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.
Grant Beacon Middle School is committed to the high achievement and growth of every student, providing a college-preparatory program that sets high expectations and requires critical-thinking and problem-solving skills. We focus on the âBlended Learningâ model, which enhances student understanding by combining traditional instructional methods with technology-based instruction.
| Metric | 2025 |
|---|---|
| Students feel a sense of belonging | 79.7% |
| Students feel engaged in learning and activities | 70.1% |
| Students feel safe and healthy | 78.4% |
| Students feel they have choice and agency | 71.2% |
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 65.8% |
| Parents feel welcomed by their school | 90.3% |
| Parents have positive interactions with teachers | 91.8% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 44.4% | 41.6% | -2.8% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 25.0% | 18.5% | -6.5% |
| Hispanic or Latino | 22.9% | 23.9% | +1.0% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 50.0% | 50.0% | +0.0% |
| White | 78.4% | 81.0% | +2.6% |
| Economically Disadvantaged | 26.8% | 25.9% | -0.9% |
| Not Economically Disadvantaged | 77.4% | 57.1% | -20.3% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 30.2% | 27.7% | -2.5% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 10.1% | 10.7% | +0.6% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 33.3% | 35.3% | +2.0% |
| White | 65.0% | 64.3% | -0.7% |
| Economically Disadvantaged | 12.6% | 11.5% | -1.1% |
| Not Economically Disadvantaged | 63.2% | 43.9% | -19.3% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 60.0 | 63.0 | +3.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 37.0 | NA |
| Hispanic or Latino | 59.0 | 59.0 | +0.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 65.0 | 69.0 | +4.0 |
| Economically Disadvantaged | 57.0 | 59.0 | +2.0 |
| Not Economically Disadvantaged | 70.5 | 63.5 | -7.0 |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 48.0 | 42.5 | -5.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 34.0 | NA |
| Hispanic or Latino | 45.0 | 37.5 | -7.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 55.0 | 47.0 | -8.0 |
| Economically Disadvantaged | 41.0 | 37.0 | -4.0 |
| Not Economically Disadvantaged | 57.5 | 50.0 | -7.5 |
| Metric | In School Suspensions | Out of School Suspensions | Referrals to Law Enforcement |
|---|---|---|---|
| All Students | 6.5% | 18.9% | 0.0% |
| American Indian or Alaska Native | N/A | N/A | N/A |
| Asian | N/A | N/A | N/A |
| Black or African American | 10.0% | 56.7% | 0.0% |
| Hispanic or Latino | 6.5% | 19.6% | 0.0% |
| Native Hawaiian or Other Pacific Islander | N/A | N/A | N/A |
| Two or More Races | 20.0% | 35.0% | 0.0% |
| White | 3.3% | 4.3% | 0.0% |
| Metric | 2025 |
|---|---|
| Average Daily Attendance | 88.9% |
| Truancy Rate | 5.8% |
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,...
Achievement Gap in Subgroup Status for Math, ELA (Emphasis on Students on IEPs)
Low Student Achievement in Math
Need for Disaggregated Growth in Math