Upset time

Observers: political realities more than ed issues led to Flores’ State Board win

Greenish shading shows precincts won by Val Flores; brownish tones show votes for Taggart Hansen.

Voter turnout, ballot position and hurried, low-visibility campaigns likely were more important than education issues in Val Flores’ victory over Taggart Hansen in the Democratic primary for the 1st District seat on the State Board of Education.

Flores, a retired teacher and professor, won 59 percent of the vote in the race, a surprise to many and a defeat for the coalition of education reform advocacy groups and funders that have been repeatedly successful in a string of Denver Public Schools board races.

The differences in the two campaigns were stark. Flores raised a bit under $20,000 in contributions and non-cash support. Hansen raised more than $35,000 in cash, loans and non-monetary support – and two independent expenditure committees spent more than $100,000 to back him.

But the Flores campaign wiped out the financial advantage, and she swept much of Denver, as the city elections division map above shows. (Greenish shaded precincts were won by Flores; brownish ones by Hansen.) The 1st District also includes a small part of northern Arapahoe County, where Flores also won neatly.

Hansen, a lawyer for CH2M Hill, was backed by reform groups Stand for Children and Democrats for Education Reform, along with some of the same corporate and legal community contributors active in past races for the DPS board. Flores was supported by the Denver Classroom Teachers Association, the Colorado Education Association and the American Federation of Teachers.

The person vacating the seat, Democrat Elaine Gantz Berman, confessed to being “stunned” by the outcome. “I’m deeply disappointed,” said Berman, who publicly backed Hansen.

Flores praised her supporters’ “grassroots campaign” for gaining the victory, and her campaign manager, Dave Sabados, said she won partly because “I don’t think Democrats support the corporate [education reform] agenda.”

Reform-group leaders put a brave face on the race’s outcome and said they don’t think it reflects voter attitudes about education reform policies.

“Denver voters support more innovative ideas for our public education system,” said Sonja Semion, executive director of Stand for Children Colorado. “We don’t often get the full variety of Denver sentiment in a primary election.”

“We were clearly disappointed by the results,” said Jennifer Walmer, state director of Democrats for Education Reform Colorado. “I don’t believe it’s an indictment on reform.”

Stand and DFER both are connected to the independent expenditure committees that support Hansen. Both groups issued statements saying they look forward to working with Flores.

But it may be political realities, not education issues, that led to Tuesday’s result. Here’s a look at some of the factors involved, based on Chalkbeat Colorado research and on comments by people we interviewed.

Concentrated and low turnout

Only 38,033 Democrats voted in the Flores-Hansen race. By contrast, more than 107,000 votes were cast in the 2013 race for an at-large seat on the DPS board, won by former Lt. Gov. Barbara O’Brien, a reform favorite. A key difference is that only Democrats could vote in Tuesday’s election, while any voter regardless of registration can vote in non-partisan DPS races.

So, the lack of GOP and unaffiliated voters may have worked against a “reform” candidate like Hansen.

Low turnout may have been due to the fact that Democrats had no high-profile races – such as the four-way Republican gubernatorial primary – to motivate them to mail their ballots.

“The voters were completely disengaged from the primary. People didn’t have a clue the primary was happening in the Democratic Party,” said Berman. “People didn’t pay any attention to the endorsements,” which included Denver Mayor Michael Hancock, other politicians and the Denver Post editorial page.

Ballot position and name

Because she won a majority of delegates at the Democratic Party nominating assembly, Flores’ name was the first one listed on ballots.

“I think it certainly helps,” said Sabado. Julie Whitacre, a lobbyist for the CEA, said top-line designation usually is a boost for a candidate.

Some sources interviewed by Chalkbeat also said Flores’ Hispanic background may also have helped her. The elections division map shows strong support for her in west Denver, which has concentrations of Hispanic voters.

“The district is heavily Hispanic and minority, and I think they wanted a representative that fit their values,” said one source.

Low-key and short campaigns

Needless to say, members of the State Board aren’t the highest-profile elected officials in Colorado. Lack of voter knowledge makes factors like ballot position more important.

“Nobody really knows what the State Board does and who is running and what the issues are,” said Van Schoales, CEO of A+ Denver, a reform advocacy group.

And, even with significant spending such as that made on Taggart’s behalf, the campaigns had a hard time reaching all potential voters.

In an effort to target voters they considered most valuable, both campaigns tailored mailings and phone calls in some parts of the district and ignored others. Some voters reported receiving as many as a dozen Hansen mailings; Democrats in other parts of the cities received none.

Both campaigns used direct mail, social media and phone calls to make their cases.

Several people interviewed cited the shortness of the campaign as a possible factor in the race. Flores and Hansen were placed on the ballot by a Democratic Party assembly in early April, leaving less than three months to campaign before the primary.

Prior to 2012, the primary election was held in late August, giving candidates a much longer period to reach out to voters.

Schoales called it a “superfast campaign” that didn’t give the candidates much time to get their message to Democratic voters.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.