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Lowry Elementary School

Lowry Elementary School

Address: 8001 East Cedar Avenue, Denver

Phone: (720) 424-5910

Principal Name: Dr. Annie Larkin

School Website

DPS School Profile

CDE School Profile

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.

PK-5
Grades Served
392
Total Enrollment
17.4
Average Class Size
8:05am-3:05pm
Monday - Friday
Not Required
Uniforms
District Transportation Available
Transportation
$18,988
Per Pupil Expenditure
About the School

Lowry Elementary celebrates our students’ diverse backgrounds. Highly qualified teachers deliver a robust academic program in a nurturing environment that inspires learning, sharing and promoting the joys of childhood. Located in a redeveloped neighborhood near the former Lowry Air Force Base, our state-of-the-art educational facility opened in 2002 and is...

Lowry Elementary celebrates our students’ diverse backgrounds. Highly qualified teachers deliver a robust academic program in a nurturing environment that inspires learning, sharing and promoting the joys of childhood. Located in a redeveloped neighborhood near the former Lowry Air Force Base, our state-of-the-art educational facility opened in 2002 and is the center of neighborhood activity. We value social-emotional learning as well as academic learning. We partner with Bella Buddies and have full time facility dog named Liberty who provides social emotional support to students and staff. We offer a comprehensive gardening program for students (including seed to cafeteria table), 4-year-old ECE, full-day only ECE and kindergarten classes and one Affective Needs classroom for third- through fifth-grade students. We offer fee-based Discovery Link programming and enrichments by ELCS.

Student Demographics

Asian
1.8%
Black or African American
34.4%
Hispanic or Latino
29.2%
White
23.2%
Other
11.5%
Teacher Demographics

American Indian or Alaska Native
3.9%
Asian
0%
Black or African American
0%
Hispanic or Latino
11.5%
Native Hawaiian or Other Pacific Islander
0%
Two or More Races
7.7%
White
76.9%
Unknown or Withheld
0%
Student Special Populations

Economically Disadvantaged
69.5%
English Learners
27.3%
Special Education
10.9%
11.89
Average Years of Experience for Teachers
Student Survey Results

Metric 2024
Students feel a sense of belonging 81.3 %
Students feel engaged in learning and activities 47.3 %
Students feel safe and healthy 65.3 %
Students feel they have choice and agency 69.1 %
Parent Survey Results

Metric 2023
Parents feel involved in school decisions 77.4 %
Parents feel welcomed by their school 91.9 %
Parents have positive interactions with teachers 94.6 %
CMAS: % Met or Exceeded Expectations in English Language Arts

Metric 2023 2024 Change
All Students 29.3 % 26.9 % -2.4 %
American Indian or Alaska Native NA NA NA
Asian NA NA NA
Black or African American 25 % 24.6 % -0.4 %
Hispanic or Latino 13.5 % 13.9 % +0.4 %
Native Hawaiian or Other Pacific Islander NA NA NA
Two or More Races NA NA NA
White 52.6 % 50 % -2.6 %
Economically Disadvantaged 18.2 % 18.6 % +0.4 %
Not Economically Disadvantaged 51 % 48.8 % -2.2 %

CMAS: % Met or Exceeded Expectations in Math

Metric 2023 2024 Change
All Students 24.1 % 23.9 % -0.2 %
American Indian or Alaska Native NA NA NA
Asian NA NA NA
Black or African American 17.5 % 19.3 % +1.8 %
Hispanic or Latino NA NA NA
Native Hawaiian or Other Pacific Islander NA NA NA
Two or More Races NA NA NA
White 48.7 % 57.9 % +9.2 %
Economically Disadvantaged 17.9 % 12.9 % -5.0 %
Not Economically Disadvantaged 36.5 % 53.5 % +17.0 %

CMAS: Median Growth in English Language Arts

Metric 2023 2024 Change
All Students 57 46 -11.0
American Indian or Alaska Native NA NA NA
Asian NA NA NA
Black or African American 58 38 -20.0
Hispanic or Latino 48 38.5 -9.5
Native Hawaiian or Other Pacific Islander NA NA NA
Two or More Races NA NA NA
White 48 55.5 +7.5
Not Economically Disadvantaged 60 50 -10.0
Economically Disadvantaged 53.5 45 -8.5

CMAS: Median Growth in Math

Metric 2023 2024 Change
All Students 58 51 -7.0
American Indian or Alaska Native NA NA NA
Asian NA NA NA
Black or African American 57.5 66 +8.5
Hispanic or Latino 46.5 42 -4.5
Native Hawaiian or Other Pacific Islander NA NA NA
Two or More Races NA NA NA
White 61 52 -9.0
Not Economically Disadvantaged 62 57 -5.0
Economically Disadvantaged 53 44 -9.0

Performance Plan
Preliminary State Performance Rating
Academic Offerings

Gifted and Talented Supports
Visual Arts
Special Programs Offered

ELCSports
Music
Physical Education (PE)
Student Leadership
Student Services & Supports

Breakfast
Lunch
After-School Programs
Before-School Programs
Special Education

Affective Needs Center-Based Program (AN)
Deaf and Hard-of-Hearing Center-Based Program (DHH)
Multi-Lingual Learners

ESL (English as a Second Language)
Early Childhood

ECE-4 English
Kindergarten English
Discipline: % of Total Student Population

Metric In School Supensions Out of School Suspensions Referrals to Law Enforcement
All Students 1.3 % 3.3 % 0 %
American Indian or Alaska Native NA NA NA
Asian NA NA NA
Black or African American 2.2 % 3.7 % 0 %
Hispanic or Latino 0 % 1.7 % 0 %
Native Hawaiian or Other Pacific Islander NA NA NA
Two or More Races 0 % 2.9 % 0 %
White 2.3 % 4.5 % 0 %
Absenteeism

Metric 2024
Average Daily Attendance 89.6 %
Truancy Rate 4.4 %
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

Low READ Act Achievement

Low Academic Achievement in CMAS ELA and Math

Low Attendance and High Chronic Absenteeism

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