Keystone Reports on Academic Performance and Recovery in Colorado and Denver Public Schools

The Keystone Policy Center has released two comprehensive reports analyzing academic performance trends in Colorado and Denver Public Schools (DPS). These reports provide critical insights into student recovery following the COVID-19 pandemic and highlight ongoing challenges in achieving educational equity and academic proficiency.

The 2024 State Performance Report evaluates academic outcomes across Colorado, revealing that while some progress has been made in closing the gap between current and pre-pandemic proficiency levels, more than half of Colorado students are not meeting grade-level expectations in literacy, and over 60% are not mastering grade-level math. The report underscores the persistent achievement disparities between students from low-income households and their more affluent peers.

The 2024 Denver Public Schools Performance Report focuses on DPS and shows similar recovery trends. Despite slight improvements, only 40% of DPS students are reading at grade level, compared to over half of students statewide. The report also highlights a significant achievement gap, with fewer than one in four low-income students in DPS achieving grade-level proficiency in literacy.

Key Findings:

• Statewide Trends:
  • Literacy and math proficiency rates remain below 2019 levels, with large disparities between low-income and non-low-income students.
  • Middle school students show declining proficiency rates, emphasizing the need for robust interventions at this critical stage.

• DPS Trends:
  • DPS students continue to lag behind state averages, with recovery uneven across demographic groups.
  • Achievement gaps based on income persist, with low-income students in DPS underperforming peers in other districts like Jefferson County.

Both reports call for renewed focus on academic rigor, equity, and accountability. Recommendations include revisiting district performance frameworks, enhancing data transparency, and learning from schools and districts demonstrating strong outcomes.