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
McMeen Elementary stands as a school of excellence where everyone is safe, respected and celebrated. Our primary focus is providing high-quality instruction for all students by supporting them where they are at academically, linguistically, and socially-emotionally.Our student population comes from various parts of the world, and we celebrate and embrace...
McMeen Elementary stands as a school of excellence where everyone is safe, respected and celebrated. Our primary focus is providing high-quality instruction for all students by supporting them where they are at academically, linguistically, and socially-emotionally.Our student population comes from various parts of the world, and we celebrate and embrace the diversity of our community. Language is a huge part of this. Through our dual language strand, students can learn in both English and Spanish. We also support all of our multilingual students on their pathway to earning the Seal of Biliteracy by the time they graduate DPS. The cultural and linguistic diversity at McMeen creates a unique environment where students are empowered to become culturally aware, altruistic, compassionate and intrinsically motivated models for what is truly exceptional.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
Metric | 2024 |
---|---|
Students feel a sense of belonging | 83.8 % |
Students feel engaged in learning and activities | 47.3 % |
Students feel safe and healthy | 60.3 % |
Students feel they have choice and agency | 70.7 % |
Parent Survey Results
Metric | 2023 |
---|---|
Parents feel involved in school decisions | 72.4 % |
Parents feel welcomed by their school | 93.5 % |
Parents have positive interactions with teachers | 95.4 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 20.4 % | 26.6 % | +6.2 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | 9.1 % | 14.6 % | +5.5 % |
Hispanic or Latino | 13.3 % | 19.3 % | +6.0 % |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | 33.3 % | NA | NA |
White | 32 % | 39.6 % | +7.6 % |
Economically Disadvantaged | 10.5 % | 21.9 % | +11.4 % |
Not Economically Disadvantaged | 42.1 % | 37.5 % | -4.6 % |
CMAS: % Met or Exceeded Expectations in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 13.5 % | 18.1 % | +4.6 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | 9.3 % | 10.4 % | +1.1 % |
Hispanic or Latino | 12.5 % | 12.6 % | +0.1 % |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 18 % | 35.1 % | +17.1 % |
Economically Disadvantaged | 8.5 % | 11.8 % | +3.3 % |
Not Economically Disadvantaged | 25.9 % | 32.9 % | +7.0 % |
CMAS: Median Growth in English Language Arts
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 41 | 36 | -5.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | 43.5 | 34 | -9.5 |
Hispanic or Latino | 37 | 38 | +1.0 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 42 | 36 | -6.0 |
Not Economically Disadvantaged | 42 | 52 | +10.0 |
Economically Disadvantaged | 41 | 34 | -7.0 |
CMAS: Median Growth in Math
Metric | 2023 | 2024 | Change |
---|---|---|---|
All Students | 44 | 46 | +2.0 |
American Indian or Alaska Native | NA | NA | NA |
Asian | NA | NA | NA |
Black or African American | NA | 36 | NA |
Hispanic or Latino | 48.5 | 52 | +3.5 |
Native Hawaiian or Other Pacific Islander | NA | NA | NA |
Two or More Races | NA | NA | NA |
White | 44 | 53 | +9.0 |
Not Economically Disadvantaged | 32.5 | 56 | +23.5 |
Economically Disadvantaged | 47 | 40.5 | -6.5 |
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 | 0.6 % | 0.8 % | 0 % |
American Indian or Alaska Native | NA | NA | NA |
Asian | 0 % | 0 % | 0 % |
Black or African American | 0.9 % | 0 % | 0 % |
Hispanic or Latino | 0 % | 0.4 % | 0 % |
Two or More Races | 2.4 % | 2.4 % | 0 % |
White | 1.2 % | 1.2 % | 0 % |
Absenteeism
Metric | 2024 |
---|---|
Average Daily Attendance | 86.5 % |
Truancy Rate | 10.7 % |
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
High Social Emotional and Mental Health Student Needs
Low Academic Achievement and Growth in ELA & Math
Low Student Attendance and High Chronic Absenteeism