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GreatSchools Rating

Global Village Academy

Charter | K-8 | 640 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 6 ratings
2012:
Based on 9 ratings
2011:
Based on 8 ratings

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42 reviews of this school


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Posted April 12, 2014

Terrible school! Extremely high turnover in administration, teachers and students. Test scores are low, academics is low too. The board does not manage the school instead they allow one person to dictate (The Executive Principal). The parking situation is a nightmare! There is no playground even though parents have raised money in the past for one. Executive Principal is not there for the best interest of children, they are only numbers for her. The immersion language concept is good, however there is no fidelity. Steer Clear for your own sanity!
—Submitted by a parent


Posted March 14, 2014

This school is just horrendous. My son has been at this school 2 years and I hate taking him everyday. The Executive Principal is a JOKE and is NEVER available to speak to parents, the onsite Principal is passive aggressive and never seems as if she truly wants to interact with parents. My sons teachers in the Mandarin program have been OK except this year. The teacher refuses to grade the students based on their work, and when you ask questions about your child she is always defensive and disturbingly aggressive. The parking situation is a nightmare and the teachers that aid in traffic sit around like thugs urging parents to move their cars even when your child is not buckled up! Several students have been hit in the loading and unloading zone! Simply put, the apathy from the executive staff, defensive teachers that are "BUSY" when you need to speak about your child's progress, the horrendous building and lack of playground facilities lends this school to a zero star rating in my opinion. Don't send your children here, it would be a mistake and the kids are numbers that are pushed through. If you advocate for your child you will be met with defensiveness! Steer Clear! THE WORST!
—Submitted by a parent


Posted March 13, 2014

Although the school offers immersion classes that are said to increase the capibility of getting a job the princible is less insistant on improving the schools that are already establitised instead she preferes to build new ones she hasn't gotten rid of the infestation instead increases the wild fire that is global village academy the vice princible desposes of teachers as if they were just an object of money so what ever you do DO NOT PUT YOUR CHIDEREN IN GLOBAL VILLAGE ACADEMY (you'd ruin their lives and make them antisocial)


Posted February 12, 2014

GVA Aurora is a great concept, but is failing miserably on execution and follow through. The principal is working on admin changes and has made progress, however she lacks leadership skills and does not deal well with conflict. She is not avail for parents and does not make herself seen at the school. The pick/up drop off situation is horrendous. There is a 20-30 min wait twice a day no matter if you park and walk in or pick up outside. Both East (K-3) and West (4-8) campuses are at capacity. There is currently no plan to expand or any plan to fix the overcapacity problem. The aesthetic appearance of the school is a complete mess. Parent involvement is so low that school events have been cancelled due to lack of volunteers. The positives are that my child is learning a 2nd language. That is a valuable asset. The front desk is helpful and knows more about the school than anyone else. The teachers are knowledgable and friendly. The negatives outweigh the positives for us though. We were so excited to sent our child here, but my disappointment and that of the other parents is palpable the min you walk in the door. Major changes need to happen if this school is going to succeed.
—Submitted by a parent


Posted January 28, 2014

This is my son's 6th year at GVA. I also have two daughters in the lower grades. Although I had very high hopes for immersion education, I can't say it's been a success. My daughters are doing well and have learned Spanish fairly well for their respective ages, but my son is very far behind in his language track and no one noticed until this year. Although he's very good at math, his grades have been horrendous due to his inability to understand the Spanish instructions this year. The school had no structured immersion language curriculum until this year. My daughters have time to catch up, but my son does not. It's been a very frustrating year and we are looking at other schools at this point. As a previous person noted, immersion teachers are here on 3 year visas, so teacher turnover is constant. The best teachers seem to leave the soonest, unfortunately. Brilliant idea, poor execution.
—Submitted by a parent


Posted December 29, 2013

My school is global village academy in AURORA..I cannot thank Mr. Aguayo enough for teaching my son since kindergarten. He is the the most amazing teacher any parent can ask for. Also have to applaud the Principal for what she helped with my child...awesome school..I am am very blessed with the front desk..SO WELCOMEING
—Submitted by a parent


Posted December 26, 2013

This is our child s fifth year at GVA and at first, I thought it was a great idea for my two children to learn Chinese but did not think long term. For example, how will my children continue to learn Chinese after middle school? A lot of high schools do not teach this language. The math at GVA is a higher quality but they teach it in the foreign language, so if your child falls behind in their foreign language then they are sure to fall behind in math. I agree with another reviewer, who said that children can get left behind at this school. My son is two years behind in Chinese and we were just told. He is also behind in math because he can't understand his Chinese teacher and behind in English due to learning Chinese first. We have put him in tutoring for Chinese and math but his teacher brings it up in class and humiliates him. It seems many of the Chinese teachers use humiliation as a discipline or correction tool. Maybe it is part of their culture? GVA is not for every child. On the flip side GVA has some great teachers and academic programs. The after school programs are fun too. I just wish they could execute their vision for the school better.
—Submitted by a parent


Posted September 6, 2013

Ms. Quinn and Mrs. Woolington are excellent teachers, they are dedicated leaders and masters of the subjects they teach.
—Submitted by a parent


Posted June 23, 2013

The teachers are some of the best I have ever seen; supportive, hard-working, and they care about each and every one of the students in their class. The staff is attentive and kind. There are some minor issues that need to be worked out by the principal and the charter collaborative, but progress takes time and experience, and GVA is a young school. This school gave my kindergartner and 2nd grader an immense knowledge of the French language already, which will only help both of them in their future school endeavors.
—Submitted by a parent


Posted May 21, 2013

GVA is great.... ONLY if you want your child to learn a language. Do NOT go here if you want any type of academic learning. Teacher turnover is super high... and has to be because they are here on 3 year Visas and have to go back after. That means that the new teachers have to start all over and the school will NEVER have a solid educational foundation. Also, the Global Village Collaborative MUST go away. They are pulling money from the other campuses (just look closely at the financials... money spent at gas stations called "supplies" and many more). Any organization that is taking resources from my kid's education is NOT ok with me. The Principals are employed by the Collaborative and "leased" by the campuses, therefore they will never have control to make any decisions about the campus without first going through the collaborative...Very inefficient. Socioeconomically speaking... Test scores don't lie. Great idea... Very poorly executed!
—Submitted by a parent


Posted April 15, 2013

This is one of three school rating sites I looked at before placing my child at GVA Northglenn. I wanted to come back here and report my findings because I had a major misconception about the importance of a schools' CCAP scores. Now that I've met the students, I see that some students' families come from all over the world. I am surprised by how often a student speaks a third language at home, the target language at school, and English only during English Literacy at GVA and during State Standardized testing. So comparing CCAP scores for average American students with students who hear one language at home, a different language at school, and standardized tests in English...is not an accurate way to assess the intelligence of the student body or the curriculum. When you have several students per class with such interesting challenges to the reporting process, you just cannot use the raw numbers. Also, I misunderstood the after school specials. At first I thought they were overpriced, but now I see that professionals from the community are coming in to teach these intense, specialized classes. This has become our favorite aspect of the school; life-changing teachers!
—Submitted by a parent


Posted November 4, 2012

This is my 4th, 3rd, and 1st grader's first year at GVA. I am so happy with the school so far. I love the parent involvement and the requirement for parents to put in at least 30 volunteer hours. I am happy with all my kid's teachers. I think this school is just the challenge my kids needed. We do not speak Spanish at home and it is exciting to see the progress they are making at school. Their English reading and writing, along with math, have improved also. I know many parents are upset with the principal for various reasons, but I am truly happy with this school overall.
—Submitted by a parent


Posted September 17, 2012

kids can get lost easily at this school, a lot of safety issues. Went to pick up both my kids and nowhere to be found. Thank god we found them after lokking for about 20 minutes. It was a very sad day, but i transfered them to another school and we are all a lot happier with it. When I asked the GVA staff for a withrrow form,they said they were out because they had a lot withrrows going on. That tells me that I made the right desicion by switching them.
—Submitted by a parent


Posted August 18, 2012

I am a former student going to Rangeview. I tested advanced in Math and am in 3rd year Spanish. Miss my teachers, especially MS. Hartwick and Mrs. Espinosa.


Posted August 18, 2012

Not for active kids. My daughter has attended for 2 days and she does not like it. Not your average kindergarten-not-wanting-to-be-away-from-mama not liking it. She's been to preschool without a problem for years. First day report - "my teacher is mean." She didn't get a sticker. She knew it was for "being bad" but she had no idea what she did. I asked the teacher and she said that she was "moving all the time." Oh. She's 5. She came from an active preschool where the kids didn't sit at tables all day except to eat. This was being bad to them (nevermind that you should give every kindergartner a sticker ON THE FIRST DAY OF SCHOOL!). I talked to her and told her that she wasn't in trouble from me (I know she doesn't like to sit still. That's just her.), but that her teacher wants her to be more still and look at her more. Her soundless splashy tears was her joyous, free spirit leaving her little body. Can they teach languages? Sure. However, I think they forget the are teaching CHILDREN. My daughter dreads going back there. I'm taking her out of this shool before it kills her love of school and learning, not to mention her spirit. Not for everyone. Listen to your child.
—Submitted by a parent


Posted August 18, 2012

Wish I heard about this site earlier, probally would have never attended our neighborhood school, Tollgate. Program is one of kind, teachers are diverse and staff is friendly. Haven't meet the Principal (except for the information night) but probally not a bad thing. My child speaks a second language already so we are going for a 3rd. The French program seems good, will know more at the end of the year but for the first 2 weeks, prtetty good. Like the parent before wish there was bussing.
—Submitted by a parent


Posted August 17, 2012

This is very unsafe school,my son was lost and nobody knew about it until i went to pick him up. I was looking for him all by myself and the staff there did not care at all for him or for. Had to call the police for help. After my son was found, i did not even get an apology . He is now in a safe school better than this one.
—Submitted by a parent


Posted June 9, 2012

I like the school my son is in kinder garten there. the only thing i wish they will have school buses for the people that we live far from the school
—Submitted by a parent


Posted June 1, 2012

My student has been attending GVA for 3 years and I keep thinking that it will get better organized but so far NOT. The lack of communication from the Admin really needs work. The teachers are GREAT! But I find that the left hand doesn t know what the right hand is doing. As for the language my child is able to speak, read, and write very well in Chinese. The teachers are willing to go the extra mile to help the students out. So for that I want to give an above average grade but in order to make it great we need to be organized.
—Submitted by a parent


Posted February 20, 2012

Classroom instruction in Chinese is fantastic! Teachers are caring and kid-focused. My kindergartener can converse with teachers from other classrooms and has impressed numerous other native speakers in other venues. Math instruction is accelerated with 2-digit addition w/o carrying and single digit subtraction by January of kindergarten. Cannot disagree with the reports of chaos - the K-2 building is not designed to be a school and to encourage parental communication they allow parents in the building both before and after school so the negative is canceled by the positive in my book. The principal (also bilingual) is responsive when issues arise. Staff (some bi-lingual) are dedicated and truly want to be there. Parental participation in our classroom is very strong. The school has only been open 4 years and has probably grown a little faster than they should have, in hind sight. Our pediatrician was enthusiastic about my son's enrollment: second language instruction has research to support the positive impact on increased brain development. With the global economy we are watching birthed right now, who wouldn't want to prepare their child to be successful in it ??
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 72% in 2013.

113 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
52%
Reading

The state average for Reading was 73% in 2013.

113 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
65%
Writing

The state average for Writing was 51% in 2013.

113 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
38%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

The state average for Math was 72% in 2013.

111 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
52%
Reading

The state average for Reading was 68% in 2013.

111 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
62%
Writing

The state average for Writing was 53% in 2013.

111 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
31%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

The state average for Math was 65% in 2013.

84 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
36%
Reading

The state average for Reading was 70% in 2013.

84 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
47%
Science

The state average for Science was 49% in 2013.

84 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
18%
Writing

The state average for Writing was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
34%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

The state average for Math was 62% in 2013.

63 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
55%
Reading

The state average for Reading was 73% in 2013.

63 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
69%
Writing

The state average for Writing was 58% in 2013.

63 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
51%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

The state average for Math was 55% in 2013.

55 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
10%
Reading

The state average for Reading was 68% in 2013.

55 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
44%
Writing

The state average for Writing was 61% in 2013.

55 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
37%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

The state average for Math was 52% in 2013.

39 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
21%
Reading

The state average for Reading was 67% in 2013.

39 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
48%
Science

The state average for Science was 52% in 2013.

39 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
21%
Writing

The state average for Writing was 56% in 2013.

39 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
43%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

Source: Colorado Department of Education

Math

All Students50%
Female52%
Male45%
Black (not Hispanic)44%
Asiann/a
Hispanic43%
American Indian or Alaskan Nativen/a
White (not Hispanic)75%
Free lunch eligible40%
Reduced lunch eligible55%
Not eligible for free/reduced price lunch63%
Students with disabilities (IEP)n/a
Students without disabilities51%
Limited English proficiency (LEP)47%
Proficient in English56%
Immigrantn/a
Neither migrant nor immigrant50%

Reading

All Students63%
Female70%
Male50%
Black (not Hispanic)75%
Asiann/a
Hispanic57%
American Indian or Alaskan Nativen/a
White (not Hispanic)75%
Free lunch eligible55%
Reduced lunch eligible60%
Not eligible for free/reduced price lunch77%
Students with disabilities (IEP)n/a
Students without disabilities66%
Limited English proficiency (LEP)60%
Proficient in English72%
Immigrantn/a
Neither migrant nor immigrant63%

Writing

All Students27%
Female30%
Male21%
Black (not Hispanic)19%
Asiann/a
Hispanic23%
American Indian or Alaskan Nativen/a
White (not Hispanic)31%
Free lunch eligible21%
Reduced lunch eligible15%
Not eligible for free/reduced price lunch43%
Students with disabilities (IEP)n/a
Students without disabilities28%
Limited English proficiency (LEP)13%
Proficient in English41%
Immigrantn/a
Neither migrant nor immigrant27%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

Math

All Students48%
Female44%
Male53%
Black (not Hispanic)52%
Asiann/a
Hispanic33%
American Indian or Alaskan Nativen/a
White (not Hispanic)64%
Free lunch eligible43%
Reduced lunch eligible39%
Not eligible for free/reduced price lunch57%
Students with disabilities (IEP)n/a
Students without disabilities48%
Limited English proficiency (LEP)28%
Proficient in English59%
Immigrantn/a
Neither migrant nor immigrant48%

Reading

All Students50%
Female55%
Male43%
Black (not Hispanic)59%
Asiann/a
Hispanic27%
American Indian or Alaskan Nativen/a
White (not Hispanic)73%
Free lunch eligible41%
Reduced lunch eligible39%
Not eligible for free/reduced price lunch64%
Students with disabilities (IEP)n/a
Students without disabilities51%
Limited English proficiency (LEP)13%
Proficient in English70%
Immigrantn/a
Neither migrant nor immigrant50%

Writing

All Students35%
Female44%
Male24%
Black (not Hispanic)44%
Asiann/a
Hispanic18%
American Indian or Alaskan Nativen/a
White (not Hispanic)45%
Free lunch eligible27%
Reduced lunch eligible28%
Not eligible for free/reduced price lunch48%
Students with disabilities (IEP)n/a
Students without disabilities36%
Limited English proficiency (LEP)16%
Proficient in English43%
Immigrantn/a
Neither migrant nor immigrant35%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

Math

All Students43%
Female37%
Male49%
Black (not Hispanic)56%
Asiann/a
Hispanic34%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible24%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch58%
Students with disabilities (IEP)n/a
Students without disabilities44%
Limited English proficiency (LEP)19%
Proficient in English53%
Immigrantn/a
Neither migrant nor immigrant42%

Reading

All Students58%
Female54%
Male63%
Black (not Hispanic)75%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible43%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch71%
Students with disabilities (IEP)n/a
Students without disabilities60%
Limited English proficiency (LEP)45%
Proficient in English71%
Immigrantn/a
Neither migrant nor immigrant59%

Science

All Students25%
Female20%
Male30%
Black (not Hispanic)44%
Asiann/a
Hispanic16%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible14%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch34%
Students with disabilities (IEP)n/a
Students without disabilities26%
Limited English proficiency (LEP)10%
Proficient in English39%
Immigrantn/a
Neither migrant nor immigrant26%

Writing

All Students41%
Female44%
Male37%
Black (not Hispanic)50%
Asiann/a
Hispanic34%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible27%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch50%
Students with disabilities (IEP)n/a
Students without disabilities42%
Limited English proficiency (LEP)32%
Proficient in English47%
Immigrantn/a
Neither migrant nor immigrant40%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

Math

All Students40%
Female28%
Male52%
Black (not Hispanic)n/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible28%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch63%
Students with disabilities (IEP)n/a
Students without disabilities46%
Limited English proficiency (LEP)26%
Proficient in English56%
Immigrantn/a
Neither migrant nor immigrant40%

Reading

All Students51%
Female53%
Male48%
Black (not Hispanic)n/a
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible47%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch63%
Students with disabilities (IEP)n/a
Students without disabilities58%
Limited English proficiency (LEP)11%
Proficient in English63%
Immigrantn/a
Neither migrant nor immigrant52%

Writing

All Students49%
Female59%
Male39%
Black (not Hispanic)n/a
Asiann/a
Hispanic42%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible50%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch58%
Students with disabilities (IEP)n/a
Students without disabilities56%
Limited English proficiency (LEP)11%
Proficient in English63%
Immigrantn/a
Neither migrant nor immigrant50%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

Math

All Students36%
Female31%
Male44%
Black (not Hispanic)n/a
Asiann/a
Hispanic32%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible36%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities39%
Limited English proficiency (LEP)12%
Proficient in English59%
Immigrantn/a
Neither migrant nor immigrant36%

Reading

All Students53%
Female50%
Male57%
Black (not Hispanic)n/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible47%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities56%
Limited English proficiency (LEP)12%
Proficient in English94%
Immigrantn/a
Neither migrant nor immigrant53%

Writing

All Students53%
Female56%
Male48%
Black (not Hispanic)n/a
Asiann/a
Hispanic42%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible42%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities56%
Limited English proficiency (LEP)12%
Proficient in English82%
Immigrantn/a
Neither migrant nor immigrant53%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

Math

All Students15%
Female6%
Male24%
Black (not Hispanic)n/a
Asiann/a
Hispanic12%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible14%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities19%
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrant13%

Reading

All Students49%
Female44%
Male52%
Black (not Hispanic)n/a
Asiann/a
Hispanic48%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible52%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities58%
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrant47%

Science

All Students15%
Female17%
Male14%
Black (not Hispanic)n/a
Asiann/a
Hispanic12%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible14%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities16%
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrant13%

Writing

All Students41%
Female45%
Male38%
Black (not Hispanic)n/a
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligible43%
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilities48%
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrant39%
Scale: % proficient or advanced

About the tests


In 2012-2013 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TCAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.

The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.

Source: Colorado Department of Education

What is the GreatSchools Rating?

The GreatSchools rating is a simple tool for parents to compare schools based on test scores, student academic growth, and college readiness. It compares schools across the state, where the highest rated schools in the state are designated as “Above Average” and the lowest “Below Average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child's and family's needs as part of the school selection process.

 
Below average

Test score rating
Student growth rating

1-3 Below Average

4-7 Average

8-10 Above Average

 

How schools in the state rate:

23%
of schools in the state are Below average
52%
of schools in the state are Average
24%
of schools in the state are Above average

Breaking down the GreatSchools Rating

The graphs below compare this school's results in each area to other schools in the district and state.

Test score rating 20131What's this?

Test score rating examines how students at this school performed on standardized tests compared with other schools in Colorado. Test scores are based on 2012-13 TCAP results from the state of Colorado.

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Student growth rating 20132What's this?

Student growth rating measures whether students at this school are making academic progress over time. Specifically, the rating looks at how much progress individual students have made on reading and math assessments during the past year or more.

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District
State
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Math growth at this school

Average

Reading growth at this school

Average


1 Test scores are based on 2012-13 TCAP results from the state of Colorado.

2 This rating is based on 2011-12 and 2012-13 Median Growth Percentiles in Math, English Language Arts, and Writing from the state of Colorado.

Student ethnicity

Ethnicity This school State average
Hispanic 44% 32%
White 22% 57%
Black 19% 5%
Asian 12% 3%
Two or more races 3% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/A40%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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403 South Airport Blvd
Aurora, CO 80017
Website: Click here
Phone: (303) 309-6657

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