Editor’s note: This column ran as a pro-con with another opinion piece that argued that Superintendent Alex Marrero should not lose his job.
Adult issues are plaguing Denver Public Schools, yet again.
The superintendent apparently wants to leave. Board members are at odds with their president. Both parties are speed-dialing lawyers. The only silver lining? Some persuasive Denver influencers are paying attention and demanding change.
In the past week, The Denver Post Editorial Board called on DPS Superintendent Alex Marrero to 鈥渇ulfill his responsibilities and do the job we are paying him to do.鈥� Denver Gazette columnist Jimmy Sengenberger headlined 鈥淢arrero鈥檚 gamesmanship [is] an insult to the board [and] public.鈥� Boardhawk writer Alan Gottlieb opined, 鈥淢arrero 鈥� [is] far more adept at spin and self-aggrandizement than at improving learning outcomes for Denver鈥檚 children.鈥�
We completely agree. Denver students, families, and taxpayers deserve so much more.
It is encouraging to see DPS鈥� shortcomings exposed in the news. However, we are disturbed by a misleading and damaging narrative regarding student outcomes that persists in this coverage. The July 14th Denver Post editorial stated: 鈥淒espite everything, Denver Public Schools has thrived under Marrero鈥檚 tenure 鈥� We know Denver schools will persevere under another two years of Marrero鈥檚 tenure.鈥�
On the first point, we disagree; on the second, we respectfully offer up our vote of 鈥渘o confidence.鈥�
This year, Marrero unabashedly celebrated when DPS recorded incremental progress (<1%) on aggregate state test results and, again, when DPS eked out 0.8 extra points (on a 100-point scale) to move from yellow to green on the Colorado Department of Education鈥檚 district performance framework. In the context of tens of thousands of DPS students who aren鈥檛 making gains quickly enough to ever meet proficiency levels, such fanfare is essentially distracting braggadocio.
Consider the following facts that district leadership fails to make transparent:
Denver Public Schools made modest progress on proficiency rates over four years, but not as much as the state. Further, those . Seven out of ten Latino/a 3rd graders and approximately 20,000 out of 27,000 total Latino/a students posted 2025 test results below grade level. Interventions to date have been inadequate.
DPS graduation rates have risen considerably, but less than half of our graduates are reading at grade level and barely a quarter are proficient in math. It is educational negligence to pipeline students toward graduation with insufficient skills to attend college or enter the workforce. We do not blame the students; we blame the school system鈥檚 leadership.
Black, Latino, and low-income students score lower on standardized tests known as CMAS than their statewide peers. In other words, our students would likely be learning more if they were randomly assigned to another school district outside of DPS.
Among the 10 largest school districts in Colorado, Denver’s low-income students rank eighth in proficiency for reading and math. Again, they鈥檇 be better off elsewhere.
Among its peer group of large cities across the nation, Denver has much larger performance gaps between low-income and non-low-income students in every academic category measured on the National Assessment of Educational Progress. Urban school districts elsewhere are more successfully closing the achievement gap.
Standardized test scores are not the only metric by which to evaluate a school district, but they are important indicators of student learning. Comparing 鈥渓ike students to like students鈥� around the state and country is a fair way to assess DPS. In doing so, The Denver Post抖阴ap assertion that 鈥淒PS is thriving鈥� falls short.
The data is indisputable. Yet, the Denver Board of Education and the superintendent fail time and again to respond in ways that will alter the experience for struggling students.
The Board can continue to tread water as the two parties hash out contract violations, payouts, and how to implement policy governance. Or, board members can demand more of the superintendent: responsibility for student success — especially for those students who are farthest from opportunity. The board must demand relentless examination of data to understand how each subgroup of students in the district is performing. The public deserves an honest presentation of data to DPS families and the Denver community and aggressive pursuit of promising practices and innovation, thoughtful strategic planning that includes a clear description of the ways by which goals will be achieved, and associated measures of progress. Finally, the district must partner with civic and community leaders to strategically prioritize resources and advance high-quality public education in Denver.
There are interpersonal barriers among board members and the superintendent that are impeding progress. Collectively, they are ignoring some very troubling facts regarding academic performance in Denver Public Schools. Today, we call on all board members to work together on the business of student success. They should start by demanding superintendent accountability, or by masterminding his separation from the district.
Anything less grossly disrespects the students they are elected to serve.
Elaine Gantz Berman is a former member of the Denver Public Schools Board of Education. Rosemary Rodriguez is a former DPS Board member and was a member of Denver City Council. Both are members of EDUCATE Denver, a coalition of civic leaders who support DPS students.
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