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
Welcome to Palmer Elementary, a community school nestled in the heart of Denvers Mayfair neighborhood. We serve ECE-3 through fifth-grade students. We are a caring community with supportive parents, intelligent children and dedicated educators committed to developing the whole child and a joy for learning. The Palmer community is safe...
Welcome to Palmer Elementary, a community school nestled in the heart of Denvers Mayfair neighborhood. We serve ECE-3 through fifth-grade students. We are a caring community with supportive parents, intelligent children and dedicated educators committed to developing the whole child and a joy for learning. The Palmer community is safe and welcoming where students voices are elevated and respected. We honor diversity, equity, inclusion, a growth mindset, and high expectations.Academically, we offer general studies as well as STEM, physical education, art, music and enrichment classes for all grade levels. We also provide additional resources from special education services to gifted and talented access to meet all student needs. Social emotional learning is developed through our Palmer PRIDE values; positivity, respect, inclusiveness, determination, excellence and equity. We pledge to have pride in our focus on learning, pride in our strengths and differences, pride in our teamwork, pride in our compassion for others, and pride in our courage to do the right thing, even when no one is watching! We look forward to serving your childs educational needs.
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 | 93.7 % |
| Students feel engaged in learning and activities | 48.3 % |
| Students feel safe and healthy | 59.1 % |
| Students feel they have choice and agency | 81.2 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 46.2 % |
| Parents feel welcomed by their school | 89.4 % |
| Parents have positive interactions with teachers | 88.8 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 57.3 % | 51.6 % | -5.7 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 33.3 % | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 68 % | 72.4 % | +4.4 % |
| Economically Disadvantaged | 26.1 % | 24.2 % | -1.9 % |
| Not Economically Disadvantaged | 69.5 % | 80.6 % | +11.1 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 47 % | 40 % | -7.0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 21.1 % | NA |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 56 % | 62.1 % | +6.1 % |
| Economically Disadvantaged | 13 % | 14.7 % | +1.7 % |
| Not Economically Disadvantaged | 60 % | 67.7 % | +7.7 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 69 | 66 | -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 | 66 | 74 | +8.0 |
| Not Economically Disadvantaged | 72 | 69 | -3.0 |
| Economically Disadvantaged | NA | 66 | NA |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 61.5 | 53 | -8.5 |
| 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 | 58 | 61 | +3.0 |
| Not Economically Disadvantaged | 65 | 60.5 | -4.5 |
| Economically Disadvantaged | NA | 45 | 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 | 2 % | 0 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 10 % | 0 % | 0 % |
| Hispanic or Latino | 2.3 % | 0 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 4 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.1 % |
| Truancy Rate | 3.2 % |
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
Academic Performance Gap between SOC and non-SOC in ELA.
Academic Performance Gap between SOC and non-SOC in Math
Social-Emotional mental health