Denver Public Schools has all the trappings of a large urban district: high poverty rates, growing numbers of non-English speakers and financial troubles.
But now it also has something else: momentum.
Denver’s reading scores on the annual Colorado Student Assessment Program tests showed more growth this year than the previous four years combined, and DPS’s overall growth exceeded the state average in reading, writing and math for the first time. Denver led the state’s 10 largest districts in reading gains. And scores increased among all ethnic groups, not just white students.
It’s reason for measured applause because the district has a long way to go until even a majority of students are proficient in key subject areas, such as reading, writing and math. But it’s a fine start.
“We know we have a long way to go, but we’re pleased with what we’re seeing and hopefully next year it will be better,” said DPS superintendent Michael Bennet.
Most education officials figured next year would be the first time Bennet’s reform measures would be reflected in the district’s scores, since the core of his “Denver Plan” for schools will be implemented this year. But since he took the helm last summer, DPS has placed a increased emphasis on student achievement, and it’s begun to pay off. “We had a shared vision,” over the past year, chief academic officer Jaime Aquino said of the relationship between DPS officials, principals and teachers.
Overall, Colorado students had their best performance in six years, with large gains in math test scores across the state. There were some solid success stories, such as the Montezuma-Cortez school district, where the percentage of 10th-graders proficient and advanced in writing jumped 19 percentage points. But there were also those troubling pockets that must be addressed sooner than later. Only 10 percent of black and Latino sophomore are proficient in math statewide, an unacceptable statistic.
Some districts, such as DPS, have embraced accountability and are finding ways to have it work for them, such as hiring people to crunch data on students throughout the year, rather than waiting for the annual CSAP “autopsy.” That way, the needs of individual student can be addressed long before testing. It’s a wise move.
The districts making gains are empowering their teachers with the proper tools and a sense of obligation. CSAP tests are just one measuring stick. What’s happening in classrooms today will be evident in tomorrow’s workplace.
