Colorado

DPS touts decline in dropout rate

As celebrations go, it was low-key.

Denver Public Schools chose an intimate setting Tuesday to trumpet its success in reducing the district’s grade 7-through-12 dropout rate, which declined in 2009-2010 to 6.4 percent.

Logo for Denver Public SchoolsThe previous year, it stood at 7.4 percent. The district is also touting its 42 percent decrease in dropout rate over the past five years. In the 2005-06 school year, the dropout rate stood at a discouraging 11.1 percent.

The new numbers, and the efforts behind them, were lauded by DPS Superintendent Tom Boasberg, who talked about the reasons for the district’s improvements in dropout prevention with a few students and educators clustered around a small table in a classroom at Summit Academy, where voices dueled with the sputtering of an old radiator.

Data in context

Tucked into the fourth floor of the stately central building on the Teikyo Loretto Heights University campus, Summit Academy – all 186 of its grade 9-12 students – is the first of what will soon be four DPS Multiple Pathway Centers, dedicated to working with students who have struggled in more traditional settings.

“The idea is really to make sure we’re meeting your needs, where maybe a traditional high school wasn’t the best fit, where you can get intensive support, and where you can make up some of the credits faster, and where you can maybe accelerate faster through personalized learning,” Boasberg told the students.

Two additional Multiple Pathway Centers will open in the coming school year, Vista Academy in Far Northeast Denver and the Denver Center for 21st Century Learning in central Denver. Additionally, the Contemporary Learning Academy in Northwest Denver is converting to a Multiple Pathway Center.

About 1,700 fewer students per year are now dropping out of DPS schools than was the case five years ago, Boasberg said.

“Each of those seventeen hundred young adults now has a so much better chance to have a much better job when they get out of high school, and get out of college, a much better chance to be a leader in our society, as they grow older,” he said.

Student: ‘I like being challenged’

The three maybe-someday leaders joining Boasberg to chat on Tuesday were juniors Adrian Sandoval and Andrew McKenzi and sophomore Vanessa Valencia.

Quotable
“You’re not a little kid no more. This is all or nothing. For me, this is my one chance to prove to everybody that I can make it, and I’m making the best of it.”
–Adrian Sandoval, 19, junior

Sandoval, the oldest of seven boys, said he was failing at Lincoln High School – and a poor example to his brothers – before he came to Summit.

“I messed up down at Lincoln, I wasn’t getting the personal attention that I needed there. I was getting involved with the wrong crowd and got lost in the gangs,” he admitted.

In fact, he learned about Summit from one of those younger brothers.

“All the teachers here really bought into me, they understood my situation at home, they bought into everything and taught me a lot of things, they made me feel comfortable and that I could be successful here,” said Sandoval.

By the end of his first trimester, Sandoval had put together straight A’s. He went to the Summit principal, Annette Zambrano, seeking an explanation.

“She’s like, it’s not me, it’s you,” he said his principal told him. Now on track to graduate as soon as this December, Sandoval said he hopes one day to study law.

Tom Boasberg
Supt. Tom Boasberg
About 1,700 fewer students per year are now dropping out of DPS schools than was the case five years ago.

“Ms. Zambrano has us all accountable for us,” he said, “if you make that mistake, you’re going to be held accountable. Not the teachers. You’re not a little kid no more. This is all or nothing. For me, this is my one chance to prove to everybody that I can make it, and I’m making the best of it.”

McKenzi, who found himself going downhill fast as a ninth-grader at Kennedy High School, heard about Summit from a school counselor.

He was told, “There’s less people in classrooms, more one-on-one learning and everything … I wanted to take that road.”

He did so in November – and has found it the start of a transformation in his attitude, and his academic success.

“I think being here is just like growing up,” said McKenzi, who appreciates the opportunity to work more at his own pace, and plans after graduation to pursue a future in sports medicine or athletic training. 

He describes the Summit Academy experience as “your turn for responsibilities, and taking care of yourself.”

“I like being challenged,” he added.

Questioning the rigor of multiple pathways

Kim Knous Dolan, associate director for the Donnell-Kay Foundation, said DPS and other districts who have successfully lowered the dropout rate – which improved to 3.1 percent for districts statewide – are to be commended for positive results stemming from a more concerted effort toward that goal.

However, Dolan said, “I think we need to be really careful about not lowering the bar on graduation, and being careful about making sure the diploma means something. Because it doesn’t make sense if we graduate students and they’re not ready for post-graduate success.”

Quotable
“Why aren’t we putting these kinds of schools and programs through this same rigorous process?”
–Kim Knous Dolan, on DPS’ new Multiple Pathway Centers

The Multiple Pathway Centers are not being created through the same process as schools established through DPS’ “Call for Quality Schools,” a program established for soliciting proposals for creating new schools in DPS.

“Why aren’t we putting these kinds of schools and programs through this same rigorous process?” Dolan said of the Multiple Pathway Centers.  “That’s my biggest concern about them.”

Dolan’s concern was echoed by Steve Dobo, founder and executive director of Colorado Youth For a Change.

“I think the fact that they’re not being put through a rigorously established process has led to the creation of some alternatives that could be better, if they had to go through that process,” he said.

Dobo contended that the DPS Multiple Pathway Centers “got created through a different internal process, that didn’t really vet through anything beyond a couple people.”

Learn more

But that characterization was challenged by district spokesman Mike Vaughn, who said the Multiple Pathway Centers receive “intense scrutiny” comparing favorably to what new schools proposed through the Call for Quality Schools initiative are subjected to.

“Obviously, Multiple Pathway Centers are designed to try and reach high school kids who, for whatever reason, have not succeeded in traditional high school settings, and we feel like we have done a lot of hard work and provided a lot of hard scrutiny before taking Multiple Pathway Center to the (DPS)  board, and we feel like we’ve put it in a good position to succeed,” Vaughn said.

The centers will be included in the district’s School Performance Framework, which annually tracks various academic indicators, as alternative campuses.

While DPS and other districts have striven to meet former Gov. Bill Ritter’s goal of cutting the public school dropout rate by half, one of Summit’s students on Tuesday showed that the incentive to attain a diploma can come from other directions too.

Valencia, a former Lincoln High School student who’s now a sophomore at Summit, said she was teased by an older brother who taunted her, saying, “You ain’t gonna make it.”

Accepting the challenge, she countered, “I’ll prove you wrong.”

♦ ♦ ♦

Hover over lines to see specific numbers by year, or scroll down to the data chart below.


Disclosure: The Donnell-Kay Foundation is a funder of Education News Colorado.

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.