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Teacher quality
Principal leadership
Parent involvement
My child had a great experience at this school. He had the worlds best kindergarten teacher -the most welcoming, energetic and positive teacher any parent could ever dream of having for their child. The core knowledge program is fantastic, he learned more in one year than one month at his current school. They divide the kids into different classrooms for reading and math which is a perfect concept and should be used at all schools. The teachers and families seems like one big extended family, people are welcoming and my child always wanted to go to school. The only negatives at this school are a Spanish Teacher that shows movies and really doesn't know how to teach at all and a PE teacher that is not creative, fun or knowledgable about different sports/activities nor exposing the kids to different activites and sports. Otherwise, amazing school!
—Submitted by a parent
WWA continues to provide a high quality, student focused learning environment for my children. Looking at the kids that have moved graduated from Woodrow, you see that they not only excel academically, but they also organized and demonstrate a great character. They seem to continue having a positive impact on which ever high school they choose to attend. I love the open, friendly and inviting environment at this school!
—Submitted by a parent
Good: WWA is usefully web-enabled -- the web site is informative and a lot of communication is via email. Teachers are generally responsive to concerns. There are a fair number of extracurriculars. The Core Knowledge curriculum ensures adequate coverage in the humanities subjects, and the school is not (yet) totally teach-to-the-test. Homework level seems appropriate -- not too little, not too much. Not-so-good: Science education is weak. Parental involvement is uneven -- a few dedicated insiders, but many who don't and/or can't help or donate. Classroom management is often inefficient, leaving insufficient time for instruction or recess. Teachers are overworked and stressed and they lack the time and resources to innovate. Admin is getting more bureaucratic, and they waste time on Core Virtues assemblies and other ceremonials. Bullying still goes on. Culturally, WWA is a great place for mainstreamers -- i.e., those who are extroverted, churchgoing, of average intelligence, politically moderate to conservative, devoted to organized sports, and settled in the area. If you don't fit this profile, you may find that you're generally tolerated but not really trusted or liked.
—Submitted by a parent
I love this school! I really can't say enough good things about WWA! This is our 4th year at the school and I currently have a 3rd and 1st grader. I couldn't be happier with the education my children are getting. My kids are challenged to not only do their best, but to BE their best. They know that expectations are high and they know that their teachers (and staff) care about them. Most importantly, my kids LOVE school. They cannot wait to go every morning and have a true love of learning. It is wonderful! One of the most special things about WWA is that it is not just a school, but a community of people who care about each other. We feel so blessed to be connected to this amazing group of teachers, administrators, and families that make up WWA! Choosing a school for my children was a very difficult decision. I must say that I made the best decision when I enrolled them in WWA!
—Submitted by a parent
We chose this school because it offered the opportunity to challenge our oldest daughter and have never been let down. We love the staff and feel very blessed to be part of this amazing community.
—Submitted by a parent
WWA is THE school of choice. Not only did the teachers and staff challenge my kids in many different ways, they kept them excited to keep learning and wanting to do more. After 8 years of being at WWA, my kids are both in high school now, both are thriving. and both felt VERY prepared for their high school years. Thank you WWA for giving my kids such a strong foundation on which they can build their education not only in high school, but also in college and beyond!
—Submitted by a parent
My daughter started Kindergarten at this school and has is now in the 5th grade. My son is in the 1st grade. I can't express how much I love this school. The teachers and staff, including the principal have done a fabulous job teaching my kids. Last year we had a family emergency that impacted my children. The school support and the help my kids went way beyond my expectations. This school never stops amazing me. I am a PROUD WWA parent!
—Submitted by a parent
We choose WWA to provide our children, in our opinion, a better education. We moved my oldest from a different school to begin 3rd grade here and started our kindergartner in the full day session. After 1 month of school my 8-yr-old thanked us for moving him to WWA. This school is everything is says in it s mission statement. The teachers are outstanding, immediate, and caring. Never have I had so much involvement and instant attention to my or my child s issues. Especially for transferring/new students I couldn t believe the extra time they gave my son to get him up to speed on a few educational issues. As parents we make a lot of tough decisions. My husband and I worried a lot about moving our kids to a new school. Our kids are happy, safe, they re getting a good education, and they are in an environment that only wants to see them succeed.
—Submitted by a parent
Just walking through the halls your know this school does it right. The kids are disciplined and in control. the Teachers are SUPERSTARS! The principal is outgoing and personable. We love this school.
—Submitted by a parent
WWA is an amazing school and it is community within a community. These students are learning so much, not only high academics, but about life as well. When someone in our community needs help, this school rallies around like nothing I have seen before in my life! My kids are so happy there and can't wait to go to school everyday. The expectations are HIGH, which I find hard to believe that parents wouldn't want that for their kids. The middle school is amazing, with electives and an athletic program that no other area schools offer. My family gives their hearts and souls to WWA and would recommend it to anyone. The administration and staff are caring and open. I LOVE WWA!
—Submitted by a parent
This is my 4th year at WWA and I admit my families 1st year was rough in the beginning months. We were ready to change schools!! But after sitting down with the staff and Tim, we are soooo glad we stayed :-) Things have worked out beautifully!!! Now BOTH of my kids are blooming like weeds and I feel they will conquer the world. We love WWA!!!
—Submitted by a parent
My son moved on to high school this year after 8 years at WWA. It was scary going from a small charter school to a big public high school, but I'm so glad we decided to leave him at WWA for middle school. Compared to his peers at high school, he said he feels much better prepared because of everything they do at WWA to teach the kids organization, study skills, report writing, etc.. The "9th Grade Done Right" program at WWA really works -- thanks WWA!
—Submitted by a parent
My son had a horrible experience at another school, and we were on the waitlist fir WWA, luckily they called us and my son got in for 1st grade. For the last 7 years, this school has gone above and beyond for him and other students! Having such a horrible experience with the other publuc school, I wasn't expecting all the love and support they showed my son to help him love school again. He's now in 7th grade and he'll continue through 8th grade at WWA. As soon as my dauhgter turns 5 she'll attend their as weell. Id reccomend this school to anyone that'll listen!
—Submitted by a parent
It has sadden me what this school has become. We have taken our children out as well, it was so unfortunate that our children had to go through the worst scool year ever! Lack of comunication with facuilty, Principal & AP with major issues, seemed not to matter. We had no response from facuilty; no return phone calls, letters,etc. However we do commend the front office for being so supportive & understanding! My children are alot happier now at their new school!
—Submitted by a parent
I was very surprised to read that other parents were encouraged to move their students to another school. We too were tactfully suggested to look at area public schools. Most children who are slower paced are not given "academic accommodations". We are choosing to remain with the school and hope that WWA will help meet the needs of our student.
—Submitted by a parent
Very saddened to have to leave this school after 5 years of attendancde. This school has progressively gotten worse and the children have progressively had to pay for the teachers and administrative lack of caring about the children. It is all about the numbers to them, they are over ratio in their classrooms and they just do not seem to care anymore. It is so sad because this school could have been a great one! we will be attending another school next year.
—Submitted by a parent
WWA has exceeded all my expectations this year. Both my kids attend WWA and have serious issues that require significant classroom and academic accommodations. WWA bent over backwards to ensure my children's success this year, and that has been the case with WWA for the 8 years we've been there. I have heard horror stories from other parents in my situation who have their kids in "regular" schools and I'm always proud to report the exemplary experience we've had at WWA. If WWA can provide a successfully enriching and academically appropriate environment for my children -- one with cancer and one with a brain injury -- I have to believe they are up to the task for most any family.
—Submitted by a parent
This year has proven to be very disheartening. Last year I was assured that my child's needs would be met. I was quite impressed with the staff and my child's progress. This year the care and concern were nonexistent. I had to explain to my child that the friends and environment that had become familiar for the past two years were going to have to be left behind. Woodrow brags on their website about outperforming students from area schools. It becomes apparent that this is accomplished by thinning the herd and students who move at a slower pace are advised to seek their educational needs elsewhere.
—Submitted by a parent
WWA encouraged my child to leave the school and go to another one. My child has behavior issues because of the challenges of special needs. Rather than handling the situation and working with my child's special needs, they encouraged us to leave. After talking to a couple of other parents, two other families in my child's class were also encouraged to leave. To me, this is a problem with the teachers and staff, not the children!
—Submitted by a parent
We love WWA! The principal Mr. Matlick is soo amazing! He cares so much about his students and the families that go there. We have 3 kids there and we have been so impressed with the way he has handled so many different situations. He is very hands on and a great communicator to the parents, both with the whole school and on an individual basis with the families. The teachers are fabulous and we have really enjoyed the creative way they teach and encourage our kids to learn. The teachers are very reachable and quick to respond when I have a question or concern about my children.
—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.
53 students were tested at this school in 2012.
2012
The state average for Reading was 74% in 2012.
53 students were tested at this school in 2012.
2012
The state average for Writing was 52% in 2012.
53 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.
55 students were tested at this school in 2012.
2012
55 students were tested at this school in 2012.
2012
The state average for Writing was 49% in 2012.
55 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.
56 students were tested at this school in 2012.
2012
The state average for Reading was 69% in 2012.
56 students were tested at this school in 2012.
2012
The state average for Science was 49% in 2012.
56 students were tested at this school in 2012.
2012
The state average for Writing was 58% in 2012.
56 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.
50 students were tested at this school in 2012.
2012
The state average for Reading was 73% in 2012.
50 students were tested at this school in 2012.
2012
The state average for Writing was 56% 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
The state average for Math was 53% in 2012.
46 students were tested at this school in 2012.
2012
The state average for Reading was 68% in 2012.
46 students were tested at this school in 2012.
2012
The state average for Writing was 62% in 2012.
46 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.
44 students were tested at this school in 2012.
2012
The state average for Reading was 67% in 2012.
44 students were tested at this school in 2012.
2012
The state average for Science was 49% in 2012.
44 students were tested at this school in 2012.
2012
The state average for Writing was 55% in 2012.
44 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 | 87% |
| Male | 91% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 93% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 89% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 89% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 92% |
| All Students | 89% |
| Female | 97% |
| Male | 77% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 89% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 89% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 89% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 88% |
| All Students | 76% |
| Female | 81% |
| Male | 68% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 80% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 76% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 77% |
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 | 87% |
| Female | 82% |
| Male | 95% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 89% |
| Free lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 87% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 88% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 87% |
| All Students | 64% |
| Female | 74% |
| Male | 48% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 66% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 64% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 67% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 64% |
| All Students | 55% |
| Female | 68% |
| Male | 33% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 55% |
| Free lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 59% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 55% |
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 | 95% |
| Female | 93% |
| Male | 97% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 98% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 95% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 94% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 96% |
| All Students | 91% |
| Female | 96% |
| Male | 86% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 96% |
| 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 | 91% |
| All Students | 70% |
| Female | 74% |
| Male | 66% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 77% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 70% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 70% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 72% |
| All Students | 75% |
| Female | 74% |
| Male | 76% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White (not Hispanic) | 80% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 76% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 76% |
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 | 76% |
| Male | 82% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 80% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 78% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 80% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 78% |
| All Students | 82% |
| Female | 79% |
| Male | 88% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 82% |
| 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 | 82% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 82% |
| All Students | 60% |
| Female | 64% |
| Male | 53% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 59% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 64% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 59% |
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 | n/a |
| Male | 71% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 84% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 78% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 76% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 80% |
| All Students | 80% |
| Female | n/a |
| Male | 74% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 87% |
| 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 | 81% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 82% |
| All Students | 72% |
| Female | n/a |
| Male | 61% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 76% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 69% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 73% |
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 | 68% |
| Female | 72% |
| Male | 65% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 71% |
| 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 | 67% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 68% |
| All Students | 75% |
| Female | 94% |
| Male | 62% |
| 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 | 75% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 77% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 76% |
| All Students | 43% |
| Female | 56% |
| Male | 35% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 56% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 43% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 44% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 46% |
| All Students | 66% |
| Female | 89% |
| Male | 50% |
| Black (not Hispanic) | n/a |
| Hispanic | n/a |
| White (not Hispanic) | 74% |
| Free lunch eligible | n/a |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 67% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 66% |
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
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All students
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Male
All students
White (not Hispanic)
All students
Not eligible for free/reduced price lunch
Students without disabilities
Language proficiency status - not applicable
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 84% | 61% | ||
| Hispanic | 11% | 28% | ||
| Asian/Pacific Islander | 3% | 4% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Black | 1% | 6% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 9% | N/A | 35% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 17 |
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8300 West 94th Ave
Westminster,
CO 80021
Website: Click here
Phone: (303) 982-3694
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