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
At Columbine, we acknowledge that our students come to us whole and it is our collective responsibility to ensure that their genius and brilliance shine. Through our EL model, we cultivate curiosity through authentic learning opportunities that transform our students into arborists, paleontologists, ornithologists, water conservationists, abolitionists, and social justice...
At Columbine, we acknowledge that our students come to us whole and it is our collective responsibility to ensure that their genius and brilliance shine. Through our EL model, we cultivate curiosity through authentic learning opportunities that transform our students into arborists, paleontologists, ornithologists, water conservationists, abolitionists, and social justice advocates - just to name a few. Columbine helps students achieve more than they think is possible through hands-on, fun and challenging interdisciplinary learning that weaves mastery of content, high-quality student work, and learning habits. As a neighborhood school, we know that it is our collective effort that will ensure each student at Columbine meets and exceeds their grade-level standards in order to unlock their chosen future. Our children take the LEAP to the Stars by showing Leadership, Empathy, Ambition, and a Positive Mindset throughout our social and academic spaces. At Columbine, we know that belonging is the foundation of growth and we cultivate this for every member of our school community.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 83.7 % |
| Students feel engaged in learning and activities | 54 % |
| Students feel safe and healthy | 61.4 % |
| Students feel they have choice and agency | 74.6 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 63.3 % |
| Parents feel welcomed by their school | 94.5 % |
| Parents have positive interactions with teachers | 92.7 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 35.3 % | 26.1 % | -9.2 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 12.5 % | NA | NA |
| Hispanic or Latino | 20 % | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 73.9 % | 65.5 % | -8.4 % |
| Economically Disadvantaged | 19.6 % | 7.4 % | -12.2 % |
| Not Economically Disadvantaged | 65.5 % | 55.9 % | -9.6 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 24.4 % | 19.5 % | -4.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 12.9 % | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 56.5 % | 50 % | -6.5 % |
| Economically Disadvantaged | 8.8 % | 5.6 % | -3.2 % |
| Not Economically Disadvantaged | 55.2 % | 42.4 % | -12.8 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 46 | 34.5 | -11.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 32.5 | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | 37.5 | NA |
| Economically Disadvantaged | 37.5 | 32.5 | -5.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 29 | 34.5 | +5.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 24.5 | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | 54 | NA |
| Economically Disadvantaged | 28 | 30.5 | +2.5 |
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 % | 1.9 % | 0 % |
| Black or African American | 0 % | 7.4 % | 0 % |
| Hispanic or Latino | 0 % | 1.1 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 91.1 % |
| Truancy Rate | 3.6 % |