Recent state assessment scores for Denver Public Schools (DPS) show improvements across all student groups, yet they also highlight significant and ongoing achievement gaps, particularly for Black, Hispanic, and low-income students. While the district claims progress, a closer examination of the data reveals a complex picture of uneven academic recovery and persistent disparities.
Key Takeaways
- DPS students showed overall score increases over three years.
- White students' scores surpassed pre-pandemic levels; minority students are still recovering.
- Significant achievement gaps persist between white students and students of color.
- Over 70% of Black, Hispanic, and low-income students are not proficient in reading.
- Over 80% of Black and Hispanic students perform below grade level in math.
- Charter schools often show better outcomes for students of color compared to district-managed schools.
DPS Assessment Results: A Detailed View
Denver Public Schools recently released state assessment scores for approximately 55,000 students. These results come from CMAS and SAT testing. The district initially stated it was "making a real difference for all of our students." However, an independent analysis, conducted by EDUCATE Denver and other civic leaders, indicates a more complex reality.
The data shows a stark contrast in student performance. About three-quarters of white DPS students are proficient in reading. This group outperforms their white peers across Colorado by 17 percentage points. In contrast, over 70% of Black, Hispanic, and low-income students are not proficient in reading. These student groups also underperform similar students statewide.
Key Statistics
- 75% of white DPS students proficient in reading.
- 70%+ of Black, Hispanic, and low-income students not proficient in reading.
- 80%+ of Black and Hispanic students below grade level in math.
- 65% of DPS students are Black or Hispanic.
Similar patterns are evident in mathematics. More than 80% of Black and Hispanic students perform below grade level in math. They also fall behind their peers across Colorado. This data suggests that the district is not making a "real difference" for the majority of its student body, as 65% of DPS students are Black or Hispanic.
Long-Term Trends and Pandemic Recovery
Over the past three years, test scores for all student groups in DPS have increased. This upward trend is a positive development, and credit is due to the district for this progress. However, a deeper look at long-term trends reveals that this recent rise is largely a recovery to pre-pandemic levels for some student populations.
When comparing current scores to 2019 data, only DPS white students have surpassed their pre-pandemic performance levels. Scores among DPS Black and Latino students are still recovering across most metrics. This indicates that while there has been growth, it has not been uniform across all demographics. The recovery is incomplete for many students.
"There is nothing exceptional about the recent rise – we are merely back to where we started, for some."
Growth Scores Offer Limited Hope
Growth scores provide another perspective on student progress. These scores measure how much students learn in a given year, relative to the expected learning for similar students in the previous year. For most DPS subgroups, growth was slightly higher compared to state peers.
However, the group showing the fastest growth is white students. Most minority students are not growing as much as their peers statewide. They are also not growing quickly enough to achieve grade-level proficiency. Without a significant acceleration in growth rates for historically underserved students, the nearly 50-point achievement gap between white students and students of color is likely to widen.
District Targets vs. Actual Performance
It is important to note the discrepancy between DPS's stated goals and actual outcomes. The district set strategic targets in January for minority student subgroups that were 10 to 20 points higher than the scores actually achieved. This gap between targets and results is concerning, especially since DPS did not provide a detailed plan for improving achievement among chronically underperforming groups.
Exploring Effective Strategies and Accountability
Despite the overall challenges, some schools within the DPS system are achieving positive results. These schools are defying what some refer to as their "demographic destiny." Data shows that students of color often receive better service in charter schools than in district-managed schools. Some DPS charter schools have made significant progress in closing achievement gaps.
There are also district-managed schools that are exceeding expectations. This raises a critical question: What specific steps is DPS taking to identify and replicate these successful strategies across the entire district? Understanding and scaling these effective practices is crucial for broader improvement.
Community Engagement and Transparency
EDUCATE Denver members invited the superintendent to discuss these findings with community members. The goal was to learn about the district's successes, challenges, planned course corrections, and efforts to leverage best practices. The Superintendent declined the invitation and did not send a delegate. The district stated it would hold its own forum next year.
When test scores were released publicly in August, the district highlighted recent gains without providing a full context. Community members require a more comprehensive picture of student performance and district efforts.
Financial Context
- DPS budget: $1.5 billion
- Number of students: Over 90,000
- Spending per student: $11,452 annually
- Literacy proficiency: Less than 1 in 2 students
- Math proficiency: Fewer than 1 in 3 students
With a budget of $1.5 billion and over 90,000 students, DPS spends $11,452 per student each year. Despite this investment, less than one in two students are proficient in literacy, and fewer than one in three are proficient in math. Taxpayers, as stakeholders in this large public entity, would typically demand significant changes for an organization with such outcomes. For a school district, a more practical approach involves following evidence-based solutions.
Paths Forward for Denver Public Schools
To address these inequalities, schools and programs that are successfully closing the achievement gap between white and minority students should be replicated urgently. DPS needs to study high-performing schools within its own system. Additionally, the district should investigate extensive research on promising practices from other school districts nationwide.
Higher-performing school districts typically have ambitious goals and detailed plans to achieve them. Their leaders engage with their communities. Their school boards focus on student learning and ensure plans are executed effectively. DPS teachers, staff, and students are working hard. They require more clear direction and support.
Denver citizens, taxpayers, and voters must advocate for clear goals from the school board. They also need to demand a coherent strategy from the superintendent. Serious conversations about the structural issues within Denver Public Schools are long overdue. This is essential for creating a future where all children in the city can learn and thrive.
