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
DCIS is a Denver Public Schools (DPS) middle and high school in the Baker neighborhood of Denver that has garnered state and national recognition. All of our students have the opportunity to become proficient in one of six languages; and to learn about and experience different cultures. Our unique curriculum...
DCIS is a Denver Public Schools (DPS) middle and high school in the Baker neighborhood of Denver that has garnered state and national recognition. All of our students have the opportunity to become proficient in one of six languages; and to learn about and experience different cultures. Our unique curriculum enables DCIS to graduate global citizens who are multilingual and inter-culturally competent. We are proud of our students community-building skills and drive to serve others by taking action to bring about positive change in the world.DCIS is deeply committed to creating a space where Native American and Indigenous Students and Families thrive, feel seen and valued for who they are. We want to be a space where their knowledge, wisdom, and ways of being are centered; where we resist and counteract the values of settler colonialism and celebrate and promote traditional Native American and Indigenous values, virtues, and beliefs. Students will leave DCIS with a strong knowledge of self, culture, and community ready to fulfill their purpose. There are dedicated counselors, spaces, and community partnerships to support our Native and Indigenous students, while the staff is trained through professional development courses on how to serve Native and Indigenous youth.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 84.2 % |
| Students feel engaged in learning and activities | 40.1 % |
| Students feel safe and healthy | 56.3 % |
| Students feel they have choice and agency | 72.4 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 64.8 % |
| Parents feel welcomed by their school | 79 % |
| Parents have positive interactions with teachers | 80.6 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 40 % | 34.6 % | -5.4 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 25.4 % | 27.1 % | +1.7 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 84.8 % | 76 % | -8.8 % |
| Economically Disadvantaged | 20 % | 25 % | +5.0 % |
| Not Economically Disadvantaged | 71.4 % | 61 % | -10.4 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 18.2 % | 12.3 % | -5.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 8.9 % | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 51.5 % | 42.3 % | -9.2 % |
| Economically Disadvantaged | 5.4 % | 5.3 % | -0.1 % |
| Not Economically Disadvantaged | 38.6 % | 31 % | -7.6 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 55 | 45.5 | -9.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 49 | 44 | -5.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 74 | 77 | +3.0 |
| Not Economically Disadvantaged | 62 | 55 | -7.0 |
| Economically Disadvantaged | 52 | 44.5 | -7.5 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 48 | 29 | -19.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 46 | 21 | -25.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 52.5 | 41 | -11.5 |
| Not Economically Disadvantaged | 52.5 | 40 | -12.5 |
| Economically Disadvantaged | 43.5 | 24 | -19.5 |
SAT: % Met or Exceeded Expectations in Evidence-Based Reading and Writing
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 27.3 % | 41.5 % | +14.2 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 17.1 % | 33.3 % | +16.2 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Economically Disadvantaged | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
SAT: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 9.1 % | 13.2 % | +4.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 7.1 % | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Economically Disadvantaged | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
PSAT/SAT: Median Growth in Evidence-Based Reading and Writing
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 44 | 34 | -10.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 45 | 29.5 | -15.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | 45 | 44.5 | -0.5 |
| Economically Disadvantaged | 44 | 32 | -12.0 |
PSAT/SAT: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 39 | 46 | +7.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 36 | 45 | +9.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 45 | NA | NA |
| Not Economically Disadvantaged | 47 | 40 | -7.0 |
| Economically Disadvantaged | 32.5 | 49 | +16.5 |
4-Year Graduation Rate
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 96.77 % | 94.2 % | -2.6 % |
| American Indian or Alaska Native | 100 % | 2 % | -98.0 % |
| Asian | 100 % | 98 % | -2.0 % |
| Black or African American | 100 % | 98 % | -2.0 % |
| Hispanic or Latino | 97.37 % | 90.6 % | -6.8 % |
| Native Hawaiian or Other Pacific Islander | NA | 2 % | NA |
| Two or More Races | 100 % | 98 % | -2.0 % |
| White | 94.44 % | 98 % | +3.6 % |
| Economically Disadvantaged | 97.44 % | 94.1 % | -3.3 % |
Academic Offerings
Special Programs Offered
Student Services & Supports
Special Education
Multi-Lingual Learners
Early Childhood
Discipline: % of Total Student Population
Data for this campus is unavailable at this time. Please contact the school directly for more information.
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 89.1 % |
| Truancy Rate | 7.4 % |