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
Bromwell teachers, staff and community believe in order for children to be successful, we need to consistently provide a safe, loving, supportive, respectful, positive, welcoming, inclusive and nurturing environment where we believe in excellence for ALL students. Bromwell creates this excellence by meeting the Academic and Social Emotional needs of...
Bromwell teachers, staff and community believe in order for children to be successful, we need to consistently provide a safe, loving, supportive, respectful, positive, welcoming, inclusive and nurturing environment where we believe in excellence for ALL students. Bromwell creates this excellence by meeting the Academic and Social Emotional needs of ALL students. Valecia von Weise has been the proud Principal of Browell Elementary School since 2019. Bromwell follows the Teacher Leadership & Collaboration Model (TLC) with 2 Senior Team Leads and 3 Content Team Leads. Bromwell also has a full time Mild/Moderate Special Education Teacher and School Psychologist, part-time Speech and Language Pathologist, Language Content Specialist, Occupational Therapist, an HGT coordinator and additional teachers to support with small group, differentiated learning. The Bromwell neighborhood, while very much a part of modern age, enjoys a heritage that can be traced back to the earliest days of Denver history. Bromwell is made up of students both from the Bromwell neighborhood and students who choice in. Bromwell's instructional priority of accelerating learning by re-envisioning education is the foundation of our small group teaching model. Grade level teams use student data to create individualized learning goals which inform instruction. Through consultation with our HGT specialist and instructional coaches, lessons are differentiated to meet the unique learning needs of all students. Kindergarten to second-grade follow CKLA curriculum, while grades third- through fifth-grade follow EL Literacy curriculum. As a school, Bromwell uses Bridges Math Curriculum, Amplify Science and Inquiry Journeys. Bromwell uses iReady to measure reading and math progress school-wide. Students K-5 will take full iReady Diagnostic Assessment 3 times a year. Students also take Growth Monitoring check-points throughout the school year. ECE and Kindergarten use TS Gold as an early childhood measurement to measure student progress. ACCESS is administered yearly. At Bromwell, grades 3-5 take the ELA and Math CMAS assessment yearly. Grades 4 and 5 alternate between CMAS Science and Social Studies. CMAS is used to measure progress toward state standards yearly. The Collaborative School Committee (CSC) brings together Bromwell families, staff and community members to create and implement a plan to promote high academic achievement in our school. This committee meets on a regular basis throughout the school year and is an opportunity for stakeholders to have a voice in the school. The National Parent-Teacher Association (PTS) is an advocacy organization focused on engaging and empowering families in schools. Bromwell has an active and involved CSC and PTA.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2023 |
|---|---|
| Students feel a sense of belonging | 91.4 % |
| Students feel engaged in learning and activities | 80.3 % |
| Students feel safe and healthy | 87.9 % |
| Students feel they have choice and agency | 76.4 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 64 % |
| Parents feel welcomed by their school | 95.3 % |
| Parents have positive interactions with teachers | 97.4 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 63.3 % | 75.4 % | +12.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 44 % | 62.5 % | +18.5 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 50 % | NA | NA |
| White | 72.2 % | 80 % | +7.8 % |
| Economically Disadvantaged | NA | 60 % | NA |
| Not Economically Disadvantaged | NA | 78 % | NA |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 60.3 % | 72.5 % | +12.2 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 40 % | 54.2 % | +14.2 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 72.2 % | 80 % | +7.8 % |
| Economically Disadvantaged | NA | 35 % | NA |
| Not Economically Disadvantaged | NA | 78.8 % | NA |
CMAS: Median Growth in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 54 | 80 | +26.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 51.5 | 83 | +31.5 |
| Not Economically Disadvantaged | 57 | 80 | +23.0 |
| Economically Disadvantaged | NA | NA | NA |
CMAS: Median Growth in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 86 | 85 | -1.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 86 | NA |
| Not Economically Disadvantaged | 86 | 86 | +0.0 |
| Economically Disadvantaged | NA | NA | NA |
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 | 0 % | 0 % | 0 % |
| American Indian or Alaska Native | 0 % | 0 % | 0 % |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 0 % | 0 % | 0 % |
| Hispanic or Latino | 0 % | 0 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2023 |
|---|---|
| Average Daily Attendance | 93.6 % |
| Truancy Rate | 1.4 % |