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The SW, FNE, and NW areas of Denver are the most segregated 

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The SW, FNE, and NW areas of Denver are the most segregated 

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Segregated schools are overrepresented in charter schools 

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Segregated schools are overrepresented in charter schools 

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Schools segregated by race are disadvantaged when it comes to center-based programs for high-needs 

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Schools segregated by race are disadvantaged when it comes to center-based programs for high-needs 

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Schools segregated by students of color and Low SES students, do not reach that of the four-year high school district average in any student category.

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The findings of the study highlight the extreme segregation in schools within the Denver Public Schools (DPS) district, particularly along lines of race, class, and language.

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schools segregated by SES or race are overrepresented for being in the "intensive" tier

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Race, class, and language divide schools. For instance, schools segregated by students of color also have high concentrations of English Learners and students from low socioeconomic backgrounds (Low SES).

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English Learners and Special Education Students are more commonly found in schools that are segregated by students of color and low socioeconomic status (SES). For instance, almost half (46.8%) of students in schools segregated by students of color are English Learners, compared to only 7.9% in schools segregated by white students.

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Schools segregated by White and High SES students, representing disparities in completion rates up to 30 percentage points above district averages.

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Low SES schools had completion rates between 2.1 and 16.0 percentage points lower than the district averages.

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White students saw average schools had completion rates between 9.7 (English Learners) and 24.5 (Black students) percentage points higher than the district average.

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Can you tell me about a time when you had to provide support to a non-Muslim family?

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protect and preserve

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shared values

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What is your vision for equity as a school leader?

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success looks different

`as an educator- students meeting IEP goals that were achieved with guardian voice and participation

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Behavorial improvement plan implemented

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classroom management skills

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Students lack intrinsic motivation

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Supporting students of multiple backgrounds with citations

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Neighborhood resources

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Access to resources

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Enhancing strategic planning and decision-making.

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Community SES

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School Mission and Vison

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Teacher development/ Admin Training PD