The School Closure Dilemma: A Struggle for Equity in Education
June 24, 2025, 4:13 am
Location: United States, Colorado, City and County of Denver
Employees: 201-500
In the heart of Denver, a storm brews over school closures. The Denver Public Schools (DPS) district faces a harsh reality. Schools with high populations of students of color are at risk. The numbers tell a stark story. DPS is the largest school district in Colorado, with 75% of its 90,450 students identifying as people of color. Yet, many of these schools are on the Accountability Clock, a grim indicator of poor performance.
The recent wave of closures has sparked outrage. Critics argue that the closures disproportionately affect marginalized communities. They see it as a tool to dismantle schools that serve predominantly black and brown students. The Latino Education Coalition voices concern. They fear these decisions are made without community input. The history of education reform in the area is fraught with tension. Decisions often come from the top down, leaving communities feeling sidelined.
DPS has initiated the Elevate Schools Network. This program aims to support eight low-performing schools. The goal is to lift them off the Accountability Clock. Supporters believe that with the right resources, these schools can thrive. They envision a future where community engagement and strong instructional systems lead to success. But skepticism lingers. Will this initiative truly empower the schools, or is it just another band-aid solution?
The Accountability Clock looms large over 25 DPS schools. These institutions share a common thread: they serve a higher percentage of students of color and low-income families than the district average. The state education department evaluates schools based on academic achievement, growth, and readiness for postsecondary life. Schools that receive low ratings for five consecutive years face state intervention.
Abraham Lincoln High School exemplifies the struggle. It has spent seven years on the clock, grappling with some of the lowest PSAT and CMAS scores in the state. Yet, there is a glimmer of hope. The school has seen growth in English language proficiency among multilingual learners. This highlights the potential for improvement, but it also underscores the challenges.
The reasons behind low ratings are complex. Schools often face high staff turnover and difficulty finding substitutes. These issues reflect deeper cultural problems within the school. When students attend schools that lack support, their educational experience suffers. The cycle of underperformance continues, leaving students at a disadvantage.
Gentrification complicates the landscape. Neighborhoods in Denver are changing. As housing costs rise, families are pushed out. Schools like Columbian Elementary, which recently closed, felt the impact. Once vibrant, they now struggle with dwindling enrollment. The arts-focused curriculum that was promised became a casualty of financial constraints.
DPS has also seen an influx of immigrant students. Over 4,000 newcomers have arrived since 2023, many with interrupted education and trauma. Schools like Place Bridge Academy and Ashley Elementary are on the front lines, facing unique challenges. These institutions need additional support to help students navigate their new reality.
In contrast, St. Vrain Valley School District is taking a different approach. They have extended the school year with Project Launch summer programs. This initiative enrolls thousands of elementary and middle school students across multiple sites. The goal is to provide extra support before the next academic year.
Project Launch focuses on math and literacy, integrating science and social studies concepts. The program is hands-on, allowing students to engage in project-based learning. For instance, students design and build mini pickleball courts, merging math with physical activity. This approach fosters creativity and collaboration, essential skills for the future.
Teachers in the program are enthusiastic. They see growth in their students and value the opportunity to gain experience in a supportive environment. The summer classes aim to build confidence and prepare students for the transition to the next grade. Teachers emphasize the importance of kindness and empathy, crucial lessons for middle schoolers facing new challenges.
The contrast between DPS and St. Vrain highlights a broader issue in education. While DPS grapples with closures and accountability, St. Vrain embraces innovation and support. The stakes are high. Education is not just about academics; it’s about nurturing the whole child.
As the debate over school closures continues, one thing is clear: the community must be at the center of these discussions. Schools are more than buildings; they are the heart of neighborhoods. When decisions are made without input from those affected, trust erodes.
The future of education in Denver hangs in the balance. Will DPS find a way to support its struggling schools? Or will the cycle of closures continue, leaving communities fractured? The answers lie in collaboration, understanding, and a commitment to equity.
In the end, education should be a bridge, not a barrier. It should uplift, not divide. The path forward requires listening to the voices of those who matter most: the students, families, and educators. Only then can we hope to create a system that truly serves all.
The recent wave of closures has sparked outrage. Critics argue that the closures disproportionately affect marginalized communities. They see it as a tool to dismantle schools that serve predominantly black and brown students. The Latino Education Coalition voices concern. They fear these decisions are made without community input. The history of education reform in the area is fraught with tension. Decisions often come from the top down, leaving communities feeling sidelined.
DPS has initiated the Elevate Schools Network. This program aims to support eight low-performing schools. The goal is to lift them off the Accountability Clock. Supporters believe that with the right resources, these schools can thrive. They envision a future where community engagement and strong instructional systems lead to success. But skepticism lingers. Will this initiative truly empower the schools, or is it just another band-aid solution?
The Accountability Clock looms large over 25 DPS schools. These institutions share a common thread: they serve a higher percentage of students of color and low-income families than the district average. The state education department evaluates schools based on academic achievement, growth, and readiness for postsecondary life. Schools that receive low ratings for five consecutive years face state intervention.
Abraham Lincoln High School exemplifies the struggle. It has spent seven years on the clock, grappling with some of the lowest PSAT and CMAS scores in the state. Yet, there is a glimmer of hope. The school has seen growth in English language proficiency among multilingual learners. This highlights the potential for improvement, but it also underscores the challenges.
The reasons behind low ratings are complex. Schools often face high staff turnover and difficulty finding substitutes. These issues reflect deeper cultural problems within the school. When students attend schools that lack support, their educational experience suffers. The cycle of underperformance continues, leaving students at a disadvantage.
Gentrification complicates the landscape. Neighborhoods in Denver are changing. As housing costs rise, families are pushed out. Schools like Columbian Elementary, which recently closed, felt the impact. Once vibrant, they now struggle with dwindling enrollment. The arts-focused curriculum that was promised became a casualty of financial constraints.
DPS has also seen an influx of immigrant students. Over 4,000 newcomers have arrived since 2023, many with interrupted education and trauma. Schools like Place Bridge Academy and Ashley Elementary are on the front lines, facing unique challenges. These institutions need additional support to help students navigate their new reality.
In contrast, St. Vrain Valley School District is taking a different approach. They have extended the school year with Project Launch summer programs. This initiative enrolls thousands of elementary and middle school students across multiple sites. The goal is to provide extra support before the next academic year.
Project Launch focuses on math and literacy, integrating science and social studies concepts. The program is hands-on, allowing students to engage in project-based learning. For instance, students design and build mini pickleball courts, merging math with physical activity. This approach fosters creativity and collaboration, essential skills for the future.
Teachers in the program are enthusiastic. They see growth in their students and value the opportunity to gain experience in a supportive environment. The summer classes aim to build confidence and prepare students for the transition to the next grade. Teachers emphasize the importance of kindness and empathy, crucial lessons for middle schoolers facing new challenges.
The contrast between DPS and St. Vrain highlights a broader issue in education. While DPS grapples with closures and accountability, St. Vrain embraces innovation and support. The stakes are high. Education is not just about academics; it’s about nurturing the whole child.
As the debate over school closures continues, one thing is clear: the community must be at the center of these discussions. Schools are more than buildings; they are the heart of neighborhoods. When decisions are made without input from those affected, trust erodes.
The future of education in Denver hangs in the balance. Will DPS find a way to support its struggling schools? Or will the cycle of closures continue, leaving communities fractured? The answers lie in collaboration, understanding, and a commitment to equity.
In the end, education should be a bridge, not a barrier. It should uplift, not divide. The path forward requires listening to the voices of those who matter most: the students, families, and educators. Only then can we hope to create a system that truly serves all.