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
MissionCMS Community school aims to maintain the highest social and academic standards for all of our students. In doing so, it is essential that we become an integrated community working together toward a common goal. As a school that values bilingualism and multiculturalism, we are creating a place where each...
MissionCMS Community school aims to maintain the highest social and academic standards for all of our students. In doing so, it is essential that we become an integrated community working together toward a common goal. As a school that values bilingualism and multiculturalism, we are creating a place where each of our students can foster their native language while developing additional skills in a second language.VisionCMS is a collaborative community of creative, positive, compassionate learners who embrace challenges and are exemplary members of our global society. We respect each individual. We are committed to nurturing and encouraging. We accomplish this by maintaining high expectations for ourselves and others. We work as a team of students, staff, families and community members to create an environment that motivates us all to achieve our personal best.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 83.2 % |
| Students feel engaged in learning and activities | 51 % |
| Students feel safe and healthy | 57.4 % |
| Students feel they have choice and agency | 71.8 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 76.5 % |
| Parents feel welcomed by their school | 95 % |
| Parents have positive interactions with teachers | 94.4 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 13.8 % | 24.1 % | +10.3 % |
| 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 | 11.1 % | NA | NA |
| Not Economically Disadvantaged | 23.5 % | NA | NA |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 14.3 % | 17.7 % | +3.4 % |
| 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 | 9.3 % | 15.2 % | +5.9 % |
| Not Economically Disadvantaged | 34.5 % | 37.5 % | +3.0 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 19 | 55 | +36.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 18 | 51 | +33.0 |
| 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 | 28 | 53 | +25.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 55 | 68 | +13.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 58 | 68 | +10.0 |
| 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 | 58 | 66 | +8.0 |
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 | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 0 % | 0.3 % | 0 % |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.5 % |
| Truancy Rate | 4.7 % |
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
Low Academic Achievement Early Literacy
Low Academic Achievement in Literacy
Low Academic Achievement in Math