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.
At Valdez, our strong dual-language program helps students of all backgrounds realize their full potential by becoming bilingual and bi-literate in English and Spanish, exploring and celebrating diverse cultures and heritages and advancing achievement in all academic areas. We offer fee-based Discovery Link programming
Data for this campus is unavailable at this time. Please contact the school directly for more information.
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 67.1% |
| Parents feel welcomed by their school | 96.8% |
| Parents have positive interactions with teachers | 94.9% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 71.0% | 67.8% | -3.2% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 52.2% | 56.4% | +4.2% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 90.5% | 87.1% | -3.4% |
| Economically Disadvantaged | 40.6% | 55.6% | +15.0% |
| Not Economically Disadvantaged | 86.9% | 73.0% | -13.9% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 65.3% | 52.6% | -12.7% |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 48.7% | 39.2% | -9.5% |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 92.9% | 93.6% | +0.7% |
| Economically Disadvantaged | 37.3% | 34.8% | -2.5% |
| Not Economically Disadvantaged | 85.7% | 61.5% | -24.2% |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 71.5 | 65.0 | -6.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 59.5 | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 75.5 | NA | NA |
| Economically Disadvantaged | 62.0 | NA | NA |
| Not Economically Disadvantaged | 72.0 | 65.5 | -6.5 |
| Metric | 2024 | 2025 | Change |
|---|---|---|---|
| All Students | 68.0 | 67.0 | -1.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 73.0 | 67.0 | -6.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 64.0 | NA | NA |
| Economically Disadvantaged | 68.0 | NA | NA |
| Not Economically Disadvantaged | 68.5 | 69.0 | +0.5 |
| Metric | In School Suspensions | Out of School Suspensions | Referrals to Law Enforcement |
|---|---|---|---|
| All Students | 0.0% | 0.0% | 0.0% |
| Asian | N/A | N/A | N/A |
| Black or African American | N/A | N/A | N/A |
| Hispanic or Latino | 0.0% | 0.0% | 0.0% |
| Two or More Races | N/A | N/A | N/A |
| White | 0.0% | 0.0% | 0.0% |
| Metric | 2025 |
|---|---|
| Average Daily Attendance | 89.0% |
| Truancy Rate | 8.4% |
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,...
Math CMAS Status
increase MLL gap in literacy MGP on CMAS