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
At Samuels Elementary, we inspire each child to pursue limitless opportunities that will launch him, her, or them to make a once unimaginable impact on our world. In order to further prepare students for the future, we partnered with Campos EPC to create our STEM (Science, Engineering, Technology and Math)...
At Samuels Elementary, we inspire each child to pursue limitless opportunities that will launch him, her, or them to make a once unimaginable impact on our world. In order to further prepare students for the future, we partnered with Campos EPC to create our STEM (Science, Engineering, Technology and Math) Lab. At Samuels we are focused on the wellbeing of every student. Social-Emotional Learning is a priority! Your child can take a deep breath in our classrooms' Mindfulness Corner or our school's Wellness Center. Your child can also access support from full-time school psychologist, our school-based therapist, or our Restorative Approaches Coordinator. Children also thrive in our expansive outdoor learning spaces which include our Community Garden and Learning Landscape.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 91.7 % |
| Students feel engaged in learning and activities | 50.9 % |
| Students feel safe and healthy | 59.8 % |
| Students feel they have choice and agency | 80.2 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 87.4 % |
| Parents feel welcomed by their school | 96.3 % |
| Parents have positive interactions with teachers | 98.4 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 29.5 % | 22.4 % | -7.1 % |
| 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 | 37.5 % | 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 | 25 % | 24.1 % | -0.9 % |
| 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 | 25 % | NA |
| Economically Disadvantaged | NA | 18.4 % | NA |
| Not Economically Disadvantaged | NA | 37.5 % | NA |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | NA | 42.5 | 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 |
| Not Economically Disadvantaged | NA | NA | NA |
| Economically Disadvantaged | NA | NA | NA |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | NA | 47 | 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 |
| Not Economically Disadvantaged | NA | NA | NA |
| Economically Disadvantaged | NA | 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 | 0.2 % | 0 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 0 % | 0 % | 0 % |
| 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 | 0 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 87.9 % |
| Truancy Rate | 7.5 % |