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 Lena Archuleta Elementary, we are a community committed to success for all through hard work, love and inspiration. We have high expectations for academic achievement and behavior, and our students excel in meeting these expectations each year. In 2021-22, we were named a "Best Elementary School" by US News....
At Lena Archuleta Elementary, we are a community committed to success for all through hard work, love and inspiration. We have high expectations for academic achievement and behavior, and our students excel in meeting these expectations each year. In 2021-22, we were named a "Best Elementary School" by US News. We earned this honor by being the No. 1 ranked Title 1 school in DPS, the No. 25 school in DPS out of all elementary and middle schools, and in the top 30% of schools in Colorado. In May 2023, we were awarded the Governor's Distinguished Improvement Award for exceptional growth on the School Performance Framework. Our staff cultivates each students unique skills and talents, knowing that all of our students have brilliant minds. Lena Archuleta emphasizes college and career readiness by ensuring that students leave our school prepared for middle school. We provide many opportunities for enrichment, including STEM. We are the Highly Gifted and Talented magnet school in the Far Northeast and also offer Transitional Native Language Instruction programming. We have Gifted and Talented, Spanish and traditional English classrooms at every grade level. Contact Escalante-Biggs for ECE and kindergarten.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 82.5 % |
| Students feel engaged in learning and activities | 53.3 % |
| Students feel safe and healthy | 56.3 % |
| Students feel they have choice and agency | 70.3 % |
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 | 93.3 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 37.3 % | 31.8 % | -5.5 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 34.5 % | 31.6 % | -2.9 % |
| Hispanic or Latino | 34.9 % | 32.4 % | -2.5 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 31.3 % | NA |
| Economically Disadvantaged | 31.6 % | 28.7 % | -2.9 % |
| Not Economically Disadvantaged | 51.4 % | 42.3 % | -9.1 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 35.4 % | 28.3 % | -7.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 41.4 % | 28.9 % | -12.5 % |
| Hispanic or Latino | 31.8 % | 23.8 % | -8.0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 41.2 % | NA |
| Economically Disadvantaged | 31.1 % | 26.3 % | -4.8 % |
| Not Economically Disadvantaged | 46.3 % | 36.2 % | -10.1 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 48.5 | 56 | +7.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 42 | NA |
| Hispanic or Latino | 48 | 57 | +9.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | 54 | 61 | +7.0 |
| Economically Disadvantaged | 46 | 54.5 | +8.5 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 54 | 50 | -4.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 53.5 | NA |
| Hispanic or Latino | 54 | 50 | -4.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | 58.5 | 53 | -5.5 |
| Economically Disadvantaged | 51.5 | 50 | -1.5 |
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 | 0.8 % | 1.6 % | 0 % |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 3.4 % | 5.2 % | 0 % |
| Hispanic or Latino | 0.3 % | 1.4 % | 0 % |
| Native Hawaiian or Other Pacific Islander | 5.3 % | 0 % | 0 % |
| Two or More Races | NA | NA | NA |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.8 % |
| Truancy Rate | 4.5 % |
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
Attendance
Decreasing English proficiency among ELA-S students on Istation
ELA and Math Achievement for Targeted Student Subgroups