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
Polaris Elementary School is the only freestanding magnet school in the Denver Public Schools that is solely dedicated to meeting the needs of highly gifted and talented (HGT) students. Located on the northeast edge of downtown Denver, Polaris is centrally located and welcomes HGT students from across the city. Polaris...
Polaris Elementary School is the only freestanding magnet school in the Denver Public Schools that is solely dedicated to meeting the needs of highly gifted and talented (HGT) students. Located on the northeast edge of downtown Denver, Polaris is centrally located and welcomes HGT students from across the city. Polaris staff are dedicated to meeting the academic and social-emotional needs of first- to fifth-grade highly gifted and high-achieving students. Teachers guide students through an exceptional arts-integrated curriculum. The Polaris program fosters intellectual curiosity and creativity while offering a rigorous interdisciplinary study in literacy, mathematics, science, social studies, the arts and technology. Polaris Elementary participates in the DPS SchoolChoice system. Enrollment at Polaris requires a designation of Magnet Eligible or a formal identification of HGT. The school offers fee-based Discovery Link programming and before- and after-school enrichments by ELCS.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
Data for this campus is unavailable at this time. Please contact the school directly for more information.
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 55.1 % |
| Parents feel welcomed by their school | 96.8 % |
| Parents have positive interactions with teachers | 96.6 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 95.1 % | 95.9 % | +0.8 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 100 % | 96 % | -4.0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 96.7 % | 96.4 % | -0.3 % |
| White | 94.3 % | 95.9 % | +1.6 % |
| Economically Disadvantaged | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 92.8 % | 92.2 % | -0.6 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 95 % | 88.5 % | -6.5 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 93.3 % | 89.3 % | -4.0 % |
| White | 93 % | 93.2 % | +0.2 % |
| Economically Disadvantaged | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
CMAS: Median Growth in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 66 | 79 | +13.0 |
| 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 | 70 | 81 | +11.0 |
| Not Economically Disadvantaged | 67 | 79 | +12.0 |
| Economically Disadvantaged | NA | NA | NA |
CMAS: Median Growth in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 84 | 70 | -14.0 |
| 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 | 84 | 72 | -12.0 |
| Not Economically Disadvantaged | 84 | 72 | -12.0 |
| 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 % | 1.2 % | 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 % | 1.2 % | 0 % |
Absenteeism
| Metric | 2023 |
|---|---|
| Average Daily Attendance | 94.9 % |
| Truancy Rate | 2.2 % |