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
Together, the diverse Eagleton community respects, nurtures and inspires a passion for creative thinking and lifelong learning while building a strong academic foundation.Eagleton is a neighborhood school located in northwest Denver. We offer two full-day ECE classes and two full-day kindergarten classes. In addition, we have two multi-intensive autism center...
Together, the diverse Eagleton community respects, nurtures and inspires a passion for creative thinking and lifelong learning while building a strong academic foundation.Eagleton is a neighborhood school located in northwest Denver. We offer two full-day ECE classes and two full-day kindergarten classes. In addition, we have two multi-intensive autism center programs. We are a Whole Child Distinguished School which means we have been recognized for supporting and promoting the well being of our students. We pride ourselves on serving the whole child!As a Transitional Native Language Instruction school, we provide instruction in Spanish as needed to Spanish speakers and daily English language development instruction. Our staff is committed to standards-based rigorous instruction while providing a joyful learning environment. We offer free Discovery Link programming as well as various clubs and sports programming.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 83.8 % |
| Students feel engaged in learning and activities | 60.6 % |
| Students feel safe and healthy | 58.4 % |
| Students feel they have choice and agency | 73.7 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 79.7 % |
| Parents feel welcomed by their school | 93 % |
| Parents have positive interactions with teachers | 96 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 19.1 % | 23 % | +3.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 15.4 % | 17.6 % | +2.2 % |
| 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 |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 16.2 % | 21.5 % | +5.3 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 13.8 % | 18.8 % | +5.0 % |
| 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 |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 35 | 41.5 | +6.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 40.5 | 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 | NA | NA |
| Economically Disadvantaged | 37 | 42 | +5.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 40.5 | 46 | +5.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 53 | 45.5 | -7.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
| Economically Disadvantaged | 42 | 47 | +5.0 |
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 | 1.7 % | 2.1 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 1 % | 2 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 5.3 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 86.4 % |
| Truancy Rate | 7.6 % |
Unified Improvement Plan: Priority Performance Challenges
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,...
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, and/or to be successful in the workforce, earning a living wage immediately upon graduation. The School Finder only contains one portion of the UIP, each school's Priority Performance Challenges. To access any school's complete UIP, you can visit: School and District UIPs
Academic Performance in 3rd-5th grade in ELA and Math
Early Literacy in Kinder-3rd grade
Overall attendance