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
We are committed to serve our students recognizing and valuing their strengths and their contribution to our school community. We valued diversity and the richness that their backgrounds and families bring to our school. At Marrama Elementary every child is celebrated. Their parent dreams and academic expectations for their children...
We are committed to serve our students recognizing and valuing their strengths and their contribution to our school community. We valued diversity and the richness that their backgrounds and families bring to our school. At Marrama Elementary every child is celebrated. Their parent dreams and academic expectations for their children guided our academic goals. We believed in our students and their abilities to succeed as members of a global society. As a Principal my passion is to served and facilitate for our students to have choices and opportunities in society. I believe that I am making a difference in my students educational trajectory. When our students succeed; we all achieve.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 83.3 % |
| Students feel engaged in learning and activities | 57.1 % |
| Students feel safe and healthy | 60.6 % |
| Students feel they have choice and agency | 70.1 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 87.5 % |
| Parents feel welcomed by their school | 95.8 % |
| Parents have positive interactions with teachers | 96.7 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 19.8 % | 19.3 % | -0.5 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 29.6 % | 33.3 % | +3.7 % |
| Black or African American | 12.5 % | 10.6 % | -1.9 % |
| Hispanic or Latino | 21.2 % | 19.2 % | -2.0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 23.5 % | NA | NA |
| Economically Disadvantaged | 19.9 % | 18.9 % | -1.0 % |
| Not Economically Disadvantaged | 19.2 % | 22.2 % | +3.0 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 20.7 % | 18.8 % | -1.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 29.6 % | 30 % | +0.4 % |
| Black or African American | 20.8 % | 23.4 % | +2.6 % |
| Hispanic or Latino | 19.3 % | 16.7 % | -2.6 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 17.6 % | NA | NA |
| Economically Disadvantaged | 21.9 % | 19.8 % | -2.1 % |
| Not Economically Disadvantaged | 11.5 % | 11.1 % | -0.4 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 40 | 37 | -3.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 25 | 42.5 | +17.5 |
| Hispanic or Latino | 44 | 32 | -12.0 |
| 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 | 40 | 37 | -3.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 59 | 41.5 | -17.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 60 | NA | NA |
| Black or African American | 63 | 37.5 | -25.5 |
| Hispanic or Latino | 58.5 | 40 | -18.5 |
| 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 | 59.5 | 43 | -16.5 |
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 % | 0.6 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 0 % | 1.1 % | 0 % |
| Hispanic or Latino | 0 % | 0.4 % | 0 % |
| Native Hawaiian or Other Pacific Islander | 0 % | 4 % | 0 % |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 89.7 % |
| Truancy Rate | 3.7 % |