- students
- 1,174
- teacher : student
- 15:1
- per pupil
- 16,203
- Walk Score
- 36
Performance rating
Improvement Plan · 2026*
Source
Source: Colorado School Performance Framework
2026
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.
As the focal point of our community, Montbello High School partners with our families, community and alumni to implement comprehensive learning that honors the past, present and future of Montbello. As the only comprehensive high school in far northeast Denver, MHS will provide experiences that are academically robust, interest driven and anti-racist. We prepare students to be the next generation of leaders starting their freshman year with a specific program designed to support ninth-graders through their first year, build strong relationships between students and teachers and set students up for success. Our ninth-grade program includes a ninth-grade summer academy, a first semester ninth-grade seminar, and a second-semester speech and debate class designed to give students the ability to advocate for themselves and work through conflict. We are unified in our relentless focus on relevant curriculum, engaging with the whole child and amplifying students’ voices. Montbello High School recently transitioned to our newly constructed, state of the art facility at the start of our 2024-2025 school year. To see updated information on our brand new campus and additional school updates, visit our website at https://montbellohs.dpsk12.org. If you have any questions, please contact our Main Office at 720-423-5900, or for questions about enrollment, contact Enrollment Services at 720-423-3493.
From Denver Public Schools school-provided data
School Details
- Grades Served
- 9-12
- M, Tu, Th, F
- 8:20am-3:52pm
- Total Enrollment
-
1,174
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.
- Wednesday
- 8:20am-1:12pm
- Teacher-to-Student Ratio
-
15:1
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
-
Not 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
-
16,203
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.
85.2%
Students feel a sense of belonging
Chapter 2 of 6
Who goes here
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
-
5.83
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.
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.
Students feel a sense of belonging
85.2%
Students feel engaged in learning and activities
64.3%
Students feel safe and healthy
88.5%
Students feel they have choice and agency
77.7%
Parent Survey Results
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
American Indian or Alaska Native
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
SAT: % Met or Exceeded Expectations in Evidence-Based Reading and Writing
The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The purpose of the SAT is to measure a high school student's readiness for college. Students who meet or exceed benchmarks are considered to have a 75% chance of earning at least a C in an entry-level credit-bearing college course. For lines that read NA, data is unavailable at this time.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 26.0 | 29.0 | +3.0 |
| Black or African American | 13.3 | 38.7 | +25.4 |
| Hispanic or Latino | 27.1 | 24.8 | −2.3 |
| Economically Disadvantaged | 26.4 | – | – |
| Not Economically Disadvantaged | 25.0 | – | – |
– · not reported by the state for that year
SAT: % Met or Exceeded Expectations in Math
The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The purpose of the SAT is to measure a high school student's readiness for college. Students who meet or exceed benchmarks are considered to have a 75% chance of earning at least a C in an entry-level credit-bearing college course. For lines that read NA, data is unavailable at this time.
| 2025 | 2026 | Change | |
|---|---|---|---|
| All Students | 7.6 | 15.9 | +8.3 |
| Black or African American | – | 9.7 | – |
| Hispanic or Latino | – | 16.1 | – |
| Economically Disadvantaged | 6.6 | – | – |
| Not Economically Disadvantaged | 9.6 | – | – |
– · not reported by the state for that year
PSAT/SAT: Median Growth in Evidence-Based Reading and Writing
The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The purpose of the SAT is to measure a high school student's readiness for college. Median Growth provides information on how students performed compared to other students with the same initial test score in that content area. For lines that read NA, data is unavailable 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 | 49.0 | 39.0 | −10.0 |
| Black or African American | 51.0 | 42.0 | −9.0 |
| Hispanic or Latino | 48.0 | 38.0 | −10.0 |
| Economically Disadvantaged | 48.0 | 39.0 | −9.0 |
| Not Economically Disadvantaged | 52.0 | 40.0 | −12.0 |
PSAT/SAT: Median Growth in Math
The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The purpose of the SAT is to measure a high school student's readiness for college. Median Growth provides information on how students performed compared to other students with the same initial test score in that content area. For lines that read NA, data is unavailable 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 | 54.0 | 49.0 | −5.0 |
| Black or African American | 41.0 | 49.0 | +8.0 |
| Hispanic or Latino | 57.0 | 49.0 | −8.0 |
| Two or More Races | – | 52.0 | – |
| Economically Disadvantaged | 52.0 | 49.0 | −3.0 |
| Not Economically Disadvantaged | 59.0 | 47.5 | −11.5 |
– · not reported by the state for that year
4-Year Graduation Rate
The 4-Year Graduation Rate shows the percentage of students who graduated from high school within a tradition 4-year period. For lines that read NA, data is unavailable at this time. Values of 98 could be between 98 and 100 and values of 2 could be between 0 and 2.
Show all 9 rows ▸
| 2024 | 2025 | Change | |
|---|---|---|---|
| All Students | 80.9 | 85.5 | +4.6 |
| American Indian or Alaska Native | 98.0 | 2.0 | −96.0 |
| Asian | 71.4 | 80.0 | +8.6 |
| Black or African American | 82.1 | 86.7 | +4.6 |
| Hispanic or Latino | 85.3 | 86.8 | +1.5 |
| Native Hawaiian or Other Pacific Islander | 50.0 | 87.5 | +37.5 |
| Two or More Races | 2.0 | 33.3 | +31.3 |
| White | 44.4 | 98.0 | +53.6 |
| Economically Disadvantaged | 82.4 | 87.6 | +5.2 |
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
- Academic Club or Competition
- Adapted Physical Education
- Animation
- Audio Production
- Broadcast Journalism
- Ceramics
- Choir
- Choreography
- Club Based on Ethnicity or Culture
- Competency-Based Learning
- Composition
- Comprehensive Health
- Digital Media Arts
- Drama
- Drawing
- Environmental Science
- Fine Arts
- French
- Gifted and Talented Supports
- Honors Courses
- Pathways
- Pre-Collegiate Program
- STEM
- Service Learning
- Spanish
- Theatrical Design
- Visual Arts
Special Programs
- ASCENT
- Acting
- Advanced Placement (AP) Courses
- Band
- Baseball (Boys)
- Basketball (Boys)
- Basketball (Girls)
- Community Service Club or Organization
- Concurrent Enrollment
- Credit Recovery Program
- Dance Styles and Genres
- Dance Technique
- Fitness
- Flag Football (Co-ed)
- Football (Boys)
- Future Center
- Futures Football
- Highly Gifted and Talented
- Internship Opportunities
- JROTC
- Lifetime Activities
- Mariachi
- Music
- Painting
- Physical Education (PE)
- School Yearbook or Newspaper
- Soccer (Boys)
- Soccer (Girls)
- Social Clubs
- Softball (Girls)
- Spirit (Co-ed)
- Student Leadership
- Swimming (Boys)
- Swimming (Girls)
- Technology
- Track and Field (Boys)
- Track and Field (Girls)
- Unified Theatre
- Volleyball (Girls)
- Wrestling (Boys)
Student Services & Supports
- After-School Programs
- Breakfast
- Community Resources
- Lunch
- School-Based Health Centers
Special Education
- Affective Needs Center-Based Program (AN)
- Multi-Intensive Center-Based Program (MI)
- Multi-Intensive Severe Center-Based Program (MI-S)
Multi-Lingual Learners
- ESL (English as a Second Language)
- Newcomer Center
- Spanish for Heritage Speakers
- TNLI (Transitional Native Language Instruction)
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
- ELA and Math Growth and Status on COSAT and PSAT
- Low Student Attendance and Chronic Absenteeism
- Low Graduation Rate
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