Original Research by School Decision on Academy of Las Animas Online School
The Academy of Las Animas Online School is an alternative school serving grades six through twelve, operated by the Las Animas School District No. Re-1. Though the school’s headquarters and address are in Pueblo, the district itself is based in Las Animas, which sits roughly an hour east in Bent County. This is a fully online program, meaning students attend from their own homes rather than a single brick-and-mortar campus. That structure makes it a distinct option for families seeking a flexible, remote learning environment for middle and high school.
The student body is sizable for an online school at the secondary level. Demographically, the school serves a predominantly Hispanic student population, with a much smaller share of white students and very small numbers of Black, American Indian, and multiracial students. The data does not include the share of students who qualify for free or reduced-price lunch, nor does it include counts for students with disabilities or English learners. For a parent trying to understand the level of need or support provided, these are notable gaps; a family should ask the school directly about its programs for these populations.
State testing results are difficult to assess from the available data. Proficiency rates in math and English language arts for grades three through eight were suppressed, and very few students participated in state assessments; the participation rate was roughly a fifth of enrolled students. Average scale scores were reported but fell well below the state’s proficiency threshold. For science at the eighth-grade level, no students were tested, and the rate was suppressed entirely. Because the school is an alternative online program with low assessment participation, the traditional state testing picture is largely absent. A parent should not assume that the lack of reported proficiency reflects on student ability—it is more a reflection that online programs often have low test turnout. But it does mean that comparative academic performance data is not available to weigh here.
The school environment and access data section is thin. There is no information on discipline rates, course access, staffing numbers, or attendance. The civil rights and outcomes section is also empty. For a family choosing an online school, knowing the student-to-teacher ratio, the range of available courses, and the typical attendance patterns would be important. Those details would need to come directly from the school.
Housing context is provided for the broader area. In Pueblo, where the school address is located, home values are modest and well below state and national averages. Rents are also relatively low. The Pueblo economy, once dominated by steel production, has diversified into healthcare, education, and government. Major employers include a large medical center, the state mental health hospital, the local school district, and Colorado State University Pueblo. The city is positioning itself for solar energy development, though that is a newer growth area. For families considering a move to the area, the housing market is affordable by Colorado standards, and the economic base offers stability.
Pueblo itself is a mid-sized city with a historic downtown, a riverwalk, and a strong regional identity tied to the Colorado State Fair and its industrial past. The public school landscape is divided between Pueblo School District 60 and Pueblo County School District 70, but the Academy of Las Animas Online School sits outside those local systems. A student living in Pueblo and enrolled here attends a district based elsewhere, which may affect how transportation, extracurricular participation, and district services are handled. The district brief turned up no recent major changes or initiatives publicly reported for Las Animas School District No. Re-1, so there is little to say about upcoming shifts or new programs at the district level.
This online alternative school fits a specific type of student: one who needs or prefers a remote secondary education, who can work independently, and whose family is comfortable with an arrangement that may not produce the same volume of state testing data as a traditional school. The lack of data on staffing, discipline, chronic absenteeism, and civil rights makes it hard to fully evaluate the school’s daily environment. Families should treat this as a starting point and contact the school directly for specifics on course availability, teacher contact, support services, and graduation requirements.
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