The top reported proficiency rate is 56% in English language arts. The lowest is 44% in Science.
Original Research by School Decision on Goddard Middle School
Goddard Middle School serves students in sixth through eighth grades as a regular public school within Littleton School District No. 6, located in the city of Littleton, Colorado. Littleton functions as the county seat of Arapahoe County and as a Denver suburb, with a historic downtown, light rail access, and a mix of residential neighborhoods and commercial corridors. The community is fully part of the Denver metropolitan area, and its housing market reflects that position: home values and rents are well above national averages, and the cost of living is elevated relative to many parts of the state. About two-fifths of the school’s students qualify for free or reduced-price lunch, a share that points to a moderate level of economic diversity.
On state assessments administered in the 2024-25 school year, Goddard’s students posted results that place the school among the stronger-performing middle schools in Arapahoe County. The school’s overall proficiency rate across tested subjects, when compared with other districts in the county, sits in the top quartile. In English language arts, roughly half the tested students met or exceeded the state’s proficiency standard, while in math the share was a bit lower, and in eighth-grade science the rate was similar to math. These are solid figures for a suburban middle school, though they also mean that a sizable minority of students are not reaching the proficiency bar in each subject. A parent considering Goddard would want to understand how the school supports students who are below that level, especially in math, where the gap is largest.
The school’s enrollment of several hundred students is split fairly evenly across the three middle grades. The student body is predominantly white, with a substantial Hispanic presence and smaller numbers of students who identify with two or more races, Asian, Black, or American Indian. Data on students with disabilities and English learners were not reported in the available information, so it is not possible to assess how the school serves those populations or what share of the student body they represent. Participation rates on the state tests were above nine-tenths for math and English, and above eight-tenths for science, which means the results reflect nearly all enrolled students rather than a self-selected group.
The school does not appear to have a magnet or charter designation, and no Title I status was reported. There is no information in the data about course offerings, extracurricular programs, discipline rates, chronic absenteeism, or staffing ratios. A family looking for specific program pathways—such as advanced coursework, arts, or career and technical education—would need to contact the school directly. The district, Littleton 6, operates several other middle and high schools in the area, so a family may also want to compare Goddard’s academic profile with those of nearby schools.
Goddard’s position in the county-wide comparison is a clear strength: among the set of Arapahoe County districts that had test data, its overall proficiency index was near the top. That places it well above the median for the county, which is a meaningful signal of academic performance relative to local peers. The school’s results suggest a student body that, on average, is achieving at a level above many others in the region, though not at the very highest tier found in some parts of the Denver metro area.
For a family deciding where to live or enroll, Goddard Middle School represents a suburban public school with above-average test outcomes in a community that is itself an established, amenity-rich suburb. The school’s moderate size and balanced grade distribution are typical for a Colorado middle school. The economic context of the neighborhood—with home prices that are high by national standards but typical for this part of the Denver area—means that the school’s student population reflects the surrounding housing market, including both families in single-family homes and those renting. The absence of certain data points, especially around special populations and school climate, is a gap that a prospective parent would want to fill with a visit and conversation with school staff.
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