If you’re a STEM kid, congratulations. You’re the future of the DSST network.
If you’re anyone else, close the door and have a seat.
A new strategic plan for the DSST network obtained by Talon Times describes a more top-down approach with the Home Office exerting more control over every DSST classroom and doubling down on a STEM focus and increasing test scores.
The strategic plan describes this as a more equitable approach that will guarantee high-paying jobs for DSST graduates. Some educators at DSST: Byers, especially in the English department, are concerned students will miss out on a more well-rounded education.
The strategic plan describes DSST’s mission as preparing kids for STEM careers as a way to solve inequity. The plan describes a need for centralized learning and better outcomes, meaning test scores.
“The quality of DSST’s education must improve, particularly our college-ready academic and STEM outcomes,” the plan says. “Building stronger systems to scale our outcomes consistently and equitably across our schools is a key focus for the next five years.”
The changes come, for the most part, in response to the network's perceived failure regarding test scores and will affect this year’s 9th and 10th-grade students as they continue their education.
DSST’s test scores traditionally outpaced the state average by a noticeable amount. However, test scores started to decline in 2019, and DSST has failed to recoup the higher averages seen prior. In changing the curriculum, DSST hopes to regain these early successes and refocus the network as “STEM” schools. The plan claims this reflects the wishes of DSST families, according to a DSST survey, “More than 1,200 families indicated preparation for STEM and four-year college as DSST’s greatest priority.”
So what's involved in this refocused curriculum? For one, the curriculum of all DSST schools will be top-down going forward. This means that instead of the degree of independence seen previously, the network will have far more control of the curriculum. The plan talks about improving math instruction, particularly at the 9th and 10th-grade levels as well as improving school culture and expanding STEM development.
The Talon Times obtained an email to Byers English teachers explaining intentions to audit all humanities classes and reform the World Literature class to focus more on nonfiction-based texts in preparation for the SAT. Rather than World Literature being a project and essay-based class with a focus on literature, the class will be far more focused on multiple-choice and standardized reading. In doing so, Byers hopes to better prepare students for standardized testing such as the AP exam and the SAT. While other English classes will be impacted in other aspects, and likely be damaged in regards to their creativity, this change to World Lit is certainly the most prominent. The network claims this will be done to enhance “college preparation” and enhance reading in relation to STEM.
We asked English teachers how they are interpreting the email and strategic plans and whether this would change World Lit for the worse.
“Without a doubt!” said Mr. Brudzynski, further saying about potential changes in his class, “I think you need a balanced approach, this is unbalanced.”
Brudzynski also indicated that different classes simply provide different things. AP Lang, for instance, is already an entirely nonfiction-based class, adding skepticism to the notion that DSST needed further focus on nonfiction reading. Fiction is important, he said, because characters are human, they ask big questions, and they endure universal experiences. Part of the value of literature, Brudzynski feels, is the ability to experience other perspectives. With nonfiction, that isn't necessarily provided.
11th grade’s Mr. Bienkowski agreed, noting, “If an English class is effective, it’s mirrors and windows. You want to see yourself in books like a mirror but you get to observe the world outside like a window. When you only read things you see yourself in, you’re just a narcissist.”
For students less focused on careers in STEM, this means less engaging content and less opportunity to pursue non-STEM interests. As for STEM kids, this means they miss the chance to think critically about how science and technology interact with society.
Right now, teachers also feel they’re in a sort of limbo. When asked about the specific ways his class would be changed, Mr. Brudzynski simply replied, “I have no idea
I may not have a clear idea until August.”
All this raises the question, is this helping students? While this may raise test scores across the network, it’s certainly curious given the nation's move away from standardized testing. As reported by Forbes, in 2023 over 80% of 4-year colleges and universities will not require submission of test scores for application. The truth is test scores just don't matter as much anymore. Within the coming years, the SAT and ACT’s relevance may dwindle even further. While the network might yearn for higher and higher scores, the truth is DSST students are scoring higher than the rest of the state.
So why is DSST doing this? The plan discusses opening further opportunities for students, but DSST also exists in the context of declining enrollment. As Denver’s child population continues to decline, schools are entering further competition for students. Essentially, schools feel the need to justify their existence to entice enrollment. And, in the words of one Byers teacher, “The way we survive is STEM.”
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