The top reported proficiency rate is 46% in English language arts. The lowest is 15% in Math.
Original Research by School Decision on Denver Center for International Studies
Denver Center for International Studies is a regular public school serving grades six through twelve as part of Denver Public Schools. It is located in Denver, a major consolidated city-county and the state capital that functions as the central commercial, industrial, and transportation hub for the Rocky Mountain region. The school sits near downtown, in a city whose economy spans telecommunications, aerospace, software, financial services, health care, and tourism, and which hosts the headquarters of multiple major firms alongside a large university presence.
The school’s enrollment is relatively small for a combined middle and high school. The student body is demographically diverse: the largest share of students identify as Hispanic, with smaller shares identifying as White, two or more races, Asian, Black, and American Indian or Alaska Native. A substantial share of students qualify for free or reduced-price lunch. Data on the share of students with Individualized Education Programs and the share classified as English learners was not available in the source data, so this narrative cannot characterize those populations here; a parent with specific needs in these areas may wish to ask the school directly.
On state assessments administered in the 2024-2025 school year, student performance across tested subjects and grade levels placed the school below the midpoint among its county’s districts in overall proficiency. In English language arts, roughly half of students met or exceeded the state’s proficiency standard. In mathematics, a smaller share scored at that level. In science at the eighth-grade level, the proficiency rate was lower still. These results point to an academic environment where many students are working below grade-level benchmarks, particularly in math and science. A parent considering this school should be aware of these attainment levels and may want to inquire about the specific supports the school offers for students who need to build foundational skills.
The school did not have a reported four-year graduation rate in the available data, which may reflect its structure as a combined middle and high school where a full cohort has not yet cycled through, or it may simply be absent from the source. No chronic absenteeism data was reported either. These gaps mean a parent cannot easily compare the school’s persistence and completion outcomes against others in the county using these metrics.
Denver Public Schools itself has been active in recent years with notable district-wide changes. Voters approved a large bond measure in 2024, the largest in district history, funding facility improvements, safety upgrades, technology, and new school construction. In 2022, a mill levy override passed to increase teacher pay and expand mental health resources in schools. The district also implemented a new literacy curriculum aligned with the science of reading beginning in the 2023-2024 school year, and launched a unified enrollment system for school choice starting in the 2024-2025 school year. These initiatives affect every school in the district, including this one, but how they specifically play out at Denver Center for International Studies is not detailed in the available data.
Housing in the school’s zip code is priced roughly in line with Colorado’s statewide benchmark, and rents are similarly positioned. The city of Denver has experienced sustained population growth over many decades, though the most recent year-over-year change in local home values shows a modest decline. The city’s downtown core offers dense civic and cultural institutions, extensive parks, and a walkable grid, while residential neighborhoods extend into the foothills and high plains.
This school fits a family looking for a relatively small, urban 6-12 program within a large district. The student body is diverse and predominantly from families with lower household incomes. The academic performance on state tests suggests that a family should expect a setting where proficiency rates in core subjects are below the county’s midpoint, and where the school may be better positioned to serve students who need additional academic support rather than those already performing well above grade level. The absence of graduation rate and discipline data means a parent may want to ask the school directly for its most recent outcomes and school climate information before making a decision.
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