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
Trevista at Horace Mann is a close-knit educational community dedicated to fostering a deep sense of belonging among its students, families, teachers, and staff. With a foundation built on love and high expectations, Trevista ensures that every student enjoys a remarkable school experience tailored to their individual physical, social/emotional, and...
Trevista at Horace Mann is a close-knit educational community dedicated to fostering a deep sense of belonging among its students, families, teachers, and staff. With a foundation built on love and high expectations, Trevista ensures that every student enjoys a remarkable school experience tailored to their individual physical, social/emotional, and academic needs. Alongside its comprehensive traditional elementary curriculum, Trevista offers a Dual Language Spanish Immersion program, empowering students to develop bilingual and biliterate skills. Emphasizing the holistic development of each student, Trevista provides enrichment opportunities in music, visual arts, and sports, encouraging students to explore and cultivate their unique talents.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 85.3 % |
| Students feel engaged in learning and activities | 57.9 % |
| Students feel safe and healthy | 58.5 % |
| Students feel they have choice and agency | 70.1 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 78.3 % |
| Parents feel welcomed by their school | 96.8 % |
| Parents have positive interactions with teachers | 98.5 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 21.4 % | 22.6 % | +1.2 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | 12 % | NA | NA |
| Hispanic or Latino | 16.4 % | 14.9 % | -1.5 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 70.6 % | NA |
| Economically Disadvantaged | 14.1 % | 10.6 % | -3.5 % |
| Not Economically Disadvantaged | 48 % | 60 % | +12.0 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 13.7 % | 13 % | -0.7 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 8.8 % | 11.1 % | +2.3 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | 29.4 % | NA |
| Economically Disadvantaged | 9.1 % | 5.9 % | -3.2 % |
| Not Economically Disadvantaged | 32 % | 36.7 % | +4.7 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 47 | 69 | +22.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 52 | NA |
| Hispanic or Latino | 45.5 | 60 | +14.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
| Economically Disadvantaged | 45 | 54 | +9.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 61 | 63 | +2.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 65 | NA |
| Hispanic or Latino | 68.5 | 58 | -10.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | NA | NA | NA |
| Not Economically Disadvantaged | NA | NA | NA |
| Economically Disadvantaged | 61 | 65 | +4.0 |
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 | 0.9 % | 0 % | 0 % |
| Asian | NA | NA | NA |
| Black or African American | 6.6 % | 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 | 90.9 % |
| Truancy Rate | 5.9 % |
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
Attendance
Collaborative Structures to shift the Cognitive Lift
Foundational Reading