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
SOAR is a public school committed to providing exceptional educational opportunities to students in Far Northeast Denver. We offer an innovative, holistic approach to education that includes rigorous academic instruction in conjunction with an active classroom. This results in higher achievement and greater engagement in school. Our school gives students...
SOAR is a public school committed to providing exceptional educational opportunities to students in Far Northeast Denver. We offer an innovative, holistic approach to education that includes rigorous academic instruction in conjunction with an active classroom. This results in higher achievement and greater engagement in school. Our school gives students the academic and character-building skills they need as learners and leaders.
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 | 86.1 % |
| Students feel engaged in learning and activities | 51.4 % |
| Students feel safe and healthy | 56.8 % |
| Students feel they have choice and agency | 65.2 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 81.3 % |
| Parents feel welcomed by their school | 88.4 % |
| Parents have positive interactions with teachers | 91.5 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 35 % | 29.5 % | -5.5 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 37.9 % | 42.6 % | +4.7 % |
| Hispanic or Latino | 32 % | 23.9 % | -8.1 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Economically Disadvantaged | 31.1 % | 28.4 % | -2.7 % |
| Not Economically Disadvantaged | 50 % | 35 % | -15.0 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 14 % | 17.6 % | +3.6 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 17.2 % | 19.4 % | +2.2 % |
| Hispanic or Latino | 10.1 % | 14.2 % | +4.1 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Economically Disadvantaged | 10.4 % | 16.7 % | +6.3 % |
| Not Economically Disadvantaged | 28 % | 22 % | -6.0 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 41 | 40 | -1.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 28 | 64 | +36.0 |
| Hispanic or Latino | 39 | 36 | -3.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | 38 | 34 | -4.0 |
| Economically Disadvantaged | 42 | 40.5 | -1.5 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 29 | 36 | +7.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 22 | 29 | +7.0 |
| Hispanic or Latino | 28 | 36 | +8.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | 28 | 38 | +10.0 |
| Economically Disadvantaged | 29 | 36 | +7.0 |
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 | 0.6 % | 5.7 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 1.6 % | 11 % | 0 % |
| Hispanic or Latino | 0 % | 3 % | 0 % |
| Native Hawaiian or Other Pacific Islander | 0 % | 6.9 % | 0 % |
| Two or More Races | NA | NA | NA |
| White | 0 % | 8.8 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 90.9 % |
| Truancy Rate | 4.9 % |
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
Early literacy
3-5 CMAS status data in math