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
Mission/ Vision: Traylor exists to be an inclusive community school centered on kindness and respect. We believe that we are better together than we are apart from each other. Traylor Academy is a neighborhood and small TNLI school in Bear Valley where our students come first. We are proud to...
Mission/ Vision: Traylor exists to be an inclusive community school centered on kindness and respect. We believe that we are better together than we are apart from each other. Traylor Academy is a neighborhood and small TNLI school in Bear Valley where our students come first. We are proud to serve students from 3-years-old through fifth-grade located all over the city. We offer increased mental health and social emotional lessons and support, ensure grade level standards in each classroom to make up for unfinished learning in the spring, and make decisions to reflect an equity-centered mindset. Traylor is a place where students are loved and celebrated. We offer free Discovery Link programming and enrichments by ELCS for kindergarten through fifth-grade.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2023 |
|---|---|
| Students feel a sense of belonging | 76.6 % |
| Students feel engaged in learning and activities | 72.2 % |
| Students feel safe and healthy | 70.7 % |
| Students feel they have choice and agency | 69.3 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 79.7 % |
| Parents feel welcomed by their school | 95.5 % |
| Parents have positive interactions with teachers | 98.1 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 17.4 % | 15.7 % | -1.7 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 12.8 % | 11 % | -1.8 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 33.3 % | 26.1 % | -7.2 % |
| Economically Disadvantaged | 12.6 % | 12.4 % | -0.2 % |
| Not Economically Disadvantaged | 23.5 % | 22.2 % | -1.3 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 9.8 % | 12.7 % | +2.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 7.1 % | 5.1 % | -2.0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 16.7 % | 34.8 % | +18.1 % |
| Economically Disadvantaged | 5.4 % | 10.4 % | +5.0 % |
| Not Economically Disadvantaged | 15.3 % | 17.4 % | +2.1 % |
CMAS: Median Growth in English Language Arts
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 42 | 40 | -2.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | NA | 38 | 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 | 33 | NA |
| Economically Disadvantaged | NA | 41 | NA |
CMAS: Median Growth in Math
| Metric | 2022 | 2023 | Change |
|---|---|---|---|
| All Students | 56 | 38 | -18.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 57.5 | 34 | -23.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | 44.5 | NA |
| Economically Disadvantaged | 60 | 36 | -24.0 |
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 % | 0.9 % | 0.3 % |
| American Indian or Alaska Native | 0 % | 0 % | 0 % |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 0 % | 0 % | 0 % |
| Hispanic or Latino | 0.6 % | 0.6 % | 0 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0 % | 0.3 % | 0.3 % |
Absenteeism
| Metric | 2023 |
|---|---|
| Average Daily Attendance | 87.7 % |
| Truancy Rate | 6.2 % |