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GreatSchools Rating

Academy for Advanced and Creative Learning

Charter | K-8 | 245 students

We are best known for K-8 gifted education focus.
 
 

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 12 ratings
2012:
Based on 5 ratings
2011:
Based on 4 ratings

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School Official Point of View

Posted August 3, 2012

AcademyACL uses a lottery process in February of each year for enrollment applications that we receive for the following school year. That enrollment window opens in November, so from November to February we take applications and then use the lottery system to prioritize the enrollment openings, with siblings of current students and the children of staff members given priority seating. Our application is a request for enrollment, and once the lottery has occurred, new requests are entered in the order they are received to the bottom of any waiting list. Once there is an opening for a child who is on a waiting list, we contact the parents to see if they are still interested, ask to confirm several details, and we also submit a request for records to the previous school. Those records from previous schools can take a while to arrive, particularly during the summer hours. When we receive records, we review the details from the previous school for a variety of items such as accommodations that the previous school may have used, discipline records, report cards, whether or not the student has been recommended for promotion to next grade, et cetera. Any time we have questions we are happy to talk with parents and previous school officials to clarify the details, as we believe that each child needs to find that right placement that will help him or her to continue to grow and learn in the best way possible.

23 reviews of this school


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Posted March 25, 2014

My daughter has been at AACL since it's inception and I find that it's been a blessing in her life. The way AACL has managed to cater to each child's learning ability is something every school should learn how to do. She has gone from math and reading at grade level to excelling to a grade ahead in both subjects. They avoid the monotonous repetition and encourage "hands on" learning which has really helped my child. I am very thankful for AACL.
—Submitted by a parent


Posted February 5, 2014

The school is designed specifically for gifted and talented students. We have Twice Exceptional students--it is inevitable if you have a target population of gifted students--but the school does not specifically target 2E students. The design of the school incorporates a teaching methodology designed to support children with learning and attention issues. Gifted children have five oversensitivies, which often manifest themselves in poor executive functioning. The school works diligently to provide tailored curriculum and provide accommodation for differentiated instruction and to address attention issues. The only criticism is that executive functioning is expected in the upper divisions (grades 5/6 and 7/8), but there is no organized program for teaching executive functioning. Children are held accountable for poor executive functioning, but that is not the same as teaching it.
—Submitted by a parent


Posted September 20, 2013

My 2x exceptional (gifted/autism) 5 y.o. attends AACL, and his teachers the E.C. team are AMAZING! Others have written of the academic wonders at AACL. It's true! My son receives ample support, while being challenged to grow. His peers are generous and kind. Older kids guide, mentor, and engage him in after school enrichment. They seem to understand him in a way that even I do not. 3 weeks in, my VERY shy son sang a solo for class! In just 5 weeks, every adult from custodian to office staff to upper division teachers and aids knows him by name. I know AACL isn't for every kid, but almost every school would have been wrong for mine; yet here, he's home. Re: required volunteerism, I love it! I've worked in public schools for years, and while I've heard a lot of griping about uninvolved parents, I've also seen teachers and admins get grouchy when parents actually try to be involved. Not here. I feel better than welcome; I feel APPRECIATED for sending emails, asking questions, & making requests. AACL values my input as the person who knows my son best. They WANT to know what I know and share with me what they observe and experience as they teach my son!
—Submitted by a parent


Posted September 10, 2013

I am impressed with how well the school views each child as an individual, allowing them to excel and be challenged at their level. This environment truly empowers the students to excel at a rate unlike a standard schools. The staff communication and genuine interest in our children's success if phenomenal. We are continually impressed with the staff, as well as the families who attend.
—Submitted by a parent


Posted September 9, 2013

AACL has been the best fit for my girls who have been to 2 other schools. They let every child explore their strengths and strengthen their weaknesses. Every child is valued and parents are an integral part of the learning process. Teachers are good at communicating with parents, forming a partnership for the betterment of the child. If your child is a fast learner, needs an accelerated pace curriculum and just plain loves to learn, this is the place for them!
—Submitted by a parent


Posted September 9, 2013

We love AACL! It has been a great place for our kids to grow and learn.
—Submitted by a parent


Posted September 9, 2013

Defiantly hands down the best school my kids have ever been in. Geared more towards the students needs and learning speed. Teachers and staff are not there "just for the paycheck". They all genuinely care and know every student by name! We absolutely love Academy ACL and are so happy to have found it!
—Submitted by a parent


Posted April 30, 2013

Academy ACL is the only school in the Colorado Springs area to specialize in educating Gifted and Twice Exceptional Learners (2E). As the school completes it's third year of operation, the school is looking to build on the strong foundation that has been laid and is working on the future needs of ALL of it's students and faculty. Involvement is needed in many areas to do research, visit other schools, as part of smaller groups interested in the long term strategic growth of the academy. The Director of the school is very proactive in making the Academy not only a great school, but a wonderful resource for all of the Pikes Peak region in the areas of Gifted and 2E education. The other administrators (2) and Office staff (2) are very professional and work very hard to make Academy ACL a safe and nurturing place for our children to learn. The teachers at the academy are wonderful and portray their labor of LOVE everyday with their pupils and care for them as if the kids were their own. I was amazed recently to find out the Academy does all of this GREAT work with only a third of the funding received by other district schools. Without a doubt Academy ACL is a GREAT SCHOOL!
—Submitted by a parent


Posted April 3, 2013

We came from a school in a well-touted district in Colorado Springs that is a "test" school and keeps kids in the same box with curriculum. That doesn't seem to work with high ability/gifted children as they need to stretch their brains a bit more. We decided to go against the flow of our neighborhood and take the steps needed to switch schools as our kids were showing us they needed more in-depth education and being with others that were a lot like them. Our kids are now doing so much more than we ever expected with Academy ACL. Our kids are happy to work on so many interesting projects and have educational goals with their teachers that they don't have to "wait until everyone else is there", they can actually "Do!" We are so happy! We see the love-of-learning coming back to our kids and they are able to do the advanced curriculm they need and in an environment that cares. Thank you so much Academy ACL....we are so lucky to be part of such an outstanding and loving school. We could give another outstanding review on just the Director.....she is simply amazing and very involved.
—Submitted by a parent


Posted March 22, 2013

AACL has been a fantastic school for my children. The fast pace of instruction, integration between specials and academics, and especially the ability tracking for math and language arts have kept both of my kids engaged and loving school. The level of parent involvement is fantastic, and the frequent conferences allow parents to have a good understanding of their child's strengths and struggles.
—Submitted by a parent


Posted February 5, 2013

The review from January 30th is interesting. The school has been working hard to address the distinct needs of our middle school students. There are a lot of leadership projects and opportunities for the upper division designed specifically to address their different needs as middle school students. We have core academic issues we are working to address, which frankly are a lot more critical than talking to children about "sex, drugs and rock and roll." Personally, I have children in elementary grades, and I am already talking to them about drugs, smoking, and sex (at an appropriate level for their ages). So I am not counting on the school to be the main source of information on these topics. I am much more worried about the school addressing their academic needs in writing, math and science than in teaching them how to be adolescents. I think a strength of the school is in NOT having the strange, artificial environment of a middle school where all those hormones are running rampant with little guidance. Instead, at this school, students are part of a community where the 7/8 graders take roles of responsibility in helping the younger students.
—Submitted by a parent


Posted January 31, 2013

As a parent, I feel that the responsibility for the knowledge of drugs, anatomy, and preparation for high school lies in the hands of their parent. Who better knows their child's level of interest, understanding, and susceptibility in each of those areas? When our children are with their friends, there is an inclination to follow "group think" instead of asking the pertinent questions to help the maturation process. Many of these students grasp matters quickly and desire to go more in-depth, which is better suited to a parent- child discussion. These students will likely only feel uncomfortable if their parents are. If the parents approach the subjects very openly, and keep the lines of communication open, the desired result of knowledge will ultimately be attained. While I support the school whole-heartily, I have no desire to allow the school to be the one to teach them in these matters. It can become a political mess trying to teach to satisfy all manners of thought. I will continue working with my four to teach them what they need to know. This is my job as a parent.
—Submitted by a parent


Posted January 30, 2013

This is the third year of operation for the school and some things seem to have stayed true to the original charter, but some haven't. The students in the upper divisions need to get more of a feeling that they are in middle school (school is k-8). That should involve separate assemblies, health information about the changes they are seeing and feeling with their bodies and to some point the culture of high school. To avoid treating the students as if nothing different is happening within them and around them will only make a student want to explore different areas in high school. They will need to address smoking, drug use, alcohol parties and the one work no one wants to talk about, sex. The type of student at the school is curious by nature and to ignore the temptations that will hit in high school is setting them up for failure. Yes the issues aren't the easiest to talk about, but it is better to talk about them now and not end up with a students or more live the temptation without any knowledge. Where are the life lessons these students will face being taught? Make the changes before your charter renewal comes up next year, before students start to explore drugs, alcohol & sex
—Submitted by a parent


Posted January 30, 2013

Academy ACL has been a life saver for my son. After trying several area schools from K through second grade, we finally found a school where he gets academically challenged and teachers truly care about him. Many of his previous schools had "excellent" ratings, claimed to offer differentiation, but had nothing but a one-size-fits-all approach. My son was bored and very tired of the repetition. He has been in AACL for two years and he is very happy with the school, he is accepted by his peers, and has wonderful teachers. The curriculum and the ability grouping are excellent and not just busy work. Parent involvement is very high and the school support staff and the Director are wonderful. No more being bored. No more having to spend hours after school actually teaching him what he was not being taught at school. I am very pleased with AACL and I wish the school the best as it continues to grow!
—Submitted by a parent


Posted October 4, 2012

I have two children at this school. I was sure the oldest student needed and accelerated, more challenging academic program that was available at our neighborhood school. She was bored, disenchanted, and put aside because other kids in the class moved much more slowly. When AACL opened, we immediately enrolled and have been pleased ever since. The school assesses each child at the beginning of each year, then places students exactly where they need to be for math and reading/language arts. Up a grade, up two grades - what ever they need - regardless of age. Challenging and interesting projects and frequent opportunities to present knowledge in front of peers are unique attributes. The school places great value on PE, free-play, theater, art, and language in addition to core academics - offering every student a place to shine and a place to be challenged. The program is rigorous and not for everyone. Expectations are high and the bar is set appropriately for each child. Classes move quickly to keep pace with students. Behavior and discipline expectations are high as well, and students are held to high standards across the board to insure a high level of education for all.
—Submitted by a parent


Posted August 9, 2012

AACL serves as a beacon of high quality, purposeful and holistic education in a time of darkness and confusion. While the name indicates, and the teachers are trained in Gifted Education, the staff and Director are extremely knowledgeable about supporting the mental, emotional and physical needs of each student. AACL is active in the community and assists K-8 students in improving daily life skills. AACL requires ONLY 15 hours of family volunteer time, per year and makes volunteer opportunities so fun and frequent that more time is easily accrued. Educator, child advocate and parent, I recommend AACL to any family who wishes to see their child succeed in school and build a foundation for a lifetime love of learning!
—Submitted by a parent


Posted August 2, 2012

Watch out !!! We registered our son in May, he was placed in July, and on August 1st (Less that a week before school started) They finally read his records and changed their minds. Now I Have 4 days to find a school for my child.
—Submitted by a parent


Posted May 1, 2012

AACL is really intended for kids that are working grade levels ahead. The school is in its 2nd year of existence and a majority of its students are there because the traditional classroom wasn t working for them. The school does a great job meeting each child where he/she is with ability grouping as kids are placed together for math & language arts by ability and not grade level. Art, Spanish, P.E. and music theatre are incorporated well into the various subjects as well as an individual class. 15 volunteer hours are required for each family and volunteer work seems to be one extreme or the other as either you re struggling to find enough hours or completely overwhelmed. School is definitely not for everyone as it focuses on a small minority of students (which is great for those students) and if considering take a tour and/or have your child visit to see if it s a good fit.
—Submitted by a parent


Posted January 14, 2012

I am not sure about the lower grades but grades 6 and up is awful. The school claims to be a place for 2e kids but it's a down right lie. They even have teachers who are not qualified to be teaching. We will not be returning next year. If they are going to have 2e kids then they need the staff to support it.
—Submitted by a parent


Posted August 17, 2011

Today was my 7th Graders first day back into the public school system after being home schooled. As I impatiently waited throughout the day thinking it was going to be another horrible experience, upon picking her up, she had a smile from ear to ear. She made new friends, ate lunch with friends, and all around had a great first day. Thank You A.A.C.L.!!!
—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.

34 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
71%
Reading

The state average for Reading was 73% in 2013.

34 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
83%
Writing

The state average for Writing was 51% in 2013.

34 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%
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.

33 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%
Reading

The state average for Reading was 68% in 2013.

33 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
91%
Writing

The state average for Writing was 53% in 2013.

33 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%
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.

36 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
90%
Reading

The state average for Reading was 70% in 2013.

36 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%
Science

The state average for Science was 49% in 2013.

36 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
75%
Writing

The state average for Writing was 57% in 2013.

36 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
60%
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.

22 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
84%
Reading

The state average for Reading was 73% in 2013.

22 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
95%
Writing

The state average for Writing was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
68%
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.

20 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
50%
Reading

The state average for Reading was 68% in 2013.

20 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
75%
Writing

The state average for Writing was 61% in 2013.

20 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
63%
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.

2013

 
 
n/a

2012

 
 
n/a
Reading

The state average for Reading was 67% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Science

The state average for Science was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Writing

The state average for Writing was 56% in 2013.

2013

 
 
n/a

2012

 
 
n/a
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 Students88%
Femalen/a
Male85%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)93%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch90%
Students with disabilities (IEP)n/a
Students without disabilities97%
Limited English proficiency (LEP)n/a
Proficient in English88%
Immigrantn/a
Neither migrant nor immigrant88%

Reading

All Students91%
Femalen/a
Male90%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)93%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch90%
Students with disabilities (IEP)n/a
Students without disabilities100%
Limited English proficiency (LEP)n/a
Proficient in English91%
Immigrantn/a
Neither migrant nor immigrant91%

Writing

All Students68%
Femalen/a
Male60%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)68%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch69%
Students with disabilities (IEP)n/a
Students without disabilities77%
Limited English proficiency (LEP)n/a
Proficient in English70%
Immigrantn/a
Neither migrant nor immigrant68%
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 Students88%
Female88%
Male88%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)93%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch92%
Students with disabilities (IEP)n/a
Students without disabilities91%
Limited English proficiency (LEP)n/a
Proficient in English91%
Immigrantn/a
Neither migrant nor immigrant88%

Reading

All Students85%
Female88%
Male81%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)89%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch88%
Students with disabilities (IEP)n/a
Students without disabilities88%
Limited English proficiency (LEP)n/a
Proficient in English88%
Immigrantn/a
Neither migrant nor immigrant85%

Writing

All Students70%
Female71%
Male69%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)74%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch76%
Students with disabilities (IEP)n/a
Students without disabilities72%
Limited English proficiency (LEP)n/a
Proficient in English72%
Immigrantn/a
Neither migrant nor immigrant70%
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 Students81%
Female94%
Male67%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)87%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch78%
Students with disabilities (IEP)n/a
Students without disabilities84%
Limited English proficiency (LEP)n/a
Proficient in English83%
Immigrantn/a
Neither migrant nor immigrant81%

Reading

All Students89%
Female95%
Male83%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)93%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch93%
Students with disabilities (IEP)n/a
Students without disabilities94%
Limited English proficiency (LEP)n/a
Proficient in English92%
Immigrantn/a
Neither migrant nor immigrant89%

Science

All Students83%
Female94%
Male72%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)90%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch89%
Students with disabilities (IEP)n/a
Students without disabilities87%
Limited English proficiency (LEP)n/a
Proficient in English86%
Immigrantn/a
Neither migrant nor immigrant83%

Writing

All Students67%
Female100%
Male33%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)73%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch67%
Students with disabilities (IEP)n/a
Students without disabilities71%
Limited English proficiency (LEP)n/a
Proficient in English66%
Immigrantn/a
Neither migrant nor immigrant67%
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 Students96%
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)100%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch95%
Students with disabilities (IEP)n/a
Students without disabilities100%
Limited English proficiency (LEP)n/a
Proficient in English96%
Immigrantn/a
Neither migrant nor immigrant96%

Reading

All Students100%
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)100%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch100%
Students with disabilities (IEP)n/a
Students without disabilities100%
Limited English proficiency (LEP)n/a
Proficient in English100%
Immigrantn/a
Neither migrant nor immigrant100%

Writing

All Students96%
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)100%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch95%
Students with disabilities (IEP)n/a
Students without disabilities100%
Limited English proficiency (LEP)n/a
Proficient in English96%
Immigrantn/a
Neither migrant nor immigrant96%
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 Students75%
Femalen/a
Male75%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)81%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch72%
Students with disabilities (IEP)n/a
Students without disabilities71%
Limited English proficiency (LEP)n/a
Proficient in English75%
Immigrantn/a
Neither migrant nor immigrant75%

Reading

All Students90%
Femalen/a
Male94%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)94%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch89%
Students with disabilities (IEP)n/a
Students without disabilities94%
Limited English proficiency (LEP)n/a
Proficient in English90%
Immigrantn/a
Neither migrant nor immigrant90%

Writing

All Students95%
Femalen/a
Male94%
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)100%
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunch94%
Students with disabilities (IEP)n/a
Students without disabilities94%
Limited English proficiency (LEP)n/a
Proficient in English95%
Immigrantn/a
Neither migrant nor immigrant95%
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 Studentsn/a
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrantn/a

Reading

All Studentsn/a
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrantn/a

Science

All Studentsn/a
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrantn/a

Writing

All Studentsn/a
Femalen/a
Malen/a
Black (not Hispanic)n/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaskan Nativen/a
White (not Hispanic)n/a
Free lunch eligiblen/a
Reduced lunch eligiblen/a
Not eligible for free/reduced price lunchn/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
Limited English proficiency (LEP)n/a
Proficient in Englishn/a
Immigrantn/a
Neither migrant nor immigrantn/a
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.

 
Above 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.

Close
This school
District
State
1
2
3
4
5
6
7
8
9
10

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.

Close
This school
District
State
1
2
3
4
5
6
7
8
9
10

Math growth at this school

Above 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
White 81% 57%
Hispanic 12% 32%
Asian 5% 3%
American Indian/Alaska Native 1% 1%
Black 1% 5%
Two or more races 1% 3%
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 20%N/A40%
Source: NCES, 2010-2011

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • Graduates received outstanding freshman award, Coronado HS (2012)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Robotics club

Arts & music

School facilities
  • Art room
  • Performance stage
Visual arts
  • Drawing / sketching
Music
  • Bell / Handbell choir
  • Instrumental music lessons
Performing and written arts
  • Creative writing
  • Drama
Media arts
  • Video / Film production
Clubs
  • Dance club: ballet, jazz
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages spoken by staff
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 7:50 am
School end time
  • 3:10 am
Before school or after school care / program onsite
  • Before school: starts at 6:30 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Nikki Myers, Academy Director
Best ways for parents to contact the school
  • Email
  • Phone
  • www.academyacl.org
Gender
  • Coed
Special schedule
  • Block scheduling
  • Extended/longer school day
  • Part-time study
Is there an application process?
  • Yes
Fax number
  • (719) 434-9696

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Acceleration
  • Differentiated learning programs
  • Remediation
Transportation options
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Internet access
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Visual arts
  • Drawing / sketching
Music
  • Bell / Handbell choir
  • Instrumental music lessons
Performing arts
  • Creative writing
  • Drama
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Dance club: ballet, jazz
  • Knitting
  • Robotics club
  • Running Club
  • Student council/government
  • Student newspaper
  • Volleyball club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Our entire school design is focused on the needs of students with academic giftedness in at least one area. These students usually have scores in at least the 80th percentile, if not 95th or 99th percentiles, in reading, language, math~ they require curriculum at a deeper level and faster pace than typical programs provide. We ask that parents carefully consider if their children have these gifted educational needs, and we invite them to contact the Academy Director with individual questions.
School leaders can update this information here.
Notice an inaccuracy? Let us know!

2510 North Chestnut St
Colorado Springs, CO 80907
Website: Click here
Phone: (719) 434-6566

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