About the Data
This guide uses data from Denver Public Schools, the Colorado Department of Education, individual school websites, and Colorado Open Records Act requests. If you find any errors, please let us know. Keep in mind that corrections may be needed on other websites as well.
About the School
DCIS is a Denver Public Schools (DPS) middle and high school in the Baker neighborhood of Denver that has garnered state and national recognition. All of our students have the opportunity to become proficient in one of six languages; and to learn about and experience different cultures. Our unique curriculum...
DCIS is a Denver Public Schools (DPS) middle and high school in the Baker neighborhood of Denver that has garnered state and national recognition. All of our students have the opportunity to become proficient in one of six languages; and to learn about and experience different cultures. Our unique curriculum enables DCIS to graduate global citizens who are multilingual and inter-culturally competent. We are proud of our students community-building skills and drive to serve others by taking action to bring about positive change in the world.DCIS is deeply committed to creating a space where Native American and Indigenous Students and Families thrive, feel seen and valued for who they are. We want to be a space where their knowledge, wisdom, and ways of being are centered; where we resist and counteract the values of settler colonialism and celebrate and promote traditional Native American and Indigenous values, virtues, and beliefs. Students will leave DCIS with a strong knowledge of self, culture, and community ready to fulfill their purpose. There are dedicated counselors, spaces, and community partnerships to support our Native and Indigenous students, while the staff is trained through professional development courses on how to serve Native and Indigenous youth.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
Metric | 2024 |
---|---|
Students feel a sense of belonging | 84.2 % |
Students feel engaged in learning and activities | 40.1 % |
Students feel safe and healthy | 56.3 % |
Students feel they have choice and agency | 72.4 % |
Parent Survey Results
Metric | 2023 |
---|---|
Parents feel involved in school decisions | 64.8 % |
Parents feel welcomed by their school | 79 % |
Parents have positive interactions with teachers | 80.6 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 40 % | 34.6 % | -5.4 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 25.4 % | 27.1 % | +1.7 % |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 84.8 % | 76 % | -8.8 % |
Economically Disadvantaged | 20 % | 25 % | +5.0 % |
Not Economically Disadvantaged | 71.4 % | 61 % | -10.4 % |
CMAS: % Met or Exceeded Expectations in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 18.2 % | 12.3 % | -5.9 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 8.9 % | NA | NA |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 51.5 % | 42.3 % | -9.2 % |
Economically Disadvantaged | 5.4 % | 5.3 % | -0.1 % |
Not Economically Disadvantaged | 38.6 % | 31 % | -7.6 % |
CMAS: Median Growth in English Language Arts
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 55 | 45.5 | -9.5 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 49 | 44 | -5.0 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 74 | 77 | +3.0 |
Not Economically Disadvantaged | 62 | 55 | -7.0 |
Economically Disadvantaged | 52 | 44.5 | -7.5 |
CMAS: Median Growth in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 48 | 29 | -19.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 46 | 21 | -25.0 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 52.5 | 41 | -11.5 |
Not Economically Disadvantaged | 52.5 | 40 | -12.5 |
Economically Disadvantaged | 43.5 | 24 | -19.5 |
SAT: % Met or Exceeded Expectations in Evidence-Based Reading and Writing
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 27.3 % | 41.5 % | +14.2 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 17.1 % | 33.3 % | +16.2 % |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | NA | NA | NA |
Economically Disadvantaged | NA | NA | NA |
Not Economically Disadvantaged | NA | NA | NA |
SAT: % Met or Exceeded Expectations in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 9.1 % | 13.2 % | +4.1 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | NA | 7.1 % | NA |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | NA | NA | NA |
Economically Disadvantaged | NA | NA | NA |
Not Economically Disadvantaged | NA | NA | NA |
PSAT/SAT: Median Growth in Evidence-Based Reading and Writing
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 44 | 34 | -10.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 45 | 29.5 | -15.5 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | NA | NA | NA |
Not Economically Disadvantaged | 45 | 44.5 | -0.5 |
Economically Disadvantaged | 44 | 32 | -12.0 |
PSAT/SAT: Median Growth in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 39 | 46 | +7.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 36 | 45 | +9.0 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 45 | NA | NA |
Not Economically Disadvantaged | 47 | 40 | -7.0 |
Economically Disadvantaged | 32.5 | 49 | +16.5 |
4-Year Graduation Rate
Metric | 2022 | 2023 | Change |
---|---|---|---|
All Students | 96.77 % | 94.2 % | -2.6 % |
American Indian or Alaska Native | 100 % | 2 % | -98.0 % |
Asian | 100 % | 98 % | -2.0 % |
Black or African American | 100 % | 98 % | -2.0 % |
Hispanic or Latino | 97.37 % | 90.6 % | -6.8 % |
Native Hawaiian or Other Pacific Islander | NA | 2 % | NA |
Two or More Races | 100 % | 98 % | -2.0 % |
White | 94.44 % | 98 % | +3.6 % |
Economically Disadvantaged | 97.44 % | 94.1 % | -3.3 % |
Academic Offerings
Special Programs Offered
Student Services & Supports
Special Education
Multi-Lingual Learners
Early Childhood
Discipline: % of Total Student Population
Metric | In School Supensions | Out of School Suspensions | Referrals to Law Enforcement |
---|---|---|---|
All Students | 9.3 % | 5.7 % | 0.2 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 10.3 % | 6.3 % | 0.3 % |
Two or More Races | NA | NA | NA |
White | 4.4 % | 2.9 % | 0 % |
Absenteeism
Metric | 2024 |
---|---|
Average Daily Attendance | 89.1 % |
Truancy Rate | 7.4 % |
Unified Improvement Plan: Priority Performance Challenges
Unified Improvement Planning was introduced in 2009 to streamline improvement planning components of state and federal accountability requirements. Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for post-secondary education,...
Unified Improvement Planning was introduced in 2009 to streamline improvement planning components of state and federal accountability requirements. Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for post-secondary education, and/or to be successful in the workforce, earning a living wage immediately upon graduation. The School Finder only contains one portion of the UIP, each school's Priority Performance Challenges. To access any school's complete UIP, you can visit: School and District UIPs
Academic Performance Gap between SOC and non-SOC in ELA and Math
Low student engagement and completion in ICAP.
Low attendance for all w/focus on Native/Indigenous Students