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
A comprehensive middle school serving 675 students, Skinner has earned a reputation as a rigorous school that prepares all students for high school and beyond. Skinner offers outstanding leadership, faculty and staff who care deeply about the academic growth and emotional development of our students and a focus on positive...
A comprehensive middle school serving 675 students, Skinner has earned a reputation as a rigorous school that prepares all students for high school and beyond. Skinner offers outstanding leadership, faculty and staff who care deeply about the academic growth and emotional development of our students and a focus on positive student culture with high accountability.Skinner offers a huge variety of daily electives like PE, Art, Spanish, STEAM, Woodshop, Band, Orchestra, Choir and many more. Competitive middle school athletics and after school clubs are also available.Skinner believes in serving ALL students and implements a continuum of programming to meet the needs of ALL learners, including those identified as GT/HGT to students requiring interventions or special education services. Our teachers work intensely with our students to reach their full potential and boasts one of the highest year over year academic growth rates in DPS. Skinner operates from a Restorative Practice philosophy. Restorative Practice promotes building relationships and strengthening community bonds, while supporting student growth toward self-discipline, accepting responsibility, and appreciating the rights of others. It is our desire at Skinner to maintain an environment where students grow and thrive intellectually, socially, and emotionally. Skinner is proud of our diverse and inclusive student body that reflects the world around us. We invite you to contact us and learn more about Skinner!
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 85.5 % |
| Students feel engaged in learning and activities | 42.7 % |
| Students feel safe and healthy | 58.2 % |
| Students feel they have choice and agency | 68.9 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 64.9 % |
| Parents feel welcomed by their school | 87.9 % |
| Parents have positive interactions with teachers | 89.3 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 63.2 % | 66.3 % | +3.1 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 35.7 % | 33.9 % | -1.8 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 75 % | 87.5 % | +12.5 % |
| White | 78.7 % | 82.6 % | +3.9 % |
| Economically Disadvantaged | 24.5 % | 31.9 % | +7.4 % |
| Not Economically Disadvantaged | 77 % | 78.6 % | +1.6 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 46.9 % | 56.7 % | +9.8 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 20.5 % | 27.6 % | +7.1 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 58.8 % | NA | NA |
| White | 63.6 % | 75.3 % | +11.7 % |
| Economically Disadvantaged | 11.1 % | 22 % | +10.9 % |
| Not Economically Disadvantaged | 62.4 % | 70.9 % | +8.5 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 62 | 59 | -3.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 50 | 52 | +2.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 69.5 | 64 | -5.5 |
| Not Economically Disadvantaged | 67 | 64 | -3.0 |
| Economically Disadvantaged | 45 | 48 | +3.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 59 | 66 | +7.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 49 | 57 | +8.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 64.5 | 76 | +11.5 |
| Not Economically Disadvantaged | 64 | 68 | +4.0 |
| Economically Disadvantaged | 43.5 | 61 | +17.5 |
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 | 18.1 % | 11.7 % | 0.8 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 41.2 % | 35.3 % | 0 % |
| Hispanic or Latino | 26 % | 19.8 % | 1.7 % |
| Two or More Races | 21.9 % | 6.3 % | 0 % |
| White | 8.7 % | 3.5 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.7 % |
| Truancy Rate | 5.7 % |
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
Attendance gap for targeted student subgroups, including between SOC and non-SOC
Disproportionate discipline events between SOC and non-SOC
Gap in MGP for targeted student groups, Hispanic and White Students, in CMAS ELA