Commentary

In the days before mandated state testing, schools could hide their dismal service to these children behind vague, aggregated data that masked opportunity gaps from public view.

I have now had direct experience with what many educators have known for decades: No two learners are created equal. And like most parents, I have a new appreciation for the work of our teachers, para-professionals, student support counselors and administrators. 

While I love highlighting all things Black, I know that equity doesn’t come through Black history month. Equity comes from listening to the needs/desires of community, being accountable to community, and taking action to make systemic change happen.

I challenge my fellow immigrants to develop an understanding of oppression that Black Americans face in this country. I believe it starts with education.

To me, it isn’t very democratic when pretty much every level of government is trying to keep the oppression of marginalized Americans intact. Unfortunately, I had to wait until college to learn any of this real history.

Growing up in a community that has been and still is heavily affected by gang culture taught me two major realities about the condition of my people: We don’t care about our people’s lives, and we are at war.

I made multiple attempts at trying to make the best decisions for kids that look like me, and as you can imagine that did not last long. My pushback to do what's right for kids was not accepted so I had to move on. Those experiences in St. Louis brought me to where I am now -- Denver, Colorado.

It seems obvious that conducting scaled-back state testing this year is a good idea -- until you consider the logistical hurdles.

The dialogue about school choice, traditional vs. innovation vs. charter, etc., rarely seems to be centered around how exactly students will be supported, but mainly where they will go to school. Quality of education and supporting our students needs to become the focal point of any conversation.

Boardhawk's new community reporter, T. Michael Boddie, introduces himself. "People deserve the confidence that not just teachers, but districts and other community leaders are doing all they can to nurture students’ abilities and talents through education."

Two educators from Dr. Martin Luther King, Jr. Early College write: As challenging as the last year has been, we’re heartened that our students have had more questions about politics and current events than we’ve seen before in our careers.

Our teaching of The Dream and The Dreamer must begin here: In the uncomfortable space that affirms that this country continues to bounce the check of equality and justice issued to citizens of color. 

This week's Colorado Department of Education data release on 2020 graduation rates carries an unfortunate whiff of spin and happy-talk at a time when we should instead be trying to assess the impacts the pandemic has had on student learning.

Images of hate-fueled extremists marauding through the U.S. Capitol help highlight how narrow and in some ways trivial the divisions on education policy are in Denver. Surely we can find ways to come together, or at least keep our disagreements civil.

Anyone who has been around the district for a number of years knows that DPS’ history of failed community engagement efforts is long and unfortunate. Let's hope that is about to change.