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 Highline Academy, we meet every learner where they are and help them discover who they can become. We inspire them to realize their potential, capacity and strengths with intentional relationship building and challenging them to REACH IN, to REACH OUT, and to REACH UP everyday. We teach our students...
At Highline Academy, we meet every learner where they are and help them discover who they can become. We inspire them to realize their potential, capacity and strengths with intentional relationship building and challenging them to REACH IN, to REACH OUT, and to REACH UP everyday. We teach our students to REACH IN for personal growth and self-reflection; REACH OUT to support their fellow classmates and those in their communities with civic leadership; and to REACH UP to pursue an ongoing love of learning and to do their personal best academically. We prepare them for the diverse environments that await them in higher education, career, and life by creating an intentionally diverse school community with students coming from a wide range of socioeconomic backgrounds, cultures and home languages spoken. Our students are taught to see the beauty in others and in themselves as valued members of our community and world.
Student Demographics
Teacher Demographics
Data for this campus is unavailable at this time. Please contact the school directly for more information.
Student Special Populations
Student Survey Results
| Metric | 2023 |
|---|---|
| Students feel a sense of belonging | 81.3 % |
| Students feel engaged in learning and activities | 67.8 % |
| Students feel safe and healthy | 79.8 % |
| Students feel they have choice and agency | 66.9 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 74 % |
| Parents feel welcomed by their school | 86.6 % |
| Parents have positive interactions with teachers | 89.1 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 60.9 % | 60.6 % | -0.3 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 47.3 % | 53.2 % | +5.9 % |
| Hispanic or Latino | 51.3 % | 48.7 % | -2.6 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 69.6 % | 69.1 % | -0.5 % |
| Economically Disadvantaged | 38.7 % | 42.8 % | +4.1 % |
| Not Economically Disadvantaged | 72.6 % | 72.8 % | +0.2 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 39.7 % | 46.2 % | +6.5 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 24.4 % | 34.8 % | +10.4 % |
| Hispanic or Latino | 22.4 % | 32.1 % | +9.7 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 52.6 % | 57.8 % | +5.2 % |
| Economically Disadvantaged | 20.3 % | 25.9 % | +5.6 % |
| Not Economically Disadvantaged | 49.8 % | 59.9 % | +10.1 % |
CMAS: Median Growth in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 65 | 63 | -2.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 65 | 63.5 | -1.5 |
| Hispanic or Latino | 65 | 65 | +0.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 66 | 63 | -3.0 |
| Not Economically Disadvantaged | 65 | 65 | +0.0 |
| Economically Disadvantaged | 65 | 60.5 | -4.5 |
CMAS: Median Growth in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 61 | 69 | +8.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 57 | 65 | +8.0 |
| Hispanic or Latino | NA | 67.5 | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 71 | 70 | -1.0 |
| Not Economically Disadvantaged | 58 | 70 | +12.0 |
| Economically Disadvantaged | 62 | 63.5 | +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 | 0.2 % | 0 % | 0 % |
| American Indian or Alaska Native | 0 % | 0 % | 0 % |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 0 % | 0 % | 0 % |
| Hispanic or Latino | 0 % | 0 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0.2 % | 0 % | 0 % |
Absenteeism
| Metric | 2023 |
|---|---|
| Average Daily Attendance | 94.5 % |
| Truancy Rate | 2 % |