# data[].attributes.body
70%Latino/52%Black/11%White in concentrated nonwhite schools (90%+ nonwhite)

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49%White/8%Black/5%Latino in Majority White Schools (50%+ White)

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94% of these schools are
Green or Blue. The other 6%
are new and do not have
SPF ratings

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Decrease in overall white students in DPS over time but increase in % of white students in majority white schools

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36% of these schools are
Green or Blue on the district
SPF (compared to 48% of all
district schools)

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67% of these schools are
Green or Blue

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"Schools segregated by race (student of color status) have above-average rates of students in
poverty, English Learners, and Special Education students, with below-average rates of Gifted
and Talented students."

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Schools are triple segregated by race, class, and language

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Between approximately one in five and one half of schools in DPS are segregated by race or class,

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Some populations are more likely to attend segregated schools than others

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Some populations are more likely to attend segregated schools than others

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Latinos, English Learners, white students, and wealthy students are more likely to attend segregated schools than non-segregated schools

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Students enrolled in schools that are socioeconomically integrated score higher on standardized tests, enroll in colleges at higher rates, are less likely to drop out, and have significantly reduced racial/ethnic/socioeconomic/native-language-based achievement gaps.

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The Benefits of Socioeconomically and Racially Integrated Schools and Classrooms

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Research shows that racial and socioeconomic diversity in the classroom can provide students with a range of cognitive and social benefits. And school

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1862: DPS founding

1914: Francisco Maestas et al vs. George H. Shone et al case challenges school segregation

1968: DPS attempted to desegregate the school district via school board resolutions and redistricting

1973: US Supreme Court decision on the Keyes case

1984: DPS begins systemic busing to integrate schools

2024: DPS has effectively become more segregated now than when Keys was first addressed.

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-Segregated schools exemplify disparate student achievement as represented by four-year high school completion rates.

-Schools segregated by students of color and Low SES had lower four-year high school completion rates than the district average in every student population category.

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Average Four-Year High School Completion Rates per Student Population in Segregated Schools

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Average Four-Year High School Completion Rates per Student Population in Segregated Schools

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Data for Schools Segregated by Students of Color + Low SES

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Data for Schools Segregated by Students of Color + Low SES

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-The average four-year high school completion rate for each student population did not reach that of the district average in any student category.

-These schools had completion rates between 2.1 and 16.0 percentage points lower than the district averages across all student groups.

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1. Unrelated student populations were concentrated in schools that were segregated by race and class.

2. Additionally, some schools are segregated by race, class, and language.

3. Students in schools segregated by white students or High SES are twice as likely to be labeled GT

4. Schools segregated by SOC had lower average percentages of Black students than the district average

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Data for Schools Segregated by White Students

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Data for Schools Segregated by White Students

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-Average four-year high school completion rates that were above the district average in all student groups.

-These 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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-Average four-year high school completion rates that were higher than the district average in all student groups, exceeding the district average by between 14.7 (Gifted and Talented) and 24.5 (Black students) percentage points.

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1. Schools that were segregated by race and class were home to disparities in unrelated school characteristics, indicating that segregated schools likewise serve students under unique and disparate contexts regarding charter status, center-based programs, and Tier of Support designations.

2. In the case of center-based programs, schools segregated by race and class do not disadvantage their students equally; on the contrary, schools that are segregated by students of color are disadvantaged in ways that exceed those that are segregated by Low SES.

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Likelihood of Attending a Segregated School-Latino Students

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Likelihood of Attending a Segregated School-Latino Students

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1. Latino students are twice as likely as Black students to attend schools segregated by students of color

2. Latino students are half as likely as Black students to attend schools segregated by white students.

3. More than half of all Latino students attend schools segregated by low SES.

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Likelihood of Attending a Segregated School-White Students

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Likelihood of Attending a Segregated School-White Students

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1. White students only have a one-in-four chance of attending a school not segregated by high SES and a one-in-three chance of attending a school that is not segregated by white students.

2. 4.2% of white students attend schools segregated by students of color

3. 8.3% of white students attend schools segregated by low SES

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DPS struggles with segregated schools in forms of racial and socioeconomic diversity fueled by systemic oppression.  

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DPS struggles with segregated schools in forms of racial and socioeconomic diversity fueled by systemic oppression.  

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Majority of students of color (85% Latino)

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Professional development: kids teaching CRE accidentally

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Professional development: kids teaching CRE accidentally

# data[].attributes.body
No specific professional development on culturally responsive teaching. Kids began to show their culture and teach their teacher.

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TFA- Recruitment of white student teachers

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TFA- Recruitment of white student teachers

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1. Explain how you approach culturally responsive pedagogy in your school.

2. Describe how your MTSS Framework supports the diverse needs of students?

3. Describe where you see segregation in your building. What does taht look like, sound like, and feel like?

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1. Where do you see segregation in your school and classroom?

2. Describe the professional development you’ve received to support culturally, socioeconomically, and linguistically diverse students in your classroom

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1. Where do you see segregation occuring in your school community? What does that look like, feel like, sound like?

2. Tell me a bit about hiring and recruitment practices within your organization.

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-Human Resources/staff (educators and educator qualifications)

-Curriculum and materials

-Instructional practices

-Professional Development

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District led PD was the initiative du jour pre-pandemic

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-MLL/ELL students

-Lack of or limited access to culturally responsive pedagogy and curriculum

-MTSS frameworks and infrastructures

-Transportation

-Limited or absent CTE pathways

-Discipline disproportionality

-Disparities with incorporating student voice and choice across curriculum scope and sequence.