad I had the option to choose the best school for my family, so I would like the next superintendent to ensure that families always have a choice in education.”
— Lupe Gonzalez, grandmother who has two grandchildren and one great-grandchild who attend University Prep Steele Street, an elementary charter school

On the flip side, he or she should put less emphasis on school choice and charters, and make more effort to strengthen traditional, district-run schools.

“This is a chance to bring in somebody without baggage — and to hire a superintendent who thinks that young children should not have to travel across town to attend an elementary school.

“You have been barking up the wrong tree for years, and I wish you would choose a different tree. Charters, choice, and enrollment zones haven’t gotten you what you want.”
— Maggie Miller, parent of a George Washington High School graduate

“You have the opportunity to create a fresh start. … We just want neighborhood schools. And if you didn’t hear me in the back, we want neighborhood schools.”
— Margaret Fogarty, parent of a student at Park Hill Elementary School

Then next superintendent should be someone who is committed to listening to community feedback, especially about controversial decisions — and acting on it.

“We need a superintendent that will be willing to listen and act on that anger that parents have when our schools are failing our students. … It seems we in the community have been getting ignored for quite some time now. That stops today.”
— Cliff Harris, parent of three students in southeast Denver

“I hope to see my superintendent come to my school, or any school, and talk to students. I believe the new superintendent should let students know they support and care about them. Students should always come first, and I hope the new superintendent will make time for our voice and perspective.”
— Cameron Casados, recent graduate of DSST: Green Valley Ranch High School

“What I’ve heard in many of my interactions with families in Montbello, Sunnyside, the Cole neighborhood, and elsewhere is that very often, they have felt the decisions regarding their children’s educations and futures happened to them, rather than with them.

“Many drastic changes have been made, such as restructuring schools, closing schools, and selecting charters, which have an enormous impact on students and their families, and in which they felt they had no say.

“The next superintendent needs to be someone who views students and families as co-creators of the education system, not merely as recipients of it.”
— Adrienne Deshaies, former teacher in northwest Denver and current community organizer with Together Colorado, a faith-based parent advocacy group

The next superintendent should not be a diehard for one type of school reform strategy or another, but rather someone who will build bridges between factions.

“I want a superintendent who knows how to bring communities together and is above this fight of reform or traditional.”
— Alexis Menocal Harrigan, parent and former district employee

“There are so many great things that happen at DPS. One of the ones I think is distracting is the argument that happens so often between the reform side and the anti-charter side. Please do not pick someone who is one or the other. If one side wins, then by definition, the other side loses.

“Most parents, they believe in some path in the middle, and that’s what you want for a superintendent: someone who can listen to both sides.”
— Tom Downey, parent of three students in northeast Denver

The next superintendent should continue addressing long-standing district problems, including persistent gaps in test scores between more privileged and less privileged students.

“Last year, my daughter was going to a school that was too easy for her. I was told she had a behavior problem, which I knew meant that she was just bored and not challenged in her classroom enough. … I advocated that she be tested for her eligibility in the gifted and talented program in DPS.

“This year, my daughter was selected to be part of the gifted and talented program. I am very proud of her. … When she got to the school there, I noticed very quickly that she was one of four Latinos in her school, and [there were] two black students, as well. … I asked some of my friends who send their students to schools on the east side whether their students had done gifted and talented testing — and all of them said they didn’t even know what that was.

“The district has to come to the table and admit that we have more to do to confront this achievement gap in our city. … White students in DPS are outperforming students of color by double digits. The education our children are receiving is unequal. … I hope the next superintendent will build more intentional systems of equity.”
— Ana Orozco, graduate of Denver’s South High School and current parent

“I’m currently living in an area where 90 percent of the students in my community are not reading on grade level. Ninety percent. The possibility of that number including my son keeps me up at night. What am I supposed to do when the options in my community are clearly not meeting our needs? … What happens if he goes to a school where young boys of color are overrepresented in discipline actions?

“This year, I have taken the time to learn about school quality and school choice. And what I learned is that the majority of schools in my community are not meeting expectations set by the district — and the few that are have long waiting lists.

“But a spot on the waiting list is not the same thing as a good education, and every child in our city deserves a good education. … I hope that as you all prepare to choose the next superintendent, you think about the 35,000 children without access to great schools.”
— Erica Aragon, parent of future Denver Public Schools student

“I have a very hard time understanding how some schools in our district can afford to have their own planetarium inside of a school, while other schools don’t even have a basic library, or arts and physical education.

“I have served on CSCs — the budgeting and governing body of schools — where we have had to cut some of these positions, as well as classroom teachers. We want our students to be prepared for the future, but we cut their ability to learn creatively. … Without this kind of funding, without equitable funding, we will never close the achievement gap.”
— Jeannie Nelson, parent of four children who attend Denver schools

“We need to be doing more as a district to support our staff and students of color with more intention and accountability. The lack of intentional diversity, equity, and inclusion work presents itself every day in the classroom.

“If we are not prioritizing and addressing those biases, we are not building an equity mindset as a core part of our district culture.”
— Elizabeth Barrett, parent of a student at DSST: Stapleton Middle School

The school board is continuing to collect feedback via an online survey that will close at noon on Oct. 12.