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
Denver Online is a state-certified multi-district 6-12 school that is managed by Denver Public Schools. We serve a diverse range of students, including students participating in ballet/dance, competitive sports, travel, work/service learning, and other students needing a flexible schedule and learning environment. We also have many students with health and/or...
Denver Online is a state-certified multi-district 6-12 school that is managed by Denver Public Schools. We serve a diverse range of students, including students participating in ballet/dance, competitive sports, travel, work/service learning, and other students needing a flexible schedule and learning environment. We also have many students with health and/or social/emotional challenges, gifted and talented students, students who are pregnant or parenting, and those who take advantage of our free concurrent enrollment college courses. Denver Online's model combines the flexibility of the online environment with the support and culture that comes with having live virtual class sessions for our students. Attendance is based on completing daily coursework that can be turned in on or before the deadline. Our team is a group of highly supportive, responsive, and sensitive educators who focus on the whole child in order to push for academic excellence. In addition to coursework, students are offered college courses, community service opportunities, internships/apprenticeships, field trips, and social events! Our goal is to help students "DO More" with their flexible education!
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 92 % |
| Students feel engaged in learning and activities | 25.6 % |
| Students feel safe and healthy | 53.4 % |
| Students feel they have choice and agency | 77.5 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 77.1 % |
| Parents feel welcomed by their school | 91.5 % |
| Parents have positive interactions with teachers | 93.3 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 31.7 % | 12.2 % | -19.5 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 27.8 % | NA | NA |
| Hispanic or Latino | 26.7 % | 12 % | -14.7 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 50 % | NA | NA |
| Economically Disadvantaged | 28.6 % | 10.6 % | -18.0 % |
| Not Economically Disadvantaged | 35.7 % | 18.8 % | -16.9 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 9.1 % | 5 % | -4.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 6.2 % | NA | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Economically Disadvantaged | 9.9 % | NA | NA |
| Not Economically Disadvantaged | 8.2 % | NA | NA |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 44 | 42 | -2.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 35 | NA |
| 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 | NA | 42 | NA |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 42 | 28 | -14.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 25 | NA |
| 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 | NA | 28 | NA |
SAT: % Met or Exceeded Expectations in Evidence-Based Reading and Writing
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 30.5 % | 52.6 % | +22.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 26.7 % | 45.2 % | +18.5 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 65.6 % | NA |
| Economically Disadvantaged | 23.3 % | 40.5 % | +17.2 % |
| Not Economically Disadvantaged | 37.9 % | 63.4 % | +25.5 % |
SAT: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 8.5 % | 11.5 % | +3.0 % |
| 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 |
PSAT/SAT: Median Growth in Evidence-Based Reading and Writing
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 52 | 55 | +3.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 56 | 59 | +3.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 56 | NA |
| Not Economically Disadvantaged | 46.5 | 38 | -8.5 |
| Economically Disadvantaged | NA | 66 | NA |
PSAT/SAT: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 34.5 | 34 | -0.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 36.5 | 33 | -3.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 30.5 | 34 | +3.5 |
| Not Economically Disadvantaged | 35 | 33 | -2.0 |
| Economically Disadvantaged | 34 | 35 | +1.0 |
4-Year Graduation Rate
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 68.69 % | 69.6 % | +0.9 % |
| American Indian or Alaska Native | NA | 2 % | NA |
| Asian | 100 % | 66.7 % | -33.3 % |
| Black or African American | 80 % | 66.7 % | -13.3 % |
| Hispanic or Latino | 69.77 % | 69.1 % | -0.7 % |
| Native Hawaiian or Other Pacific Islander | NA | 2 % | NA |
| Two or More Races | 14.29 % | 80 % | +65.7 % |
| White | 72.97 % | 71.4 % | -1.6 % |
| Economically Disadvantaged | 69.49 % | 62.3 % | -7.2 % |
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 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| 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 | NA | NA | NA |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 67.9 % |
| Truancy Rate | 30.6 % |
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
Daily Student Attendance
Overall graduation rate
Low achievement in Math & ELA for all in 6-8 & MLL students & SwD's in 9-12