The top reported proficiency rate is 12% in English language arts. The lowest is 4% in Math.
Original Research by School Decision on Cheltenham Elementary School
Cheltenham Elementary School is a regular public elementary school in Denver, Colorado, serving students from prekindergarten through fifth grade. It is part of the School District No. 1 in the county of Denver and State of C, commonly known as Denver Public Schools. The school sits within the city of Denver, a major consolidated city-county that functions as the commercial, industrial, and transportation hub of the Rocky Mountain West.
State assessment results from the Colorado Measures of Academic Success provide a central picture of academic performance at Cheltenham. The share of students scoring proficient or above in math, English language arts, and science is modest, and the school’s overall proficiency index across tested subjects and grades places it in the bottom quartile relative to districts in Denver County. A parent considering this school would want to look into the specific supports available for students who are not yet meeting grade-level benchmarks. Participation rates on the assessments were high, suggesting that the results give a reliable read of where the student body stands.
The student population is diverse and predominantly comes from low-income households. A substantial share of students qualify for free or reduced-price lunch. In terms of racial and ethnic composition, the largest group is Hispanic, followed by Black students, with smaller shares of White students, students who identify with two or more races, American Indian or Alaska Native students, Native Hawaiian or other Pacific Islander students, and Asian students. Data on the percentage of students receiving special education services or classified as English learners was not available from the source; a parent may wish to ask the school directly about these programs and supports. Because Cheltenham serves only elementary grades, there is no graduation rate to report, and state testing covers only the grade levels that are assessed.
The broader context of Denver Public Schools shapes what families experience. Recent district-wide changes include a literacy curriculum shift to evidence-based reading instruction that began rolling out in the 2023-2024 school year, affecting how all elementary students are taught to read. A new unified enrollment system for school choice was implemented for the 2024-2025 school year, which may change how families apply to Cheltenham and other schools. In November 2024, Denver voters approved a major bond measure for facility improvements, safety upgrades, and technology across the district, and a previous mill levy override in 2022 boosted teacher pay and mental health services. These investments indicate ongoing district attention to infrastructure and staffing, though their direct impact at Cheltenham is not detailed in the available data.
Denver itself is a large urban area with a diverse economy spanning telecommunications, aerospace, finance, health care, tourism, and government. The city has experienced sustained population growth and has a dense downtown core as well as extensive residential neighborhoods. The housing market in the area around the school reflects Denver’s broader trends: home values and rents are moderate relative to national benchmarks, and the area has seen some softening in recent months. The school’s zip code-level figures show typical affordability dynamics for an urban district.
Missing information limits a fuller picture of Cheltenham. No data was provided on discipline, chronic absenteeism, course access, staffing levels, or teacher qualifications. The school’s Title I status was not reported. A parent evaluating this school would benefit from visiting, talking to the principal and teachers, and understanding what academic interventions, enrichment programs, and support services are in place. The school’s website, which was not included in the provided data, would be a logical next step.
Overall, Cheltenham Elementary serves a high-needs student population in a large urban district that is undergoing significant instructional and operational changes. Academic performance on state assessments is an area where the school lags behind its county peers, and families will want to investigate the specific strategies the school uses to accelerate learning and close gaps. The district’s recent investments in literacy and infrastructure may begin to shift the trajectory, but the evidence available does not yet show those effects at this school.
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