Commentary
Three Denver Language School parents write about why language immersion education is important to their families.
Coming from a school board member who consistently trumpets her commitment to community voice, House Bill 21-1295 reeks not only of pique at the state board but hypocrisy as well.
The hundreds of community members who rallied last week to support school innovation zones are right to worry that the school board will ignore their pleas.
Completing the FAFSA significantly increases the odds students will continue their education beyond high school into a postsecondary education program of study. This fact is especially true among low-income students and students of color.
To continue the current, flawed approach to financial literacy education means maintaining economic inequities. All students, but especially students of color and those not classified as having “high” social-economic status, need and deserve access to these courses.
We are just in our first year, and yet the American Indian Academy of Denver (AIAD) is making history, providing an education that seemed unimaginable even 10 years ago.
It has been unsettling to our families and staff that until now, the conversation about our fate has been avoided in the Reimagining Montbello process. Our families are part of the Montbello community.
These women, these brown women, mattered to me and made a difference in my educational journey. We should celebrate them this Women’s History Month for all of the lives they have touched.
I learned then the importance of phonics instruction and the progression from sounds to words, to phrases, to sentences, to paragraphs, and so on. These foundational facts changed the way I approached teaching middle and high school.
If we can at least agree that the 2020-21 school year has exacerbated opportunity gaps and increased the likelihood that students suffering the consequences of those gaps have fallen farther behind their more affluent peers, then optional, full-time summer school provides an obvious, if partial, remedy.
Engaging parents in the absenteeism conversation
We knew the methods we were using to deal with poor attendance weren’t working. We theorized that part of the solution might not look linear. We had to put ourselves in the shoes of our parents and ask ourselves new questions. Why, on the hardest days and in the hardest situations, might I move mountains to get my student to school? And when might I not?