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Teacher quality
Principal leadership
Parent involvement
Flagstaff Academy is falling behind from a few years back. The adminstration is more concerned with the testing scores than the welfare of the children. They discourage parent involment and there is a lack of communication. Too much pressure on the children!
—Submitted by a parent
Are you a quirky, nerdy, or very silly kid? If yes, FA is the school for you. FA nurtures and cherishes the curious child. Expect to get dirty and maybe a little chocolatey in Science class. You might NOT be asked to write many "descriptive" stories, but expect to write quite a few "creepy" and "juicy" ones. Math homework is a breeze with the new online tutorials that correspond with each lesson. Walk into FA, and look for the student-made stain glass window, worthy of a Baroque cathedral and a massive stone Aztec sun calendar towering overhead. Don't be alarmed by power outages or levitating balls, or worms and lizards, or tepees and Chinese dragons. It's kind of crazy at FA, but it's rich with learning and happy children. After five full wonderful years, we could not be happier or more satisfied with the education and the environment that FA has provided for our children.
—Submitted by a parent
Flagstaff provides a top-notch education. I had 2 kids transfer in last year. One was behind grade level, and the teacher & Intervention Specialist did amazing work encouraging her and help her meet realistic expectations. This year she is caught up and no longer on an ILP. Most importantly, her self-esteem has soared! Her teacher this year is absolutely wonderful, very cheerful & encouraging. I have been impressed by the principal Mr. Moore, the middle school staff, the middle school admin, Dr. Warren & Mr. Pugh. A good team all around. I have been especially pleased with how well trained the kids are in doing research projects, starting at the youngest grades. Honestly, I have been impressed with all the teaching staff that I have interacted with, which has been a lot of them!
—Submitted by a parent
I have a first grade student and a 7th grade student attending Flagstaff. This is our first year at the school and have been so very pleased with the school. The teachers, staff and leadership are all outstanding and truly go above and beyond. My 7th grader has struggled with math and reading for which we are finally seeing positive growth and results. Thank you Flagstaff!!!!
—Submitted by a parent
Moving our kids to this school has been the best decision we have made. The school culture is one of kindness and respect. The curriculum is excellent and the teachers are engaging. We love the amazing work our kids are doing at such a young age. I wish more children would have the opportunity to be exposed to this type of education. Thank you Flagstaff!
—Submitted by a parent
Disappointed! This year I have made a tremendous effort to drive my child all the way to this open enrollment school but my child has fell behind academically in language arts and in other areas. There are boys at the school who are emotionally disturbed and they harass the other children. This behavior is well tolerated by the teachers and leaders of the school. At one point my child was hit in the head by a sixth grade boy and when this was communicated to the assistant principal my child was told that that boy is 'angry today' as though that is a perfectly good reason to be have hit in the head. There aren't consequences and my child has experienced multiple bullying attacks. The communication within the school is unacceptable. The school doesn't welcome open communication and reprimands you for contacting them to report and discuss important safety issues. Maybe one problem is that the school is too large? and so they drop the ball. I would avoid St. Vrain School district If possible. They're hot lunches are terrible although that seems so minor in comparison to serious safety problems that are ignored at St. Vrain schools and this charter school is no exception.
—Submitted by a parent
I am one of the students from Flagstaff Academy and is currently an 8th grader. Even for just a student, I've experienced the school much longer and know it pretty well. These past (almost) 6 years, I came here, one year after the school opened. For me, I think if I were given a higher chance of rating scale (1-10) I would have given this school a 7.5 to 8/10. And here are some of the reasons why, First of all, not all the adults are bad. Yes, some were to the point where I despised them. However, ever since I arrived in Middle School (which was my first year at the new building) they have all left. Second, I've experienced all the principals. I do like the 3rd one better. Third, dress code isn't too good. First few years, no one really cared. Now in MS, it's a horror. Given write ups for the most small things or not given one at all, when you're wearing the most out of dress code things. Lastly, I can totally agree that the school jumps the curriculum way ahead. I am actually 1 year ahead of my math, 3 years head of my Spanish and is learning HS leveled L.A. They do give too much homework, but it's only because if you're going to take (IB) in HS, they want you to be ready.
Great school for my children, thanks to the group of dedicated teachers, who go above and beyond everyday. They are the true heros.
—Submitted by a parent
I am a new to the school with a sixth grader. So far I really like it but more importantly my child really likes it. It seems that there are a lot of friendly children and so far haven't experienced any problems. My child has made a lot of friends and is challenged by the work but not stressed. Some highlights include Spanish class and Horticulture class. It was also an easy transition from a waldorf/art school for elementary. The only negative so far is driving everyday from Boulder but If you live in Longmont definitely worth checking out and open enrolling.
—Submitted by a parent
I have been a part of FCA since the first year it was open. Both of my children have had wonderful teachers, I do not question their class selection process. I do not have "gifted" students, but both are challenged at FCA. We have never had too much homework, if they don't get their work done in class then they bring it home. If students are making wise use of their time, they shouldn't have more than 30 min a night with the occasional extra projects. The teachers ask that the parents let their children do the work, if parents want a project they can have their own separate one. I have dealt with some discipline issues with my kids and felt they were handled appropriately. There are bullies everywhere, FCA tries to work with them to turn the behavior around. There have been three principals over the 6 years and all have dealt with things differently. Much has improved over time as with any business. FCA has it's share of "Sped kids" and although I don't have one of my own, I know several that are and are worked with as the District provides support for. I would recommend this or any charter school to any parent.
—Submitted by a parent
My children attended Flagstaff for two years until we relocated out of state. I realized once we left how truly unique and special a school it was that challenged my children to do their very best. We ended up relocating back two years later and I am so glad that they are back at Flagstaff and thriving in a creative, challenging, and fun environment. I would and do recommend this school to anyone looking for a school that challenges kids at all levels.
—Submitted by a parent
My two children attended Flagstaff Academy. One from grade 3-5 and the other grade 6 only. I got to experience all three principals at this school, including the founding principal, the second principal and the current principal, and found the current principal to be the best leader, although younger than the other two. The curriculum in content rich. The teachers are less well trained that SVVSD public school teachers, but usually do a good job. There is some politics and bullying but not tremendously worse than Longmont public schools. The music program in the middle school is not as focused on performance as the regular public middle schools. The middle school math curriculum pushes kids ahead too much, without considering what the local high schools offer for math. Still the content in art and music for elementary school is outstanding. There is a bit too much discipline and homework for some kids, especially K-2, but we were at a different school for those grades. There is some politics with board member children that tended to affect how discipline was enforced in the classroom.
—Submitted by Patricia Cullen, a parent
A charter school is parent -run. That is the beauty of it. So if a couple of "pushy" parents join the school board and start demanding accelerated classes, ability grouping, STEM, and a balanced budget, than more power to them. I am so proud of the successes I have witnessed at this school. FA students are grade levels ahead in Math, Reading, Writing, Science and History. We certainly don't do their homework. What an insult to all of our children who work so hard. The Principal works long hours. He is smart, kind, and committed. The teachers are so dedicated to FA, they send their own kids there. The teachers and students appear happy. My children transferred from a private school 4 years ago. My perception was the private school principal favored wealthy parents. The private school held my children back. They had to work alone in workbooks, while the teacher taught to the lowest level in her class. This doesn't happen at Flagstaff, where they are grouped with other students at their level, even if it is a grade up. I genuinely believe the teachers and administrators care about our children. They do care when a child is bullied. The discipline policy is fairly enforced.
—Submitted by a parent
My 2 kids attended Flagstaff for 2 years. We moved to another state so we had to leave this wonderful school. My experience was very positive. Most of the teachers are wonderful, one of them was a bit inexperienced, but still pretty good. They have an excellent science focus and ability grouping across the entire grades for math and phonics. The teachers we had were very good, enthusiatic, motivated and caring. There was great parent involvement and there were parents volunteers every day in the classroom (And several of them!). The people at the front desk are friendly and have an amazing memory, they know the names of all the students (just amazing). Great communication from the principal through their website, email blasts, and lots of email from their teachers. Some of the teachers would email the parents mailing list every day with news about the classroom. The new school we are in is quite average, and now we realize how wonderful Flagstaff was. Kudos to Flagstaff and I hope they are able to maintain and improve on their already amazing performance.
—Submitted by a parent
The teachers are enthusiastic and love the kids. My kids are challenged and are doing well. What more could I ask for? Prior to Flagstaff they attended private school and they are now getting a superior education! All the teachers I have had contact with have never been anything other than courteous and professional. As for the school constantly losing pupils? Try telling that to several of my friends who are on the waiting list! Safety issues? I personally think the businesses are being unrealistic and have obviously never driven by any school at end of day! The 'Flagstaff kids' are no worse than other kids, they're kids!
—Submitted by a parent
This school really is amazing. The CORE knowledge curriculum is fantastic, and yes, the expectations are high for students, but the work put out by the students more than surpasses work I've seen at other schools. My child loves this school, the teachers, the atmosphere, the curriculum, the activities- it is a fun and enlightened place to learn, and I am sorry we wasted years at another high performing school in St Vrain Valley (Niwot Elem). FCA does have its share of bullies and bad behavior, as does any school, but the way it is handled is light years ahead of the previous school we attended and is absolutely not tolerated. There is no pressure, whatsoever, to contribute money or be a member of the board. The elitism spoken of in previous reviews is completely unfounded. You can volunteer as much or as little as you want with no reprecussions from any parent, staff member or board member. The thing about FCA is that people WANT to be involved- it is that kind of community. I highly recommend this school for an active and involved learner with a family who wants to be a part of a school community.
—Submitted by a parent
Look long & hard at this school. Ask questions about the anti-bullying policy. If your child is a special needs child, ask what services will be provided and what won't. Know what you're getting into & don't just buy into the bells and whistles of the school. Our daughter spent four years at FCA before we realized we were *never* going to get the support from the admin., the "special ed. dept.", or from the teachers, that we were initially (& every year after) told she was going to receive. In four years, social and academic progress were at a snail's pace & 1/2 of her teacher's were out of line & spoke to her with disrespect, bordering on contempt. (I wish we would've recognized it at the time). This school is probably okay if your child falls within FCA's "norms". If not, look elsewhere.
—Submitted by a parent
I am a parent of a student who attended Flagstaff for all three years of middle school and just finished the first semester at a St. Vrain high school in honors classes with a 4.0 average. I have to save the success in high school is despite the terrible 8th grade year (2009-2010) when the administration and others in charge appeared to be totally unbalanced. At Flagstaff in the 8th grade year my child was belittled, bullied, accused of ridiculous misbehaviors, excluded from many activities, received grades obviously lower than what others did for the same work and I was treated with rudeness and contempt when I tried to address these problems. Sad to say the same administration remains in effect at Flagstaff. I've been amused to read about the publicity stunt that was staged with parents supposedly camping out in the cold in December to make sure their students were able to enroll for next year when the reality is Flagstaff is spending money in ads in local papers this January begging parents to enroll their students.
To the parent with the bully problem....my immediate reaction was if you are going to gossip to other parents about your issue instead of working on it yourself and if you are going to elevate to the Supreme Court without allowing one of the three administrators Flagstaff has on hand to help, then it sounds like the apple doesn't fall far from the tree. I am a parent and a volunteer and I have seen the numerous events and programs FSA has brought in or created themselves. My child has talked about the program(s). All schools have this issue and most if not all work hard to address it. It is parents like you who instead of helping be part of the solution, gossip and become more of the problem. How many other parents have you "discussed this with?" How much time have you offered up to facilitate any kind of program, event, playdates etc? Furthermore, most parents believe their child is NOT capable of being any part of the bullying, only the recipient. I am here to tell you that a word, a gesture, a look can contribute to a situation. And there are two sides TO EVERY STORY.
—Submitted by a parent
If you want your child to be challenged, encouraged, and praised for their unique abilities then this is the school. My children have been challenged to do their best and yes that does require that as their parent I put in time and help them to keep up with the standards of the class and the teacher. I think this school expects all children to be able to compete with other top countries in all areas. I have no problem with that and I know that my children will rise to that expectation and possibly exceed 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.
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 state average for Math was 71% in 2012.
101 students were tested at this school in 2012.
2012
The state average for Reading was 74% in 2012.
102 students were tested at this school in 2012.
2012
The state average for Writing was 52% in 2012.
101 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 71% in 2012.
104 students were tested at this school in 2012.
2012
104 students were tested at this school in 2012.
2012
The state average for Writing was 49% in 2012.
104 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 64% in 2012.
104 students were tested at this school in 2012.
2012
The state average for Reading was 69% in 2012.
104 students were tested at this school in 2012.
2012
The state average for Science was 49% in 2012.
104 students were tested at this school in 2012.
2012
The state average for Writing was 58% in 2012.
104 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 61% in 2012.
86 students were tested at this school in 2012.
2012
The state average for Reading was 73% in 2012.
86 students were tested at this school in 2012.
2012
The state average for Writing was 56% in 2012.
86 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 53% in 2012.
80 students were tested at this school in 2012.
2012
The state average for Reading was 68% in 2012.
80 students were tested at this school in 2012.
2012
The state average for Writing was 62% in 2012.
80 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 52% in 2012.
50 students were tested at this school in 2012.
2012
The state average for Reading was 67% in 2012.
50 students were tested at this school in 2012.
2012
The state average for Science was 49% in 2012.
50 students were tested at this school in 2012.
2012
The state average for Writing was 55% in 2012.
50 students were tested at this school in 2012.
2012
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 89% |
| Female | 88% |
| Male | 91% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 90% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 91% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 93% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 90% |
| All Students | 93% |
| Female | 95% |
| Male | 91% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 95% |
| Free lunch eligible | 100% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 96% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 96% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 93% |
| All Students | 72% |
| Female | 77% |
| Male | 66% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 72% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 74% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 72% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 94% |
| Female | 93% |
| Male | 96% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 95% |
| Free lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 96% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 96% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 94% |
| All Students | 90% |
| Female | 95% |
| Male | 86% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 91% |
| Free lunch eligible | 100% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 91% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 91% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 91% |
| All Students | 76% |
| Female | 86% |
| Male | 65% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 76% |
| Free lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 79% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 74% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 79% |
| Female | 86% |
| Male | 74% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 79% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 82% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 80% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 81% |
| All Students | 87% |
| Female | 98% |
| Male | 79% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 87% |
| Free lunch eligible | 100% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 88% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 88% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 89% |
| All Students | 67% |
| Female | 74% |
| Male | 62% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 68% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 68% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 68% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 70% |
| All Students | 71% |
| Female | 84% |
| Male | 62% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 71% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 72% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 72% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 81% |
| Female | 76% |
| Male | 86% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 81% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 85% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 83% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 82% |
| All Students | 95% |
| Female | 97% |
| Male | 94% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 96% |
| Free lunch eligible | 100% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 95% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 96% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 95% |
| All Students | 79% |
| Female | 84% |
| Male | 76% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 77% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 80% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 78% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 78% |
| Female | 81% |
| Male | 74% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 79% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 79% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 77% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 78% |
| All Students | 89% |
| Female | 97% |
| Male | 81% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 90% |
| Free lunch eligible | 100% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 89% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 88% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 90% |
| All Students | 89% |
| Female | 97% |
| Male | 81% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 90% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 88% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 90% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 80% |
| Female | 83% |
| Male | 78% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 79% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 80% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 80% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 81% |
| All Students | 88% |
| Female | 91% |
| Male | 85% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 88% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 88% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 88% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 88% |
| All Students | 76% |
| Female | 83% |
| Male | 70% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 79% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 76% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 76% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 75% |
| All Students | 82% |
| Female | 96% |
| Male | 70% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 81% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 82% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 81% |
In 2011-2012 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 TSAP 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.
See Colorado's state standards
Source: Colorado Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
White (not Hispanic)
All students
Free lunch eligible
Reduced lunch eligible
Not eligible for free/reduced price lunch
Students without disabilities
Language proficiency status - not applicable
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 87% | 61% | ||
| Asian/Pacific Islander | 6% | 4% | ||
| Hispanic | 4% | 28% | ||
| Black | 1% | 6% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 7% | N/A | 35% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 17 |
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2040 Miller Dr.
Longmont,
CO 80501
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