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
Founded in 2018, KIPP Sunshine Peak Elementary is the only charter school in Southwest Denver offering a dual language education model. The Spanish World Language Program provides core content in English and electives in Spanish for those starting to learn Spanish. Alternatively, the One-Way Dual Language Program is for students...
Founded in 2018, KIPP Sunshine Peak Elementary is the only charter school in Southwest Denver offering a dual language education model. The Spanish World Language Program provides core content in English and electives in Spanish for those starting to learn Spanish. Alternatively, the One-Way Dual Language Program is for students with a Spanish language background, as they receive a majority of their content in Spanish. Our inclusive approach fosters relationships across cultures and ensures personalized support for all students. Our vision is driven by our five values: Love, Honor, Curiosity, Activism, and Growth. We are part of the KIPP Colorado Public Schools, a network of schools educating students in ECE through 12th grade. KIPP educators partner with students and families to provide rigorous academics, character growth, and extracurricular activities so that students can define their own future and develop a lifelong love of learning.
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 | 2024 |
|---|---|
| Students feel a sense of belonging | 79.8 % |
| Students feel engaged in learning and activities | 57.1 % |
| Students feel safe and healthy | 59.3 % |
| Students feel they have choice and agency | 71.2 % |
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 | 10.7 % | NA | NA |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | NA | NA |
| 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 | NA | 14 % | NA |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | NA | NA |
| 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
Data for this campus is unavailable at this time. Please contact the school directly for more information.
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 35 | 61 | +26.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 33.5 | 61 | +27.5 |
| 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 | 39 | NA | NA |
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 % | 0.6 % | 0 % |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 0 % | 0.7 % | 0 % |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.2 % |
| Truancy Rate | 4.3 % |
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: Percentage of students considered chronically absent
Academic Performance: on Interim Measures (2nd-4th ANET, K-4 iReady, K-4 DIBELS)
Academic Growth: CMAS Math