MONTBELLO · CHOICE · GRADES ECE–8
Farrell B. Howell ECE-8 School
14250 East Albrook Drive · Denver, CO
- students
- 610
- teacher : student
- 13:1
- per pupil
- 18,589
- Walk Score
- 38
Performance rating
Priority Improvement Plan · 2026*
Source
Source: Colorado School Performance Framework
2026
Priority Improvement Plan
We don't compute composite scores.
Colorado rates schools on a four-step scale.
Chapter 1 of 6
At a glance
Performance rating · 2019–2026
2019
2020
2021
2022
2023
2024
2025*
2026*
No ratings issued (COVID-19): 2020–2021 · *preliminary · Source: Colorado School Performance Framework
About the School
Schools provided these descriptions and may update them from year to year. Please contact the school directly for the most current information.
Farrell B. Howell ECE-8 is a welcoming, diverse school community where students are known, supported, and challenged to grow. Our ECE–8 model allows families to remain connected to one school community from early childhood through middle school.
We provide rigorous, joyful learning grounded in strong relationships, student belonging, and family partnership. At Howell, we celebrate our diverse community while helping every student build the skills, confidence, and leadership needed for future success.
From Denver Public Schools school-provided data
School Details
- Grades Served
- PK-8
- Monday - Friday
- 8:25am-3:25pm
- Total Enrollment
-
610
Source
Denver Public Schools school-provided data
Total enrollment represents the number of PK-12 students present in October 2025. These numbers may have changed as students move in and out of the district.
We don't compute composite scores.
- Teacher-to-Student Ratio
-
13:1
Source
Denver Public Schools school-provided data
Teacher-to-Student ratio shows the number of teaching staff to the number of students. Teachers may include classroom teachers, enrichment / specials teachers, special educators, and other members of instructional staff. This is not representative of class size.
We don't compute composite scores.
- Uniforms
-
Required
Source
Denver Public Schools school-provided data
Uniform requirements and guidelines may change from year to year and differ from school to school. Schools that do not require uniforms will still adhere to dress code policies. Please confirm uniform and dress code requirements with the school.
We don't compute composite scores.
- Transportation
-
District Transportation Available
Source
Denver Public Schools school-provided data
Transportation options may change from year to year and based on staffing issues. Students with special needs may receive transporation services based on their assigned program and/or Individualized Education Plan. Students may also be eligible for free or reduced cost bus passes through RTD. Please confirm transportation options with the school.
We don't compute composite scores.
- Per Pupil Expenditure
-
18,589
Source
Denver Public Schools school-provided data
Per pupil expenditure is the average amount of money spent on each student. This includes costs for staff, building and maintenance, supplies, and other small and large scale expenses necessary to operate a school.
We don't compute composite scores.
School day · Mon–Fri
Chapter 2 of 6
Who goes here
Student Survey Results
The student survey, known as Your Voice / Tu Voz was completed with students in Spring of 2025. These data were obtained by a Colorado Open Records Act (CORA) request to Denver Public Schools (DPS). Questions were sorted into topic areas based on prior DPS reports and the results we report reflect the percent of all responses that were in the top two most positive categories for each question, such as "strongly agree" and "agree". Parent results are only presented where at least 30 responses were available. Student results are only presented where at least 30 responses were available or the approximated response rate for the school was 50% or greater.
%
Parent Survey Results
Student Demographics
This data is based on the October 2025 enrollment counts.
Student Special Populations
This data represents the student population as of October 2025. This information may have changed since that time.
Teacher Demographics
This data represents the self-identified racial background of the teaching staff at the school as of October 2024.
Teacher Demographics ▸
Average Years of Teacher Experience
- Average Years of Experience for Teachers
-
10.25
Source
Denver Public Schools school-provided data
Average years of teacher experience were provided by Denver Public Schools in October 2024. Schools with NA do not have data available. Please contact the school directly for more information.
We don't compute composite scores.
Discipline: % of Total Student Population
This data represents the total number of disciplinary actions in the 2024-2025 school year divided by the total population of students in the same year. For lines that read NA, data is unavailable at this time.
All Students
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Asian
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Black or African American
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Hispanic or Latino
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Native Hawaiian or Other Pacific Islander
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Two or More Races
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
White
In School Suspensions
Out of School Suspensions
Referrals to Law Enforcement
Chapter 3 of 6
How students perform
CMAS: % Met or Exceeded Expectations in English Language Arts
The Colorado Measures of Academic Success (CMAS) exam measures how schools prepare students for the academic standards of their grade. Students who met expectations are considered academically prepared to engage successfully in further studies in this content area, while students who exceeded expectations are considered academically well prepared to engage successfully in further studies in this content area. For lines that read NA, data is unavailable from the Colorado Department of Education at this time.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 14.0 | 11.3 | −2.7 |
| Hispanic or Latino | 14.9 | – | – |
| Economically Disadvantaged | 11.9 | – | – |
| Not Economically Disadvantaged | 20.6 | – | – |
– · not reported by the state for that year
CMAS: % Met or Exceeded Expectations in Math
The Colorado Measures of Academic Success (CMAS) exam measures how schools prepare students for the academic standards of their grade. Students who met expectations are considered academically prepared to engage successfully in further studies in this content area, while students who exceeded expectations are considered academically well prepared to engage successfully in further studies in this content area. For lines that read NA, data is unavailable from the Colorado Department of Education at this time.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 14.4 | 12.1 | −2.3 |
| Hispanic or Latino | 15.6 | – | – |
| Economically Disadvantaged | 14.7 | – | – |
| Not Economically Disadvantaged | 13.5 | – | – |
– · not reported by the state for that year
CMAS: Median Growth in English Language Arts
The Colorado Measures of Academic Success (CMAS) exam measures how schools prepare students for the academic standards of their grade. Median Growth Percentile demonstrates this groups progress relative to the current tested student population in this content area. For lines that read NA, data is unavailable from the Colorado Department of Education at this time. Scores that are greater than 50 indicate that students are growing more academically at this school than most students in Colorado. Scores that are less than 50 indicate that students at this school are growing less compared to other Colorado students.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 39.0 | 45.0 | +6.0 |
| Black or African American | 36.0 | 26.0 | −10.0 |
| Hispanic or Latino | 42.5 | 46.0 | +3.5 |
| Economically Disadvantaged | 37.0 | 43.0 | +6.0 |
| Not Economically Disadvantaged | 55.0 | – | – |
– · not reported by the state for that year
CMAS: Median Growth in Math
The Colorado Measures of Academic Success (CMAS) exam measures how schools prepare students for the academic standards of their grade. Median Growth Percentile demonstrates this groups progress relative to the current tested student population in this content area. For lines that read NA, data is unavailable from the Colorado Department of Education at this time. Scores that are greater than 50 indicate that students are growing more academically at this school than most students in Colorado. Scores that are less than 50 indicate that students at this school are growing less compared to other Colorado students.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 47.5 | 43.5 | −4.0 |
| Black or African American | 51.0 | 37.0 | −14.0 |
| Hispanic or Latino | 46.0 | 44.0 | −2.0 |
| Economically Disadvantaged | 46.0 | 44.0 | −2.0 |
| Not Economically Disadvantaged | 51.0 | – | – |
– · not reported by the state for that year
Chapter 4 of 6
What is offered
Schools provided this information and may update it from year to year. Please contact the school to confirm programs of interest.
Academic Offerings
- Gifted and Talented Supports
- Intensive Arts Focus
- STEM
Special Programs
- Band
- Baseball (Boys)
- Basketball (Boys)
- Basketball (Girls)
- Music
- Physical Education (PE)
- Soccer (Boys)
- Soccer (Girls)
- Social Clubs
- Softball (Girls)
- Technology
- Volleyball (Girls)
Student Services & Supports
- After-School Programs
- Breakfast
- Lunch
Special Education
- Multi-Intensive Autism Center-Based Program (MI-Aut) 3-5
- Multi-Intensive Autism Center-Based Program (MI-Aut) K-2
- Multi-Intensive Center-Based Program (MI)
Multi-Lingual Learners
- Dual Language
- TNLI (Transitional Native Language Instruction)
Early Childhood
- ECE-3 English
- ECE-3 Spanish
- ECE-4 English
- ECE-4 Spanish
- Kindergarten English
- Kindergarten Spanish
Chapter 5 of 6
Improvement planning & attendance
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, 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
Priority Performance Challenges
- ACCESS Growth
- Chronic Absenteeism
- Low academic achievement in both math and ELA
From Denver Public Schools school-provided data
Absenteeism
This data shows three attendance measures. Average Daily Attendance is the percentage of possible student days that students attended. Chronic Absenteeism is the percentage of students who were absent 10 percent or more of the days enrolled during the school year; this includes all absences, whether unexcused, excused, or due to suspension. Truancy Rate is the percentage of possible student days that were unexcused absences. For lines that read NA, data is unavailable at this time.
Average Daily Attendance
Chronic Absenteeism
Truancy Rate
Chapter 6 of 6
About this data
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.
From Denver Public Schools school-provided data