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.
Imagine your child, happily engaged in telling a story to a friend, animated and excited, speaking easily in Mandarin Chinese or Spanish! Now imagine your child grown up, focused on an exciting career in international business, conversing with a client and helping to close an important global deal in Mandarin...
Data for this campus is unavailable at this time. Please contact the school directly for more information.
| Metric | 2025 |
|---|---|
| Students feel a sense of belonging | 79.9% |
| Students feel engaged in learning and activities | 71.0% |
| Students feel safe and healthy | 81.3% |
| Students feel they have choice and agency | 67.1% |
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 75.2% |
| Parents feel welcomed by their school | 93.4% |
| Parents have positive interactions with teachers | 95.2% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 61.4% | 64.8% | +3.4% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 77.8% | 67.7% | -10.1% |
| Black or African American | 42.9% | 53.9% | +11.0% |
| Hispanic or Latino | 48.8% | 49.7% | +0.9% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 65.1% | 75.6% | +10.5% |
| White | 69.6% | 72.3% | +2.7% |
| Economically Disadvantaged | 38.1% | 44.0% | +5.9% |
| Not Economically Disadvantaged | 67.1% | 68.1% | +1.0% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 59.6% | 65.6% | +6.0% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 77.8% | 80.7% | +2.9% |
| Black or African American | 44.8% | 50.0% | +5.2% |
| Hispanic or Latino | 36.2% | 49.4% | +13.2% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 77.9% | 83.5% | +5.6% |
| White | 70.6% | 70.6% | +0.0% |
| Economically Disadvantaged | 31.9% | 38.3% | +6.4% |
| Not Economically Disadvantaged | 67.1% | 70.3% | +3.2% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 68.0 | 67.0 | -1.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 58.5 | 65.5 | +7.0 |
| Black or African American | NA | 73.0 | NA |
| Hispanic or Latino | 63.0 | 67.0 | +4.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 67.0 | 62.0 | -5.0 |
| White | 72.0 | 69.0 | -3.0 |
| Economically Disadvantaged | 55.0 | 66.0 | +11.0 |
| Not Economically Disadvantaged | 72.0 | 68.0 | -4.0 |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 58.0 | 65.0 | +7.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 70.0 | 68.5 | -1.5 |
| Black or African American | NA | 80.5 | NA |
| Hispanic or Latino | 51.5 | 64.0 | +12.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 63.0 | 64.0 | +1.0 |
| White | 61.0 | 63.5 | +2.5 |
| Economically Disadvantaged | 49.0 | 69.0 | +20.0 |
| Not Economically Disadvantaged | 59.0 | 65.0 | +6.0 |
| Metric | In School Suspensions | Out of School Suspensions | Referrals to Law Enforcement |
|---|---|---|---|
| All Students | 0.5% | 0.0% | 0.0% |
| Asian | 0.0% | 0.0% | 0.0% |
| Black or African American | 0.0% | 0.0% | 0.0% |
| Hispanic or Latino | 1.3% | 0.0% | 0.0% |
| Native Hawaiian or Other Pacific Islander | N/A | N/A | N/A |
| Two or More Races | 0.0% | 0.0% | 0.0% |
| White | 0.4% | 0.0% | 0.0% |
| Metric | 2025 |
|---|---|
| Average Daily Attendance | 94.7% |
| Truancy Rate | 0.5% |
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,...
Increase mean scale in Mathematics for identified Multilingual Learners
Increase the % of Black and Hispanic students achieving/exceeding Mathematics
Increase the number of students with disabilities in DLS meet/exceeds GL ELA