New Report Recommends Expensive Measures to Improve Education for Hispanic Students at DPS
Written by: V. Wolf
In a new report commissioned by Denver Public Schools (DPS), titled the “La Raza Report,” where several barriers facing Hispanic students, families, and staff were identified. These barriers include unequal resources across schools, a lack of Latino teachers and leaders, and a "perpetual undervaluing" of Latino culture.
While the report aims to address these issues and improve educational outcomes for Hispanic students, some critics argue that the proposed recommendations are too costly, especially considering DPS's already strained financial situation due to the current influx of indigent Hispanic migrant students.
The “La Raza Report” argues for the need of concerted efforts to improve standardized test scores and create a tutoring and instructional support program through the establishment of a Latino Student Initiative. Additionally, the report suggests partnering with local nonprofits and colleges to develop these programs, which could help develop the city's future workforce.
Another proposed recommendation is the implementation of a "Grow Your Own" teacher development program to recruit, train, and retain Latino teachers, aiming to address the lack of representation in the teaching staff. The report also emphasizes the importance of involving parents in their child's education through the creation of a Bilingual Parent Leadership Institute.
With Latino students comprising more than half of the student population in DPS, the district's resources are already stretched thin.
Denver Superintendent Alex Marrero acknowledged the painful experiences expressed by Latino students in the report, emphasizing the need for action. However, some question whether the proposed solutions are practical and financially feasible, given the district's current circumstances. Some outsiders suggest that DPS could explore alternative approaches that prioritize fiscal responsibility while still addressing the identified barriers faced by Hispanic students.
Critics argue that the report's call for hiring more bilingual, Spanish-speaking teachers would require additional funding for recruitment and training. While the goal of increasing representation is commendable, the district might focus instead on improving the quality of education for all students, regardless of their ethnic background, rather than solely prioritizing one specific group.
Furthermore, the report's recommendation to create a new executive director position responsible for implementing and monitoring the impacts of the proposed initiatives raises concerns about increased administrative costs. Critics contend that DPS should instead focus on streamlining its existing administrative structure to optimize resources and direct funding toward improving educational outcomes.
The “La Raza Report” was completed by the Multicultural Leadership Center, which conducted extensive research and gathered input from various stakeholders, including focus groups and surveys of students and parents.
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The report's findings have shed light on the challenges faced by Hispanic students in DPS and underscored the need for action. However, as the district grapples with its financial constraints.
In the coming months, DPS will need to carefully consider the recommendations put forth in the “La Raza Report” and strike a balance between addressing the barriers faced by Hispanic students and maintaining fiscal responsibility.
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