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
The Center for Talent Development provides a rigorous, standards-based instruction model based on Gifted and Talented practice and pedagogy. At CTD, we look at multiple measures beyond the Colorado Department of Education criteria for GT for our Talent Development identification (GT/D) process. The measurements we use include 75th percentile on...
The Center for Talent Development provides a rigorous, standards-based instruction model based on Gifted and Talented practice and pedagogy. At CTD, we look at multiple measures beyond the Colorado Department of Education criteria for GT for our Talent Development identification (GT/D) process. The measurements we use include 75th percentile on the Naglieri Nonverbal Ability Test; at or above average on CMAS state testing for grades 3 to 5; at or above average on diagnostic assessments for both math and literacy; teacher recommendations; and the Kingore Observation Inventory.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
Data for this campus is unavailable at this time. Please contact the school directly for more information.
Parent Survey Results
Data for this campus is unavailable at this time. Please contact the school directly for more information.
CMAS: % Met or Exceeded Expectations in English Language Arts
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 17.9 % | 21.6 % | +3.7 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | 10.8 % | 20 % | +9.2 % |
Hispanic or Latino | 13.7 % | 16.7 % | +3.0 % |
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: % Met or Exceeded Expectations in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 12.3 % | 9.3 % | -3.0 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 8 % | 5.6 % | -2.4 % |
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 | 41 | 39 | -2.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 39 | 48.5 | +9.5 |
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 | 41.5 | 40 | -1.5 |
CMAS: Median Growth in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 35.5 | 37.5 | +2.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | NA | NA |
Hispanic or Latino | 33.5 | 38 | +4.5 |
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 | 34 | 37.5 | +3.5 |
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 % | 1.9 % | 0 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | 0 % | 1.4 % | 0 % |
Hispanic or Latino | 0 % | 2.8 % | 0 % |
Two or More Races | NA | NA | NA |
White | 0 % | 0 % | 0 % |
Absenteeism
Metric | 2024 |
---|---|
Average Daily Attendance | 86.2 % |
Truancy Rate | 10.1 % |
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
Engagement w/ Grade Level Tasks in Math
Engagement w/ Grade Level Text in ELA