Background

Denver Public Schools had SAT prep across all 33 secondary schools, but no way to know if it was working.

With approximately 19,000 students preparing for SAT and PSAT assessments, each school had its own approach. Students had access to high-quality resources, but implementation varied widely and district leaders lacked visibility into whether that preparation was translating into real skill growth.

At the same time, SAT performance played a critical role in the district’s accountability framework, influencing achievement, growth, and postsecondary readiness metrics.

District leaders recognized that access alone was not enough. They needed a system to ensure preparation translated into measurable outcomes.

Challenges

• Inconsistent implementation across schools: 33 schools using different approaches to SAT preparation
• Access without accountability: availability of resources did not ensure consistent or effective use
• Limited visibility into skill development: no system for tracking whether students were building the skills needed for success‍
• Disconnect between prep and instruction: SAT practice was not consistently embedded into daily learning

"Access did not necessarily translate into consistent use by schools." — Dr. Ted Thompson

Solutions

Blueprint Step 1: Define Accountability at the District Level

DPS made a deliberate shift: SAT preparation would no longer be optional or variable by school. It would be structured, scheduled, and monitored.

District leaders established clear expectations for student participation and defined SAT readiness as a system-level responsibility, not a school-by-school decision.

This shift ensured that preparation was no longer dependent on individual school approaches but aligned across the entire district.

Blueprint Step 2: Monitor Skill Mastery Across the System

DPS shifted from measuring activity to measuring learning.

Rather than tracking time spent or assignments completed, the district focused on whether students were moving skills to proficiency and mastery.

This included:

• Weekly monitoring of skill growth across all schools
• Bi-weekly, district-level reporting on trends and performance
• Skill-gap analysis to identify areas of need
• Clear benchmarks for student practice and progress

By focusing on skill mastery, district leaders gained visibility into what was working and where intervention was needed.

Blueprint Step 3: Align Leadership Around a Shared Monitoring System

DPS created a coordinated, multilevel accountability structure:

• District leaders reviewed bi-weekly data reports.
• Network directors analyzed school-level performance.
• School leadership teams monitored progress weekly.

This alignment ensured that SAT preparation became visible, actionable, and consistently supported across all schools.

Monitoring shifted from isolated classroom activity to a shared district-wide responsibility.

Blueprint Step 4: Embed SAT Practice into Core Instruction

To reinforce learning, DPS integrated SAT-aligned practice into Tier 1 instruction.

By aligning Khan Academy modules with the district’s curriculum, students engaged with SAT-style questions during regular instruction, not just in isolated prep sessions.

This approach ensured consistent exposure to tested skills and reinforced learning across classrooms.

What it looked like in practice

With structured expectations and real-time data, school teams were able to act more intentionally on student progress.

District and school leaders used skill-gap reports to identify areas of need, adjust instruction, and ensure students were consistently engaging in targeted practice.

Instead of assuming preparation was effective, DPS built a system to measure and improve it continuously.

"We wanted to better understand which plans impacted achievement outcomes for students the most."

District Reported Outcomes

While still early in implementation, DPS has seen strong indicators of progress:

• Increased consistency across schools: a unified approach to SAT preparation across 33 secondary schools
• Greater visibility into student learning: leaders can monitor skill growth and identify gaps in real time
• Shift from participation to progress: focus on moving skills to proficiency and mastery‍
• Promising results for historically underserved student groups: early indicators signal improved preparation outcomes