1. No category

Contents
Contents ......................................................................................................................................................................................................................... 2
Data Note ..................................................................................................................................................................................................................... 10
Introduction ................................................................................................................................................................................................................. 11
Setting the Community Context .................................................................................................................................................................................. 13
Total Population ....................................................................................................................................................................................................... 13
Child Population ....................................................................................................................................................................................................... 17
Child Population by Race/Ethnicity.......................................................................................................................................................................... 20
Ethnicity ............................................................................................................................................................................................................... 20
Children of Color .................................................................................................................................................................................................. 21
Children in Immigrant Families ............................................................................................................................................................................ 22
Family Economics ..................................................................................................................................................................................................... 24
Income ................................................................................................................................................................................................................. 24
Unemployment .................................................................................................................................................................................................... 26
Poverty ................................................................................................................................................................................................................. 28
Single-Parent Families .......................................................................................................................................................................................... 32
Areas of Concentrated Poverty ............................................................................................................................................................................ 34
Public Assistance .................................................................................................................................................................................................. 35
Students in Homeless Families ............................................................................................................................................................................ 36
Educational Attainment of Adults............................................................................................................................................................................ 37
Crime ........................................................................................................................................................................................................................ 40
GOAL 1: Increase the Percentage of Children Who are at a Healthy Weight ............................................................................................................. 45
Overweight and Obese Children .............................................................................................................................................................................. 45
Healthy Start in Life.................................................................................................................................................................................................. 48
Early Prenatal Care ............................................................................................................................................................................................... 48
Women Who Smoked During Pregnancy ............................................................................................................................................................ 50
Births .................................................................................................................................................................................................................... 52
Low Birth Weight Births ....................................................................................................................................................................................... 56
Teen Births ........................................................................................................................................................................................................... 58
Births to Women with less than 12 years Education ........................................................................................................................................... 60
Health Insurance ...................................................................................................................................................................................................... 62
Uninsured Children .............................................................................................................................................................................................. 62
Medicaid .............................................................................................................................................................................................................. 64
Child Health Plan Plus .......................................................................................................................................................................................... 64
Eligible But Not Enrolled in Public Health Insurance ........................................................................................................................................... 64
Immunizations ......................................................................................................................................................................................................... 66
Children with Disabilities ......................................................................................................................................................................................... 68
Supplemental Nutrition Assistance Program ....................................................................................................................................................... 70
Food Deserts ........................................................................................................................................................................................................ 72
Mental Health .......................................................................................................................................................................................................... 74
Teen Suicide ......................................................................................................................................................................................................... 74
Drug and Alcohol Abuse........................................................................................................................................................................................... 75
Marijuana ............................................................................................................................................................................................................. 76
GOAL 2: Increase Access to High Quality Early Childhood Education ......................................................................................................................... 78
Early Childhood ........................................................................................................................................................................................................ 78
Child Care Capacity in Denver .............................................................................................................................................................................. 80
Family, Friend, and Neighbor Child Care ............................................................................................................................................................. 82
Preschool.............................................................................................................................................................................................................. 84
Colorado Preschool Program ............................................................................................................................................................................... 87
Denver Preschool Program .................................................................................................................................................................................. 88
Colorado Child Care Assistance Program ............................................................................................................................................................. 89
Denver Public Schools Early Childhood Education............................................................................................................................................... 90
Head Start ............................................................................................................................................................................................................ 92
GOAL 3: Increase the Number of Students Who Can Read At Grade Level by the End of Their Third Grade Year .................................................... 99
Third Grade Reading ................................................................................................................................................................................................ 99
Denver Public School Students .............................................................................................................................................................................. 102
Student Population ............................................................................................................................................................................................ 102
Languages........................................................................................................................................................................................................... 103
English Language Learners ................................................................................................................................................................................. 103
Free and Reduced-price Lunch Eligibility ........................................................................................................................................................... 104
Full-Day Kindergarten ............................................................................................................................................................................................ 107
Children Reading at Grade Level at the End of Kindergarten ................................................................................................................................ 108
Colorado Student Assessment Program (CSAP) /Transitional Colorado Assessment Program (TCAP) ................................................................ 110
Proficiency by Income ........................................................................................................................................................................................ 111
Achievement Gaps by Race/Ethnicity ................................................................................................................................................................ 114
Achievement Gaps by English Language Proficiency ......................................................................................................................................... 115
GOAL 4: Increase the Number of Students Who Have Access to and Complete a Postsecondary Pathway ........................................................... 117
Graduation Rates ................................................................................................................................................................................................... 117
Dropout Rates ........................................................................................................................................................................................................ 118
Student Conduct in Denver Public Schools ............................................................................................................................................................ 119
Post-Secondary Education ..................................................................................................................................................................................... 121
College Readiness .............................................................................................................................................................................................. 121
College Enrollment ............................................................................................................................................................................................. 122
Remediation Rates ............................................................................................................................................................................................. 122
GOAL 5: Decrease the Number of Disconnected Youth ........................................................................................................................................... 124
Disconnected Youth ............................................................................................................................................................................................... 124
Youth Employment ................................................................................................................................................................................................ 126
Figure 1: Asian Population in Denver .......................................................................................................................................................................... 14
Figure 2: Black Population in Denver .......................................................................................................................................................................... 15
Figure 3: Hispanic Population ..................................................................................................................................................................................... 16
Figure 4: Child Population in Denver by Age Group ................................................................................................................................................... 17
Figure 5: Denver Children under Age 18 ..................................................................................................................................................................... 18
Figure 6: Children under Age Five ............................................................................................................................................................................... 19
Figure 7: Denver's Child Population by Race 2013 ..................................................................................................................................................... 20
Figure 8: Neighborhoods with less than 50 percent Non-Hispanic White Children ................................................................................................... 21
Figure 9: Children in Immigrant Families - Trends ...................................................................................................................................................... 22
Figure 10: Children in Immigrant Families by Region of Origin 2013 ......................................................................................................................... 22
Figure 11: Children in Immigrant Families .................................................................................................................................................................. 23
Figure 12: Median Family (With Child) Income .......................................................................................................................................................... 24
Figure 13: Children Living in Low-Income Families ..................................................................................................................................................... 24
Figure 14: Denver Unemployment Rate ..................................................................................................................................................................... 26
Figure 15: Unemployment by Neighborhood ............................................................................................................................................................. 26
Figure 16: Children Living in Families Where No Parent Has Full-Time, Year-Round Employment ........................................................................... 27
Figure 17: City Ranking of Children Whose Parents Lacked Secure Employment in 2013 ......................................................................................... 27
Figure 18: Child Poverty Trends .................................................................................................................................................................................. 28
Figure 19: City Ranking of Child Poverty ..................................................................................................................................................................... 29
Figure 20: Child Poverty by Race/Ethnicity ................................................................................................................................................................. 29
Figure 21: Children in Poverty ..................................................................................................................................................................................... 30
Figure 22: Children under Age Five in Poverty............................................................................................................................................................ 31
Figure 23: Children Living in Single-Parent Families ................................................................................................................................................... 32
Figure 24: Families in Poverty in Colorado ................................................................................................................................................................. 32
Figure 25: Children in Single-Parent Families by Neighborhood ................................................................................................................................ 33
Figure 26: Areas of Concentrated Poverty .................................................................................................................................................................. 34
Figure 27: Children Living in Households with Supplemental Security Income, Cash Public Assistance Income, or SNAP Benefits ......................... 35
Figure 28: Homeless School-Aged Children in Denver................................................................................................................................................ 36
Figure 29: Educational Attainment of Adults 2013 ..................................................................................................................................................... 37
Figure 30: Adults in the Community without a High School Diploma ........................................................................................................................ 39
Figure 31: Overall Crime Rate per 1,000 People 2014 ................................................................................................................................................ 41
Figure 32: Violent Crime Rate ..................................................................................................................................................................................... 42
Figure 33:
Figure 34:
Figure 35:
Figure 36:
Figure 37:
Figure 38:
Figure 39:
Figure 40:
Figure 41:
Figure 42:
Figure 43:
Figure 44:
Figure 45:
Figure 46:
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Figure 48:
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Figure 50:
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Figure 54:
Figure 55:
Figure 56:
Figure 57:
Figure 58:
Figure 59:
Figure 60:
Figure 61:
Figure 62:
Figure 63:
Figure 64:
Domestic Violence in Denver ..................................................................................................................................................................... 43
DPS Students at an Unhealthy Weight....................................................................................................................................................... 45
DPS Students with Excessive Weight by Gender and Age ......................................................................................................................... 46
Students Overweight or Obese by Race/Ethnicity ..................................................................................................................................... 46
Students at an Excessive Weight ............................................................................................................................................................... 47
Women Receiving Early Prenatal Care Trends ........................................................................................................................................... 48
Map of Women Receiving Early Prenatal Care .......................................................................................................................................... 49
Denver Women Who Smoked During Pregnancy ...................................................................................................................................... 50
Map of Women Who Smoked While Pregnant.......................................................................................................................................... 51
Number of Births in Denver ....................................................................................................................................................................... 52
Denver Births by Race/Ethnicity 2013 ....................................................................................................................................................... 52
Denver Birth Rates by Race/Ethnicity ........................................................................................................................................................ 53
Number of Births by Neighborhood........................................................................................................................................................... 54
Low Birth Weight Trends by Race/Ethnicity .............................................................................................................................................. 56
Low Birth Weight Babies ............................................................................................................................................................................ 57
Teen Birth Rate Trends by Race/Ethnicity ................................................................................................................................................. 58
Map of Teen Births by Denver Neighborhood ........................................................................................................................................... 59
Births to Women with less than 12 years Education by Race/Ethnicity .................................................................................................... 60
Map of Births to Women with less than 12 years Education .................................................................................................................... 61
Uninsured Children .................................................................................................................................................................................... 62
Uninsured Population ................................................................................................................................................................................ 63
Children Eligible but not Enrolled in CHP+ or Medicaid............................................................................................................................. 64
Immunization Exemption Rates ................................................................................................................................................................. 67
Denver Children under Age 18 Receiving SNAP Benefits........................................................................................................................... 70
People Receiving SNAP Benefits ................................................................................................................................................................ 71
Underserved Grocery Retail Areas in Denver ............................................................................................................................................ 73
High School Students who Considered Suicide in the past 12 Months ..................................................................................................... 74
High School Students who Attempted Suicide in the past 12 Months ...................................................................................................... 74
Drug Violations at Denver Schools ............................................................................................................................................................. 75
Marijuana Juvenile Arrests 2014................................................................................................................................................................ 76
Licensed Child Care in Denver .................................................................................................................................................................... 79
Family, Friend, and Neighbor Child Care Analysis...................................................................................................................................... 83
Figure 65: Denver Three- and Four-Year-Old Children in Preschool........................................................................................................................... 84
Figure 66: Children Enrolled in Preschool ................................................................................................................................................................... 85
Figure 67: City Ranking of Three- and Four-Year-Old Children Attending Preschool 2013 ........................................................................................ 86
Figure 68: CPP Slot Allocations ................................................................................................................................................................................... 87
Figure 69: CSAP Reading Proficiency: Early Childhood CPP Cohort Fall 1996............................................................................................................ 87
Figure 70: Number of Children Enrolled in DPS Preschool Programs ......................................................................................................................... 90
Figure 71: DPS Preschool Enrollment by School ......................................................................................................................................................... 91
Figure 72: Early Head Start and Head Start Program Enrollment vs. Estimated Need in Denver .............................................................................. 92
Figure 73: DGKHS All Children Meeting and Exceeding Widely Held Expectations in ALL Checkpoint Periods 2013-2014 ....................................... 94
Figure 74: DGKHS Children with an IEP Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014 ..................................... 94
Figure 75: DGKHS Language other than English Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014........................ 95
Figure 76: DGKHS Female Children Meeting or Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014 .............................................. 95
Figure 77: DGKHS Male Children Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014 ............................................... 96
Figure 78: Third Grade Students Scoring Proficient or Above (CSAP/TCAP) .............................................................................................................. 99
Figure 79: Third Grade Students Proficient in Reading by Race/Ethnicity 2014....................................................................................................... 100
Figure 80: Third Graders Not Proficient in Reading .................................................................................................................................................. 101
Figure 81: DPS Student Population ........................................................................................................................................................................... 102
Figure 82: Percentage of English Language Learners in DPS .................................................................................................................................... 103
Figure 83: Trends in Free and Reduced-Price Lunch in Denver ................................................................................................................................ 104
Figure 84: Students Eligible for Free or Reduced-Price Lunch .................................................................................................................................. 105
Figure 85: Full-Day Kindergarten Enrollment in Denver ........................................................................................................................................... 107
Figure 86: Trends in Full-Day Kindergarten Participation and Reading Assessment Scores ..................................................................................... 108
Figure 87: Kindergarteners Not Ready for Reading at the End of Their Kindergarten Year ..................................................................................... 109
Figure 88: TCAP Performance in DPS ........................................................................................................................................................................ 110
Figure 89: TCAP Percent Students Proficient and Above 2014 ................................................................................................................................. 110
Figure 90: DPS Students Proficient and Above on the Reading CSAP/TCAP ............................................................................................................. 111
Figure 91: DPS Students Proficient and Above Math CSAP/TCAP ............................................................................................................................ 111
Figure 92: Students Proficient in Reading 2014 ........................................................................................................................................................ 112
Figure 93: Students Proficient in Math 2014 ............................................................................................................................................................ 113
Figure 94: DPS Students Proficient and Above on Reading CSAP/TCAP by Race/Ethnicity ...................................................................................... 114
Figure 95: DPS Students Proficient and Above on Math CSAP/TCAP by Race/Ethnicity .......................................................................................... 114
Figure 96: DPS English Language Learners and English Proficient on Reading CSAP/TCAP...................................................................................... 115
Figure 97: DPS English Language Learners and English Proficient on Math CSAP/TCAP .......................................................................................... 115
Figure 98: DPS On-Time (Four-Year) High School Graduation Rates by Race/Ethnicity and Gender 2013-2014 ..................................................... 117
Figure 99: On-Time (Four-Year) Graduation Rates in DPS and Colorado ................................................................................................................. 117
Figure 100: Colorado and DPS Dropout Rates .......................................................................................................................................................... 118
Figure 101: DPS Dropout Rates by Race/Ethnicity and Gender 2013 ....................................................................................................................... 119
Figure 102: Student Violations of the Code of Conduct in Schools .......................................................................................................................... 119
Figure 103: Suspensions and Expulsions in Denver Public Schools .......................................................................................................................... 119
Figure 104: Dropout Rate by Neighborhood............................................................................................................................................................. 120
Figure 105: ACT Scores .............................................................................................................................................................................................. 121
Figure 106: Postsecondary Enrollment ..................................................................................................................................................................... 122
Figure 107: Remediation Rates ................................................................................................................................................................................. 122
Figure 108: Youth Ages 16 - 19 Not in School and Not Working ............................................................................................................................... 124
Figure 109: Key Indicators for Youth Disconnection ................................................................................................................................................. 125
Figure 110: City Ranking of Disconnected Youth ...................................................................................................................................................... 126
Figure 111: Youth in the Labor Force who are Unemployed (ages 16-21) ............................................................................................................... 126
Figure 112: Map of Youth (in the Labor Force) who are Unemployed (Ages 16-24) ................................................................................................ 127
Table 1:
Table 2:
Table 3:
Table 4:
Population Characteristics for Denver, Colorado and the United States, 2013 ............................................................................................ 13
2015 Denver's Child Population by Single Age .............................................................................................................................................. 17
DPS Student Population by Race/Ethnicity ................................................................................................................................................. 102
ACT Benchmarks with DPS District ACT Scores ........................................................................................................................................... 121
Data Note
The most complete census of the United States population is conducted once every 10 years. The data collected from Census 2010 provides the
best count of the population currently available for the country, states, and counties. The American Community Survey provides estimates of
yearly population changes along with additional social, demographic, and economic data. These data sets, however, are estimates based on a
sample of the population and are not as robust as the basic population data collected during the decennial census.
Census tracts are statistical areas defined by the U.S. Census Bureau and generally have a population between 1,200 and 8,000 people with the
optimal size of 4,000 people. They are continuous areas that vary in size based on population density. Census tracts are frequently used
throughout this document as the statistical unit from which demographic data is aggregated and displayed within Denver neighborhoods.
Census tract data is only available in five-year estimates from the U.S. Census and is significantly less accurate than estimates for larger
population areas.
Neighborhood data (aggregated from census tracts) is available using five-year averages of the data and contain errors. Caution should be used
when interpreting the results in any detail. The data and maps provided in this document are meant to give a general impression of variation by
neighborhood and not exact counts of people.
The data used in this report are the most current from the best available sources and include the U.S. Census Bureau, the Colorado Department
of Public Health and Environment, and other reliable publications and resources. Data describing the same phenomena may differ due to the
source, method of collection, time period, aggregations, or margin of error. All sources used in the document are clearly cited.
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Introduction
Many factors influence a child’s chances for success. Differences in school quality, the presence of positive adult role models, neighborhood
safety, and access to parks, libraries, recreation centers, community centers, healthy foods, quality early care and education experiences all have
varying impact on child outcomes. Research clearly shows that it is easier for some children to overcome obstacles throughout their
development when those obstacles are not cumulative and persistent. Children who live in low-income or chronically disadvantaged
neighborhoods often experience significantly lower outcomes in health, early childhood education, education, and post-secondary success than
their more affluent peers. To mitigate the impact of disadvantage on children, the City of Denver has established five goals to ensure all
Denver’s children are prepared to succeed. These include:





Increasing the number of children who have access to high quality early childhood experiences;
Increasing the number of Denver third grade students who can read at grade level;
Decreasing the number of disconnected youth;
Increasing the number of students who have access to and complete a post-secondary pathway and obtain a job; and
Increase the percentage of children who are at a healthy weight.
Together, these goals address important childhood issues throughout all stages of a child’s development. To understand the complexity and
distribution of factors related to the outcome of these goals, a foundational set of data indicators at the neighborhood level are provided in this
document. The Status of Denver’s Children 2015; A Community Resource provides in-depth information on how Denver kids and their families
are faring using a variety of indicators – looking at the actual numbers as well as the places with high or low concentrations of particular factors.
This resource is intended to be used to inform programs, services, and investments in children and youth as they relate to the city’s five goals for
children.
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Setting the Community Context
In order to formulate solutions to some of the complex challenges facing Denver’s children and understand where opportunity is abundant in
Denver, it’s necessary to supply basic demographic information on children and their families. Factors by neighborhood, such as family income,
race or ethnicity, age of children, the number and location of children in immigrant families, unemployment rates, family composition, areas of
concentrated poverty, and homelessness, provide valuable information useful in understanding need and opportunity in Denver. Data in this
section include total population statistics, data on family economics, educational attainment of the adults, and crime as well as the distribution
of people by race and ethnicity. Describing the context of the communities in which children live goes a long way to establishing effective and
efficient policies and recommendations to ensure that every Denver child has the best opportunity to succeed.
Total Population
In 2013, the total population of Denver County was estimated at 649,500 people. Hispanics, representing the largest ethnic group in Colorado,
comprised 31 percent of the total county population (Table 1).1
Table 1: Population Characteristics for Denver, Colorado and the United States, 2013
Total Population
Hispanic or Latino (of any race)
Non-Hispanic White
Non-Hispanic Black
Non-Hispanic American Indian
Non-Hispanic Asian
Non-Hispanic Pacific Islander
Non-Hispanic Other Race
Non-Hispanic Two or More Races
Denver
Number
649,495
200,805
345,953
60,901
3,221
20,464
278
1,170
16,703
Percent
100%
31%
53%
9%
.5%
3%
0%
0.2%
3%
Colorado
Number
5,268,367
1,108,425
43,643,026
197,241
25,441
147,767
6,619
11,244
128,604
Percent
100%
21%
69%
4%
.5%
3%
0.1%
0.1%
2%
United States
Number
316,128,839
53,986,412
197,392,411
38,807,755
2,059,457
15,841,339
482,428
641,423
6,917,614
Percent
100%
17%
62%
12%
1%
5%
0.2%
0.2%
2%
The maps in Figures 1 through 3 illustrate the distribution of the Asian, Black, and Hispanic populations in Denver by census tract.2
1
U.S. Census Bureau. (2013). ACS Demographic and Housing Estimates Table DP05. Retrieved September 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_DP05&prodType=table.
2
U.S. Census Bureau. (2009-2013). ACS Demographic and Housing Estimates Table DP05. Retrieved December 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_DP05&prodType=table.
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Figure 1: Asian Population in Denver
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Figure 2: Black Population in Denver
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Figure 3: Hispanic Population
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Child Population
The Colorado State Demography Office estimates that approximately 150,200 children age 17 and younger (48,000 age four and younger and
102,200 school-aged children) are living in Denver in 2015 (Figure 4). Single-age estimates are provided in Table 2.3 The percentage of children
age 17 and younger is illustrated in the map in Figure 5.4
Figure 4: Child Population in Denver by Age Group
200,000
150,000
100,000
92,300
95,614
98,945
102,208
77,337
78,248
80,079
82,121
84,227
86,257
89,257
44,691
44,839
45,005
44,869
44,660
44,060
45,642
46,367
46,948
47,434
47,993
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
5 to 17
0 to 4
50,000
-
Table 2: 2015 Denver's Child Population by Single Age
Age
0
1
2
3
4
3
Population
9,943
9,714
9,323
9,287
9,726
Age
5
6
7
8
9
Population Age Population Age Population
9,188
10
8,042
15
7,072
9,073
11
7,720
16
6,804
8,812
12
7,582
17
6,605
8,544
13
7,342
18
6,576
8,156
14
7,268
19
6,894
Colorado Department of Local Affairs. (2014). State Demography Office. Retrieved December 8 2014, from Population by Age and Gender Forecasts:
https://dola.colorado.gov/demog_webapps/pag_parameters.jsf.
4
U.S. Census Bureau. (2008-2012). Population Under 18 Years by Age: Table B09001. Retrieved December 2013, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_B09001&prodType=table.
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Figure 5: Denver Children under Age 18
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Figure 6: Children under Age Five
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Child Population by Race/Ethnicity
Race
Data from the U.S. Census Bureau indicate that Colorado, and Denver specifically, are
undergoing significant demographic changes. Denver’s population is becoming
increasingly diverse, with children of color making up a growing portion of
children age 17 and younger.
Hispanic origin is not considered a race, but an ethnicity. Hispanic children can
be counted in any racial category. White children make up 71 percent of
Denver’s child population, followed by 14 percent of two or more races or
other categories. Black children make up 12 percent, Asian, three percent, and
American Indian, one percent (Figure 7).5
Figure 7: Denver's Child Population by Race 2013
Asian, 3%
American
Indian,
1%
Other, 14%
Black, 12%
Ethnicity
In Denver 32 percent of children age 17 and younger were categorized as nonHispanic White in 2013. Forty-nine percent were reported to be of Hispanic origin of any race.6
5
U.S. Census Bureau. (2013). Children's Characteristics Table S0901. Retrieved September 2014, from American Community Survey 1-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_S0901&prodType=table.
6
Ibid.
White, 71%
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Children of Color
Figure 8: Neighborhoods with less than 50 percent Non-Hispanic White Children
Denver is made up of a majority of children who
reported race/ethnicity other than non-Hispanic
White. In other words, children of color, mixed
race/ethnicity, and others made up 68 percent
(92,000) of the total child population in Denver
in 2013.7 The map highlights the 45 Denver
neighborhoods where children of color make up
the majority of the child population (Figure 8).8
7
U.S. Census Bureau. (2013). Sex by Age Tables B01001, B01001H, Retrieved September 2014, from American Community Survey 1-Year Estimates.
U.S. Census Bureau. (2008-2012). Sex by Age Tables B01001H, Retrieved December2013, from American Community Survey 5-Year Estimates.
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_B01001H&prodType=table.
8
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Children in Immigrant Families
Children in immigrant families are defined as children age 17 and younger who are either foreign-born or who have at least one foreign-born
parent, regardless of citizenship status or year of arrival in the United States. In 2013, 40 percent (52,000) of Denver’s children were living in
immigrant families (Figure 9).9 Most of the children in immigrant families in Denver and in Colorado originate from Latin America (Figure 10).10
Data from the U.S. Census Bureau indicate the majority of children in immigrant families (82 percent) are U.S. citizens and only five percent of
their parents have been in the country less than five years. 11 The distribution of children in immigrant families varies across Denver
neighborhoods (Figure 11).12
Figure 9: Children in Immigrant Families - Trends
Denver
Figure 10: Children in Immigrant Families by Region of Origin 2013
Colorado
Colorado
60%
40%
40%
20%
23%
Denver
100%
80%
66%
74%
60%
0%
2007
2008
2009
2010
2011
2012
2013
40%
20%
8% 4%
16%
8%
6% 10%
0%
Latin America
9
Europe
Asia
Africa
U.S. Census Bureau. (2007-2013). Age and Nativity of Own Children Under 18 Years in Families and Subfamilies by Number and Nativity of Parents Table B05009. Retrieved
September 2014, from American Community Survey.
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_B05009&prodType=table.
10
The Annie E. Casey Foundation. (2013). Children in Immigrant Families and Children in Immigrant Families by Region of Origin. Retrieved January 2015, from Kids Count Data
Center: http://datacenter.kidscount.org.
11
The Annie E. Casey Foundation. (2013). Children in Immigrant Families who are U.S. Citizens. Retrieved January 2015, from Kids Count Data Center:
http://datacenter.kidscount.org.
12
U.S. Census Bureau. (2009-2013). Age and Nativity of Own Children Under 18 Years in Familiesand Subfamilies by Number and Nativity of Parents Table B05009. Retrieved
January 2015, from American Community Survey: 2009-2013 5-Year Estimates:
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_B05009&prodType=table.
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Figure 11: Children in Immigrant Families
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Family Economics
Figure 12: Median Family (With Child) Income
$80,000
Income
In 2013, the median family (with child) income in Denver was $50,534.
This is nearly $18,000 lower than the state median income of $68,119
and lower than the United States median income of $60,654 (Figure
12).13
Children growing up in families with higher incomes often have more
resources devoted to books, computers, high-quality child care, camps,
and cultural experiences to enrich their learning. These opportunities to
participate in a variety of positive activities can lead to improved school
readiness when entering kindergarten and consequently higher reading
skills in later years.14
$70,000
$60,000
$63,807
$68,119
$60,654
$58,686
$50,534
$50,000
$40,000
$43,748
$30,000
Colorado
$20,000
United States
$10,000
Denver
$2007 2008 2009 2010 2011 2012 2013
Figure 13: Children Living in Low-Income Families
Denver
Low-Income Families
Many working families in Denver struggle to make ends meet. An estimated
74,000 children, or 55 percent, of Denver’s children live in families with
incomes below 200 percent the federal poverty level (FPL), or less than
$47,700 annual income for a family of four (Figure 13).15
Colorado
80%
60%
57%
55%
40%
20%
38%
36%
0%
2006
13
2007
2008
2009
2010
2011
2012
2013
U.S. Census Bureau. (2007-2013). Median Family Income in the Past 12 Months by Presence of Own Children Under 18 Years. Table B19125. Last retrieved September 2014,
from American Community Survey: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_B19125&prodType=table.
14
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
15
The Annie E. Casey Foundation. (2006-2013). Children Below 200% Poverty. Retrieved September 2014, from Kids Count Data Center: http://datacenter.kidscount.org.
25 | P a g e
26 | P a g e
Unemployment
In many ways, labor markets and job stability determine the resources
that parents have available to spend to care for their children. In
addition, job related stress, job loss, and financial insecurity can
negatively impact the entire household. These external factors related
to the labor force may affect children’s development.16 In Denver the
unemployment rate has dropped significantly since the height of the
Great Recession. The unemployment rate was 4.1 percent in
November 2014 with 14,000 people estimated to be unemployed
(Figure 14).17
Figure 14: Denver Unemployment Rate
Unemployment Rate
12.0
10.8
10.0
8.0
7.8
6.0
4.0
4.1
2.0
0.0
Five-year estimates of unemployment rates illustrate the variation in
employment by neighborhood (Figure 15).18
16
Figure 15: Unemployment by Neighborhood
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
United States Department of Labor. (2004-November 2014). Databases, Local Area Unemployment Statistics. Retrieved January 2015, from Bureau of Labor Statistics:
http://data.bls.gov/pdq/SurveyOutputServlet;jsessionid=88D3E61698D0472891188A7863EAEEC7.tc_instance4.
18
U.S. Census Bureau. (2009-2013). Selected Economic Characteristics Table DP03. Last retrieved December 2014, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_DP03&prodType=table.
17
27 | P a g e
The Annie E. Casey Foundation uses the percentage of children living in families where no parent has full-time, year-round employment as one
measure of family economic security.19 When only one parent is employed full-time, children are more likely to live in poverty. Many families
piece together part-time employment to make ends meet.
Furthermore, without a good education and relevant job skills, it is difficult for
parents to earn a living wage to support their families. In 2013, 34 percent
(46,000) of Denver children lived in families where no parent had full-time, year
round employment (Figure 16). Compared to other cities with populations
between 500,000 and 1,000,000, Denver ranks in the middle (Figure 17).20
Figure 16: Children Living in Families Where No Parent Has Full-Time, Year-Round Employment
Colorado
Denver
100%
80%
60%
40%
34%
20%
27%
0%
2008
2009
2010
2011
2012
2013
Fort Worth
Seattle
San Francisco
Oklahoma City
San Jose
El Paso
Austin
United States
Charlotte
Alburquerque
Louisville
Denver
Portland
Jacksonville
Nashville
Las Vegas
Indianapolis
Tucson
District of Columbia
Columbus
Boston
Milwaukee
Memphis
Fresno
Baltimore
Detroit
27%
28%
29%
29%
30%
30%
30%
31%
32%
32%
33%
34%
37%
37%
38%
38%
38%
39%
42%
42%
46%
47%
47%
48%
49%
0%
20%
40%
60%
64%
80%
Figure 17: City Ranking of Children Whose Parents Lacked Secure Employment
in 2013
19
The Annie E. Casey Foundation. (2014). 2014 Data Book: State Trends in Child Well-Being. www.aecf.org.
The Annie E. Casey Foundation. (2000-2013). Children Living in Families Where No Parent has Full-Time, Year-Round Employment. Retrieved in 2014, from Kids Count Data
Center: http://datacenter.kidscount.org.
20
28 | P a g e
Poverty
Children living in poverty often experience the negative conditions of substandard housing, homelessness, inadequate nutrition, food insecurity,
inadequate child care, lack of access to health care, unsafe neighborhoods, and under resourced schools. They are also at-risk for negative
outcomes such as low academic achievement, dropping out of high school, abuse and neglect, behavioral and physical health problems, and
developmental delays.21
Figure 18: Child Poverty Trends
Poverty is defined by the federal government as $23,850 annual income for a
family of four and does not consider variations in the cost of living by place or
necessary expenses such as housing, health care, child care, or
transportation.22 Consequently, the federal poverty measure underestimates
what it actually costs to support a family. According to the Self-Sufficiency
Standard for Colorado 2011 by the Colorado Center on Law and Policy, it costs
approximately $61,980 to meet the basic needs of a family of four in Denver
(two adults, an infant and preschooler).23 In other words, the cost to meet
basic needs for a family of this type in Denver is approximately 2.6 times the
federal poverty level.24
The most recent data available for the number of children under age 18 in
poverty in Denver showed a rise in poverty from 2011 to 2013. Child poverty
increased from 26 percent to 30 percent (Figure 18). Approximately 40,400
children were living in poverty in 2013.25
21
Denver
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Colorado
30%
22%
17%
14%
2005 2006 2007 2008 2009 2010 2011 2012 2013
American Psychological Association. (n.d.). Effects of Poverty, Hunger, and Homelessness on Children and Youth. Retrieved June 2, 2014, from American Psychological
Association: http://www.apa.org/pi/families/poverty.aspx.
22
U.S. Department of Health and Human Services. (2014). 2014 Poverty Guidelines. Federal Register, Vol. 79, No. 14, January 22, 3593-3594.
23
Colorado Center on Law and Policy. (2011). The Self-Sufficiency Standard for Colorado 2011.
24
U.S. Department of Health and Human Services. (2013). 2013 Poverty Guidelines. Federal Register, Vol. 78, No. 16, January 24, 5182-5183.
25
U.S. Census Bureau. (2005-2013). Poverty Status in the Past 12 Months by Sex by Age Table B17001. Last retrieved September 2014, from American Community Survey SingleYear Estimates: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_S1701&prodType=table.
29 | P a g e
Cities typically experience higher child poverty rates than their suburban neighbors. Of the 25
cities in the United States with 2012 population estimates between 500,000 and 1,000,000
residents,26 San Francisco had the lowest percentage of child poverty at 12 percent. Detroit had
the highest rate of 59 percent. Although Denver’s child poverty rate of 30 percent is higher than
the national average of 22 percent, it’s lower than seven other similarly sized cities in the nation
(Figure 19).27
Poverty is not equally distributed throughout Denver’s neighborhoods. The high percentage of
children in poverty is particularly evident in southwest and near northeast Denver neighborhoods
as illustrated in Figure 21.28
Child Poverty by Race/Ethnicity
Children of color are more often in poverty than non-Hispanic White and Asian children and
children of two or more races according to the U.S. Census Bureau, 5-year estimates (Figure 20).29
Figure 20: Child Poverty by Race/Ethnicity
60%
54%
40%
20%
29%
50%
Figure 19: City Ranking of Child Poverty
San Francisco
Seattle
San Jose
Portland
Charlotte
United States
Louisville
Austin
Jacksonville
Fort Worth
District of Columbia
Oklahoma City
Las Vegas
Alburquerque
El Paso
Denver
Boston
Nashville
Indianapolis
Baltimore
Tucson
Columbus
Milwaukee
Memphis
Fresno
Detroit
12%
17%
17%
22%
22%
22%
24%
24%
26%
27%
27%
28%
28%
28%
29%
30%
30%
31%
31%
33%
34%
34%
43%
46%
48%
0%
41%
24%
20%
40%
59%
60%
38%
21%
23%
Two or More
Races
White
0%
All
26
Asian
Black
Native
American
Other
Hispanic-can
be of any
Race
Cite 2012 population estimates-city population as of July1, 2012 as estimated by the Unites States Census Bureau.
U.S. Census Bureau. (2000-2012). Poverty Status in the Past 12 Months by Sex by Age Table B17001. Last retrieved September 2013, from American Community Survey SingleYear Estimates: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_1YR_S1701&prodType=table.
28
U.S. Census Bureau. (2008-2012). Selected Economic Characteristics. Retrieved December 2013, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_DP03&prodType=table.
29
U.S. Census Bureau. (2013). Poverty Status in the Past 12 Months by Age Tables B17020-17020i. Last retrieved January 2015, from American Community Survey 5-year
estimates: 2009-2013. http://factfinder.census.gov/faces/nav/jsf/pages/searchresults.xhtml?refresh=t.
27
80%
30 | P a g e
Figure 21: Children in Poverty
31 | P a g e
Young Children in Poverty in Denver
Children are most sensitive to the negative impacts of living in poverty when they are young and their brains are developing. Research shows
that when young children are raised in poverty the negative impact can extend well into adulthood.30 According to latest U.S. Census Bureau
estimates, approximately 13,000, or 29 percent, of Denver children under age five were living in poverty in 2013.31 The number of young
children living in poverty rose slightly in Denver from 27 percent in 2012. The poverty rate for Denver children is higher than the state average
of 18 percent (Figure 22).32
Figure 22: Children under Age Five in Poverty
50%
45%
40%
35%
30%
34%
29%
25%
20%
15%
22%
18%
Denver
Colorado
10%
5%
0%
2009
30
2010
2011
2012
2013
Child Trends. (April 2009). Child Trends Research Brief: Children in Poverty: Trends, Consequences, and Policy Options. Washington, DC: Child Trends.
U.S. Census Bureau. (2007-2013). Poverty Status in the Past 12 Months by Sex by Age Table B17001. Retrieved September 2014, from American Community Survey 1-Year
Estimates: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_1YR_B17001&prodType=table.
32
U.S. Census Bureau. (2013). Comparative Economic Characteristics Table CP03. Last retrieved September 2014, from American Community Survey Single-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_CP03&prodType=table.
31
32 | P a g e
Single-Parent Families
In 2013, 52,000 children, or 40 percent of children age 17 and younger, lived in single-parent households in Denver (Figure 23).33 Single-parent
families often struggle to provide basic needs for their families with only one income. Seven percent of married-couple families lived in poverty
in 2013 compared to 29 percent of single-parent families (Figure 24).34 Some neighborhoods in Denver have a higher percentage of singleparent families than others (Figure 25).35
Figure 24: Families in Poverty in Colorado
Figure 23: Children Living in Single-Parent Families
Single-Parent Families
Denver
Colorado
100%
100%
80%
80%
60%
60%
40%
20%
40%
27%
Married-Couple Families
40%
40%
30%
20%
0%
22%
4%
29%
7%
0%
33
The Annie E. Casey Foundation. (2005-2013). Children Living in Single-Parent Families. Retrieved November 2014, from Kids Count Data Center:
http://datacenter.kidscount.org.
34
The Annie E. Casey Foundation. (2000-2013). Married-Couple Families with Related Children that are Below Poverty, Single-Parent Families with Related Children that are
Below Poverty. Retrieved November 2014, from Kids Count Data Center: http://datacenter.kidscount.org.
35
U.S. Census Bureau. (2008-2012). Own Children Under 18 Years by Family Type and Age: Own Children under 18 years. Table B09002. Retrieved December 2014, from
American Community Survey: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_B09002&prodType=table.
33 | P a g e
Figure 25: Children in Single-Parent Families by Neighborhood
34 | P a g e
Areas of Concentrated Poverty
All children need strong families and supportive
communities to realize their full potential. Approximately
one quarter of Denver’s children are living in areas of
concentrated poverty. Critical resources for their family’s
healthy growth and development are often out of reach.
Areas of concentrated poverty are defined as census tracts
with a poverty rate of 30 percent and higher. Children living
in areas of concentrated poverty are more likely to
experience stress, have unmet basic needs, lower test
scores, and are more likely to drop out of school . The
impacts may be greatest for younger children.36 In Denver,
approximately 30 percent, or 40,000 children age 17 and
younger lived in areas of concentrated poverty (Figure
26).37
Figure 26: Areas of Concentrated Poverty
36
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
U.S. Census Bureau. (2009-2013). Selected Economic Characteristics Table DP03. Retrieved December 2014, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_DP03&prodType=table.
U.S. Census Bureau. (2009-2013). Population Under 18 Years by Age Table B09001. Retrieved December 2014, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_B09001&prodType=table.
37
35 | P a g e
Public Assistance
The number of children age 17 and younger living in families receiving public benefits in the form of
Supplemental Security Income (SSI), cash public assistance income, or Supplemental Nutritional
Assistance Program (SNAP) benefits, has grown both in Colorado and in Denver over the last five
years. The U.S. Census Bureau estimates that approximately 46,000 Denver children, or 34 percent,
were living in families receiving public assistance benefits in 2013. This is higher than the Colorado
rate of 21 percent (Figure 27).38
Figure 27: Children Living in Households with Supplemental Security Income, Cash Public Assistance Income, or SNAP
Benefits
Denver
Colorado
100%
80%
60%
40%
20%
0%
2008
38
34%
21%
17%
12%
2009
2010
2011
2012
2013
U.S. Census Bureau. (2012). Childrens Characteristics: Table S090 and Receipt of Supplemental Security Income, Cash Public Assistance Income, or Food Stamp/SNAP in the Past
12 Months by HouseholdType for Children Under 18 Years in Households, Table B09010. Retrieved September 2014, from American Fact Finder.
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_B09010&prodType=table.
36 | P a g e
Students in Homeless Families
The McKinney-Vento Homeless Education program objectives are to increase access to education and provide stability and opportunity for
educational success for children and youth experiencing homelessness. The overall intent of the McKinney-Vento Education for Homeless
Children and Youth grant is to remove all educational barriers facing homeless children and youth with emphasis on educational enrollment,
attendance, and success. In Denver, the number of homeless students increased from the 2012-2013 school year to the 2013-2014 school year.
However, since the 2006-2007 school year, the number of homeless students has more than doubled with 2,251 students not living in stable
housing during 2013-2014 (Figure 28).39
Figure 28: Homeless School-Aged Children in Denver
Number of Homeless Children
Homeless Students Living in Denver
Hotels/Motels
2,500
2,000
154
500
225
1,091
775
1,039
1,040
860
159
1,500
1,000
315
208
113
301
409
652
738
207
172
438
554
917
781
756
821
0
826
Unsheltered (e.g. cars, parks, campgrounds,
temporary trailers, or abandoned buildings)
Doubled-up (sharing the housing of other
persons due to loss of housing, economic
hardship, or a similar reason)
Shelters, transitional housing, awaiting foster
care
School Year
39
Colorado Department of Education. (2006-2007 to 2013-2014). Homeless Education Data. Retrieved February 2015, from McKinney-Vento Homeless Education.
http://www.cde.state.co.us/dropoutprevention/homeless_data.
37 | P a g e
Educational Attainment of Adults
Research shows that educational attainment is the most important social characteristic for predicting earnings.40 According to the U.S Bureau of
Labor Statistics, on average, workers with a high school diploma earned almost $9,000 more per year than those without one.41 Adults with a
high school diploma generally report better life outcomes for themselves and their children. In addition to earning more money, high school
graduates tend to live longer and are less likely to fall into poverty and rely on public assistance.42 There is also evidence that the educational
outcomes of children are impacted by the absence of educated, affluent adults in their communities.43 Figure 29 illustrates the breakdown of
educational attainment by degree for Denver and Colorado.44
Figure 29: Educational Attainment of Adults 2013
Graduate or professional degree
14%
24%
8%
40
17%
Bachelor's degree
27%
Associate's degree
5%
23%
18%
22%
18%
10%
14%
Colorado
Denver
Some college, no degree
High school graduate (includes
equivalency)
Less than a high school diploma
Julian, T. (October 2012). Work-Life Earnings by Field of Degree and Occupation for People With a Bachelor's Degree: 2011. American Community Survey Briefs.
U.S. Department of Labor. (July 2013). Usual Weekly Earnings of Wage and Salary Workers: Second Quarter 2013. Bureau of Labor Statistics:
http://www.bls.gov/news.release/pdf/wkyeng.pdf.
42
The Annie E. Casey Foundation. (2013). The First Eight Years: Giving Kids a Foundation for Lifetime Success. www.aecf.org: The Annie E. Casey Foundation.
43
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
44
U.S. Census Bureau. (2013). Selected Social Characteristics: Table DP02. Retrieved December 2014, from American Community Survey Single-Year Estimates.
41
38 | P a g e
The educational attainment of parents in poverty is correlated to the language
development of their children. The number of words a child hears is one of the most
important predictors of early literacy skill development. Research conducted by Hart
and Risley reports that parents’ socioeconomic status influences the number of words
young children hear. Children in families in poverty heard significantly fewer words over
time than professional families, resulting in a 30 million word gap over time.45 The lack
of language skill development results in a 12 to 14 month delay in language and school
readiness skills for young children.46 In Denver, 14 percent of adults did not have a high
school diploma in 2013.47 The distribution of adults without a high school diploma is
illustrated in Figure 30.48
45
Hart, B., & Risley, T. (1995). Meaningful Differences in Everyday Experience of Young American Children. Baltimore: Paul H Brookes Publishing Co.
The Annie E. Casey Foundation. (2013). The First Eight Years: Giving Kids a Foundation for Lifetime Success. www.aecf.org: The Annie E. Casey Foundation.
47
U.S. Census Bureau. (2008-2012). Educational Attainment by Employment Status for the Population 25 to 64 Years: Table B23006. Retrieved December 2013, from American
Community Survey 5-Year Estimates.
48
U.S. Census Bureau. (2013). Selected Social Characteristics: Table DP02. Retrieved December 2014, from American Community Survey 5-Year Estimates.
46
39 | P a g e
Figure 30: Adults in the Community without a High School Diploma
40 | P a g e
Crime
Unsafe, high-crime neighborhoods may expose children to violence which can cause a number of problems. According to the National Survey of
Children’s Exposure to Violence, children who are living in high-crime neighborhoods and exposed to violence have the potential to suffer lasting
physical, mental and emotional harm. They are also at risk for juvenile delinquency, further victimization, and involvement with the child
welfare system.49 Several factors contributing to poor student achievement in schools in high crime neighborhoods have been identified and
include:





Higher mobility rate of low-income children and families;
Disruptive behavior of classmates;
Provide an alternative pathway to hard work at school;
Make it more difficult to recruit high-quality teachers; and
Increase absenteeism in schools. 50
For children exposed to high rates of crime and domestic violence, mitigating the impact is important to future success in school and life. The
highest rates of crime in Denver include areas in and around the central business district (Figures 31-33).51
49
U.S. Department of Justice. (2009, October). Children's Exposure to Violence: A Comprehensive National Survey. Retrieved September 2013, from Office of Juvenile Justice and
Delinquency Prevention: https://www.ncjrs.gov/pdffiles1/ojjdp/227744.pdf.
50
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
51
Denver Police Department. 2013 Violent Crime rate per 1,000 people by Denver neighborhood.
41 | P a g e
Figure 31: Overall Crime Rate per 1,000 People 2014
42 | P a g e
Figure 32: Violent Crime Rate
43 | P a g e
Figure 33: Domestic Violence in Denver
44 | P a g e
45 | P a g e
GOAL 1: Increase the Percentage of Children Who are at a Healthy Weight
A child’s health is a key determinant to success in most other aspects of their lives. One of the challenges currently facing Denver children and
youth is the number of children who are at an unhealthy weight. Childhood obesity is less about how much a child weighs and more about the
long term impact of obesity on a child’s overall health in addition to its social impact on the broader community. Other indicators related to
child health also track closely with overweight and obesity rates. These indicators include prenatal care, poverty, food insecurity, birth
outcomes, teen births, and access to health insurance. Examining a variety of available sources of health data for communities is useful in better
understanding the complex nature of the environments in which children live and how health outcomes are related to other factors such as
income and educational attainment.
Overweight and Obese Children
Childhood obesity is typically the result of consuming too many calories and not getting
enough physical activity. Overweight children are those whose body mass index (BMI) is
categorized 85-94 percent of normal weight for height. Obese children are those whose BMI
is 95 percent of normal weight for height or higher. All of these children are at risk for
developing serious, long-term health problems such as diabetes and heart disease. Denver
Public Schools together with Denver Health routinely collects BMI data for Denver Public
School students between the ages of 3 and 15. According to this source, 31 percent of
Denver children were measured as overweight or obese (16 percent obese and 15 percent
overweight).52
Figure 34: DPS Students at an Unhealthy Weight
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
33%
30%
31%
31%
School Year
More than a quarter of Denver Public School students reported in 2013 that they thought
themselves slightly or very overweight and 45 percent reported they were trying to lose weight.53
52
Denver Public Schools and Denver Public Health. (August 22, 2013). DPS Preliminary Weight Status Report. Denver Public Health.
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
53
31%
31%
46 | P a g e
Typically, Colorado communities with high rates of obesity face limited access to healthy and affordable foods, recreational facilities, safe
neighborhoods, and preventive health care. Children living in poverty or in low-income families are more likely to be overweight or obese than
their more affluent peers.54 The graph in Figure 34 describes overweight and obese students for each school year. The percentage of students
at an unhealthy weight status remained flat for the last four school years. However, due to the annual growth of Denver Public School
enrollment, the number of children at an unhealthy weight is most likely increasing. The data from Denver Public Schools also show that the
older the student, the greater the percentage of children with an excessive weight problem. The lowest prevalence of overweight and obese
children occurs in the youngest children ages three through eight (Figure 35).55
Figure 35: DPS Students with Excessive Weight by Gender and Age
Physical activity is integral to maintaining a healthy weight. The Healthy Kids
Colorado Survey provides self-reported information about Denver Public School
(DPS) student activities in 2013. Thirty-six percent of DPS students reported being
physically active 60 minutes at least 5-days in a week. However, 27 percent
watched TV and 35 percent played computer or video games three or more hours
per day on an average school day.56
31%
32% 29%
40%
36% 39%
26% 26%
Mirroring national trends, the number of students in Denver Public Schools with an
excessive weight varies by race/ethnicity. Among Black and Hispanic students, the percentage of Figure 36: Students Overweight or Obese by Race/Ethnicity
students overweight or obese was higher than their White peers (Figure 36).57 Maternal poverty
37%
(receiving SNAP benefits), consumption of sugar, and stress were identified as prenatal risk-factors
30%
leading to higher rates of obesity in Hispanic children in a study published in the Journal of
16%
Community Health.58
Black
54
Hispanic
White
Centers for Disease Control and Prevention. (2013, January 11). Data and Statistics. Retrieved September 2013, from Overweight and Obesity:
http://www.cdc.gov/obesity/data/childhood.html.
55
Denver Public Schools and Denver Public Health. (August 22, 2013). DPS Preliminary Weight Status Report. Denver Public Health.
56
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
57
Denver Public Schools and Denver Public Health. (August 22, 2013). DPS Preliminary Weight Status Report. Denver Public Health.
58
Toni Terling Watt, L. A. (2013). Sugar, Stress, and the Supplemental Nutrition Assistance Program: Early Childhood Obesity Risks Among a Clinic-Based Sample of Low-Income
Hispanics. Journal of Community Health , 513-520.
47 | P a g e
The map in Figure 37 illustrates the percentage Denver Public School students who were overweight or obese in 2012 by where they go to
school.59
Figure 37: Students at an Excessive Weight
59
Denver Public Schools and Denver Public Health. (August 22, 2013). DPS Preliminary Weight Status Report. Denver Public Health. The percentages of overweight and obese
students are aggregated by school within each City Council District.
48 | P a g e
Healthy Start in Life
Early Prenatal Care
Prenatal care is the first step to keeping women and their newborns healthy. Babies of mothers who do not get prenatal care are three times
more likely to have a low birth weight and five times more likely to die than those born to mothers who do get care. 60 Early diagnosis of many
health problems that occur during pregnancy can lead to successful treatment. Doctors can also educate mothers on what they can do to
ensure that their baby has a healthy start to life. Exposure to maternal stress and toxic substances such as tobacco, drugs, and alcohol can affect
development before a child is born, impacting the child’s academic, social, and physical outcomes throughout their life.61 Free and low-cost
clinics are located in Denver for those who need it. The percentage of women receiving early prenatal care in Denver has improved and, as of
2013, is the same as the state percentage with 81 percent of women receiving early care during pregnancy. However, disparities exist between
women of different race and ethnicity (Figure 38).62 As with other indicators, there is variation by neighborhood. More women living in the
higher-income neighborhoods receive early prenatal care than those women living in low-income neighborhoods (Figure 39).63
Figure 38: Women Receiving Early Prenatal Care Trends
2009
2010
2011
2012
2013
100%
80%
60%
73% 74% 75% 78%
81%
84% 82% 82% 84% 87%
40%
64% 69% 70%
74% 76%
79%
64% 66% 65% 67% 70%
72% 72% 74% 74%
Black/African American
Asian American/Pacific
Islander
59% 60% 56%
70% 69%
20%
0%
All Races/Ethnicities
60
White, Non-Hispanic
White, Hispanic
American Indian/Native
Alaskan
Office on Women's Health, U.S. Department of Health and Human Services. (2009, March 6). Prenatal Care Fact Sheet. Retrieved June 2013, from WomensHealth.gov:
http://www.womenshealth.gov/publications/our-publications/fact-sheet/prenatal-care.cfm.
61
Barnett, W. S., & Lamy, C. E. (2013). Achievement Gaps Start Early: Preschool Can Help. In P. L. Carter, & K. G. Welner, Closing the Opportunity Gap: What America Must Do to
Give Every Child an Even Chance (pp. 98-110). New York: Oxford University Press.
62
Health Statistics Section. (2013). Live Births with 1st Trimester Prenatal Care by Race/Ethnicity and Neighborhood of Residence.Colorado Department of Public Health and
Environment.
63
Health Statistics Section. (2009-2013 5-Year Averages). Live Births with 1st Trimester Prenatal Care by Race/Ethnicity and Neighborhood of Residence. Colorado Department of
Public Health and Environment.
49 | P a g e
Figure 39: Map of Women Receiving Early Prenatal Care
50 | P a g e
Women Who Smoked During Pregnancy
Centers for Disease Control and Prevention research has shown that smoking during pregnancy causes health problems for both mothers and
babies. Problems can arise as complications during pregnancy, premature births, low-birth-weight infants, stillbirths, or Sudden Infant Death
Syndrome (SIDS). In addition to reducing the babies’ lung functions, nicotine may reduce the amount of blood in the fetal cardiovascular system
and is further transferred to nursing infants through the smoking mother’s breast milk.64
In 2013 in Denver, only four percent of new mothers reported smoking during pregnancy. This rate is significantly lower than the state rate of
seven percent.65 Despite the lower rate in Denver, there is dramatic variation by race/ethnicity and neighborhood (Figures 40 and 41). The
highest rates are generally in high poverty, low-opportunity neighborhoods, further contributing to the health risks of children living in them.
Figure 40: Denver Women Who Smoked During Pregnancy
2009
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
2011
2012
2013
15%
5%
4% 4% 5% 4%
6%
12%
11%
10%
10%
All Races/Ethnicities
64
2010
9%
7% 7%
5% 4% 4% 4%
White, Non-Hispanic
4%
3% 3%
4% 4%
White, Hispanic
6%
2%
7%
1% 1% 1% 1%
Black/African American Asian American/Pacific American Indian/Native
Islander
Alaskan
U.S. Department of Health and Human Services. (2004). The Health Consequences of Smoking: what it means to you. U.S. Department of Health and Human Services, Cneters
for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health.
65
Health Statistics Section. (2009-2013 map, 2013 Denver). Live births with maternal smoking during pregnancy by Race/Ethnicity and Neighborhood of Residence.Colorado
Department of Public Health and Environment.
51 | P a g e
Figure 41: Map of Women Who Smoked While Pregnant
52 | P a g e
Births
The Colorado Department of Public Health and Environment reported 9,316 births to Denver women in 2013 (Figure 42).66
Figure 42: Number of Births in Denver
10,500
10,000
9,987
9,500
9,316
9,000
8,500
2007
2008
2009
2010
2011
2012
2013
Births by Race/Ethnicity
2013 birth data from the Colorado Department of Public Health and Environment
describe the diversity in Denver’s child population. Less than half of all children
born in Denver in 2013 were non-Hispanic White and one-third was Hispanic. Ten
percent of births were Black and five percent were Asian (Figure 43).67 Although
the Hispanic birth rate is declining, it is important to note that it is still
significantly higher than all other birth rates by race/ethnicity (Figure 44).68 The
number of births in 2013 by neighborhood is illustrated in Figure 45.
66
Figure 43: Denver Births by Race/Ethnicity 2013
American
Indian
1%
Asian
5%
Unknown
5%
Black
10%
White,
Hispanic
33%
White,nonHispanic
46%
Health Statistics Section. (2014). Live Births by Race/Ethnicity.Colorado Department of Public Health and Environment.
Ibid.
68
Health Statistics Section. (2013). Live Births by Race/Ethnicity.Colorado Department of Public Health and Environment. General fertility rate for all ages is total live births per
1,000 women age 15-44.
67
53 | P a g e
Figure 44: Denver Birth Rates by Race/Ethnicity
120
White,Hispanic
Rate per 1,000 Births
100
80
74.5
64.1
60.1
56.9
49
60
40
24.7
20
Black
All races/ethnicities
Asian
White,non-Hispanic
American Indian
0
2007
2008
2009
2010
2011
2012
2013
54 | P a g e
Figure 45: Number of Births by Neighborhood
55 | P a g e
56 | P a g e
Low Birth Weight Births
Babies born at a low birth weight have a high probability of experiencing developmental problems.
Poverty, poor prenatal nutrition, smoking, stress, infections and violence can increase the risk of a baby
being born with low birth weight. The number of children born at low birth weight in Denver has
remained around nine percent over the last five years. Variation exists by race/ethnicity and
neighborhood (Figures 46 and 47).69
Figure 46: Low Birth Weight Trends by Race/Ethnicity
2009
2010
2011
2012
2013
20%
18%
16%
17%
14%
15%
12%
14%
13%
15%
14%
13%
10%
8%
9% 9% 9% 9% 9%
6%
10%
9% 8% 8% 8%
8%
9%
7%
13%
12% 12%
8% 8% 8%
10% 11%
10%
8%
4%
2%
0%
All Races/Ethnicities
69
White, Non-Hispanic
White, Hispanic
Black/African American
Asian American/Pacific
Islander
American Indian/Native
Alaskan
Health Statistics Section. (2013). Low birth weight (<2500 grams) live births by race/ethnicity and neighborhood of residence. Colorado Department of Public Health and
Environment.
57 | P a g e
Figure 47: Low Birth Weight Babies
58 | P a g e
Teen Births
Teen pregnancy can compromise the well-being of both teen mothers and their children. Teen mothers are less likely than older mothers to
receive adequate, timely prenatal care, putting them at risk for pregnancy complications. Children born to teen mothers are more likely to drop
out of school, become teen parents themselves or be incarcerated as an adult. The teen birth rate in Denver has been on the decline over the
last two decades. In 2013, the Denver rate of births to women between the ages of 15 and 19 was 33.3 per 1,000 (Figure 48).70
Teen Births by Race/Ethnicity
In Denver, approximately nine percent of all births are to teens between the ages of 15 and 19. The proportion of these teen births varies by
race and ethnicity. According to the Colorado Department of Public Health and Environment, 67 percent of all teen births in Denver are to
Hispanic females. Trends of teen births by race and ethnicity are illustrated in Figure 48.71 Teen births by Denver neighborhood are illustrated in
Figure 49.72
Figure 48: Teen Birth Rate Trends by Race/Ethnicity
2007
Rate per 1,000 births
140
80
60
40
2009
2010
2011
2012
62
67 73 61
2013
126
115
106
120
100
2008
84
81 78
72
69
53
46
39 33
20
26 25 28
19 17 13
12
55
51 46
37
49
25
17
24 27
67 61
26
8 7 6 7
18 21 14
0
All races/ethnicities
70
White,non-Hispanic
White,Hispanic
Black/African American
Asian American/Pacific
Islander
American Indian/Native
Alaskan
Health Statistics Section. (1990-2013). Live Births by Race/Ethnicity.Colorado Department of Public Health and Environment. General fertility rate for all ages is total live births
per 1,000 women age 15-44.
71
Health Statistics Section. 2009-2013 5-year aggregations. Live births to teens (age 15-19) by race/ethnicity of mother.
72
Health Statistics Section. (2012). Total Live Births and Teen Births with Percentages by Race/Ethnicity and Neighborhood of Residence.Colorado Department of Public Health
and Environment.
59 | P a g e
Figure 49: Map of Teen Births by Denver Neighborhood
60 | P a g e
Births to Women with less than 12 years Education
In Denver, 17 percent of births were to women without a high school diploma or GED in 2013. Although this rate is decreasing in Denver, there is
significant variation by race/ethnicity. The highest rate is among Hispanic women, with 38 percent of births to women without a high school
diploma (Figure 50). There is also significant variation by geography (Figure 51).73 Low educational attainment of parents is associated with a
number of risk factors that impact child well-being including a higher risk for living in poverty.
Figure 50: Births to Women with less than 12 years Education by Race/Ethnicity
2009
2010
2011
2012
2013
70%
57%
54%
51%
60%
50%
44%
38%
40%
30%
20%
10%
29%
27%
24%
20%
17%
36%
23%24%23%
20%
16%
29%
25%
24%
21%
17%
16%15%15%
13%
34%
30%
23%
15%16%
5% 6% 5% 3% 3%
0%
All Races/Ethnicities White, Non-Hispanic
-10%
73
White, Hispanic
Black/African
American
Asian
American/Pacific
Islander
American
Indian/Native
Alaskan
Unknown
Health Statistics Section. (1990-2013). Live Births to Women with no High School Diploma by Race/Ethnicity and Neighborhood of Residence.Colorado Department of Public
Health and Environment.
61 | P a g e
Figure 51: Map of Births to Women with less than 12 years Education
62 | P a g e
Health Insurance
Uninsured Children
The ability for all children to see a health care provider for routine exams, screenings, immunizations, and care when sick is essential for healthy
growth and development. Unfortunately, too many children live in families without health insurance due to high costs, limited access to
providers, or enrollment barriers. According to the U.S. Census Bureau, eight percent of children in Colorado and seven percent in Denver were
without health insurance in 2013 (Figure 52).74 Denver is lower than the state average in the percentage of uninsured children. In this area,
Denver does well in ensuring that all children have necessary health insurance coverage.
Estimates for the uninsured population are available from the U.S. Census Bureau at the census tract level and differences between places
within Denver are apparent (Figure 53).75
Figure 52: Uninsured Children
25%
20%
15%
21.7%
13.8%
Denver
10%
Colorado
8.2%
7.3%
5%
0%
2008
74
2009
2010
2011
2012
2013
U.S. Census Bureau. (2008-2013). Comparative Economic Characteristics, Table CP03. Retrieved September 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_CP03&prodType=table.
75
U.S. Census Bureau. (2008-2012). Selected Economic Characteristics Table DP03. Last retrieved December 2013, from American Community Survey 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_DP03&prodType=table.
63 | P a g e
Figure 53: Uninsured Population
64 | P a g e
Medicaid
Family Medicaid is a public health insurance program available for children age 17 and younger in families earning 133 percent of the federal
poverty level or less. Fifty-two percent of Denver children were enrolled in Medicaid in FY 2013-2014.76
Child Health Plan Plus
The Child Health Plan Plus (CHP+) is a low-cost, public health insurance program for children age 18 and younger in families earning between 133
percent and 250 percent of the federal poverty level. Ten percent of children participated in CHP+ in Denver in FY 2013-2014. 77
Figure 54: Children Eligible but not Enrolled in CHP+ or Medicaid
Eligible But Not Enrolled in Public Health Insurance
Denver
Colorado
50%
Percent
40%
30%
20%
16%
13%
10%
Many children live in families whose annual incomes qualify them to participate
in publicly financed health insurance programs such as CHP+ or Medicaid.
Despite meeting eligibility requirements, many children are not enrolled. In
Denver, 13 percent of children who qualify for Medicaid or CHP+ were not
enrolled. Denver had a lower rate than the state average of 16 percent of
children who were eligible but not enrolled in 2013 (Figure 54).78
0%
2007
76
2008
2009
2010
Year
2011
2012
2013
The Colorado Children’s Campaign. Kids Count in Colorado! Report for 2015. Denver County page 109. http://kidsflash.coloradokids.org/wp-content/uploads/2015/03/2015Kids-Count-final-3-18-2015-low-res.pdf.
77
The Colorado Children’s Campaign. Kids Count in Colorado! Report for 2015. Denver County page 109. http://kidsflash.coloradokids.org/wp-content/uploads/2015/03/2015Kids-Count-final-3-18-2015-low-res.pdf.
78
The Colorado Health Institute. Denver County Profife. Retreived April 2015. http://www.coloradohealthinstitute.org/data-repository/county-details/denver.
65 | P a g e
66 | P a g e
Immunizations
Vaccines protect children from potentially deadly diseases. Due to the high number of children vaccinated, many diseases, such as polio,
measles, rubella, mumps, and Pertussis, which were once a widespread threat, are now rare in the United States. Failure to vaccinate children
results in the risk of contracting and spreading preventable diseases. The Center for Disease Control lists three important reasons to vaccinate
children:
1. Weaker child immune systems may not be strong enough to fight the disease resulting in severe illness at times resulting in death.
2. Children under age one are vulnerable to disease when their prenatal protection from their mother expires.
3. Immunizing children helps to protect the health of the broader community by protecting others that cannot be vaccinated for medical
reasons.79
Colorado law requires that any child attending a child care center or school to be up to date with required
vaccines. In addition to required immunization, optional vaccines such as the influenza and Pertussis (DTaP)
vaccine help prevent illness that often can be transmitted in child care settings where children engage in
close contact with other children and staff.
Under current Colorado law, parents can sign an exempt form opting out of the required vaccines for
religious or personal beliefs or medical reasons. Because of this option, some schools in Denver have a high
proportion of students without up-to-date immunizations. Schools with a high percentage of exemptions
are more likely to experience an outbreak of a vaccine prevented disease, such as measles. Depending on the disease, the immunization rate
necessary to protect the general public varies. Generally, research shows that a minimum of 90 percent of the population needs to be
vaccinated in order to have a lower risk for outbreak. Because of the highly infectious nature of Pertussis and Measles, 94 percent of the
population should be vaccinated to protect the community.80
Schools in the higher-income neighborhoods generally have higher rates of immunization exemptions (Figure 55).
79
Department of Health and Human Services. (2012, April 25). Vaccines and Immunizations. Retrieved November 2013, from Centers for Disease Control and Prevention:
http://www.cdc.gov/vaccines/vac-gen/howvpd.htm#why.
80
Willingham, E., & Helft, L. (2014). What is Herd Immunity? www.pbs.org/wgbh/nova/body/herd-immunity.html: NOVA.
67 | P a g e
Figure 55: Immunization Exemption Rates
68 | P a g e
Children with Disabilities
Under the federal Individuals with Disabilities Education Act (IDEA) school-aged children and youth ages three through 21 are provided special
education and related services through the school system. To qualify for these services, an evaluation is performed to see if the child has a
disability defined in the IDEA legislation and to identify what special education and related services the child needs.
IDEA lists categories under which children may be eligible for services. These categories include:
 Autism;
 Deaf-blindness;
 Deafness;
 Hearing impairment;
 Intellectual disability;
 Multiple disabilities;
 Orthopedic impairment;
 Specific learning disability;
 Speech or language impairment;
 Traumatic brain injury; or
 Visual impairment.81
Special Education in Denver Public Schools
In Denver, more than 9,400 (11 percent) students were enrolled in special education classes in Denver Public Schools in 2014.82 Special
education programs are designed for children with disabilities and special needs and support services are offered through the public school
system at no cost to families.
81
National Dissemination Center for Children with Disabilities. (2012, March). Categories of Disability Under IDEA. Retrieved November 2013, from NICHCY:
http://nichcy.org/disability/categories.
82
Colorado Department of Education. (2014). Pupil Membership for 2014-District Data; Pupil Membership by Instructional Program. Retrieved January 2015, from Colorado
Department of Education: http://www.cde.state.co.us/cdereval/pupilcurrentdistrict.
69 | P a g e
70 | P a g e
Food Insecurity
Children in food-insecure households, or households that struggle to afford food for their families, are at an increased risk for numerous health
problems and can affect a child’s ability to succeed in school. The Food Research and Action Center (FRAC) uses the phrase “food hardship” to
measure food insecurity and surveys Americans annually to determine within the last 12 months the rate at which people didn’t have enough
money to buy food that they or their families needed. In 2011-2012, the Denver-Aurora region had a food hardship rate of 15.4 percent. The
national food hardship rate has been increasing since 2008 to 18.6 in 2011.83 Twenty percent of Denver Public high school students reported
feeling hungry because of lack of food at home.84
Supplemental Nutrition Assistance Program
Figure 56: Denver Children under Age 18 Receiving SNAP Benefits
50%
40%
Percent
The Supplemental Nutrition Assistance Program (SNAP), formerly the Federal
Food Stamp Program, helps mitigate the negative impacts of food insecurity
on children and adults. This federally funded program provides eligible
households with coupons or cards that can be used to purchase food at
participating local grocery stores or markets. In Denver the program is
administered by Denver Human Services. Thirty-one percent of Denver
children were estimated to have received SNAP benefits in 2014 (Figure
56).85
30%
20%
30%
39%
33%
31%
2011
2012
31%
23%
10%
0%
2009
2010
2013
2014
Estimates from the U.S. Census Bureau provide a general snapshot of the
percentage all people receiving benefits within Denver neighborhoods (Figure 57).86
83
Food Research and Action Center. (February 2013). Food Hardship in American 2012: Data for the Nation, States, 100 MSAs, and Every Congressional District.
http://frac.org/pdf/food_hardship_2012.pdf.
84
2013 Health Kids Colorado Survey Results: Region 20 High School Summary Tables, Weighted Data. http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
85
Department of Human Services. (April 1 2009-2014). Number of Children on active Food Assistance cases (SNAP). City and County of Denver.
86
U.S. Census Bureau. (2009-2013). Selected Economic Characteristics Table DP03. Last retrieved December 2014, from American Community Survey 5-Year Estimates.
71 | P a g e
Figure 57: People Receiving SNAP Benefits
72 | P a g e
Food Deserts
Increases in diet-related diseases and obesity are major public health problems in cities
across America. Limited access to supermarkets, grocery stores, and other sources of
healthy and affordable food may make it harder for some Denver residents to eat a
balanced diet.
A definition of a food desert is provided in the 2008 Farm Bill as an “area in the United
States with limited access to affordable and nutritious food, particularly such an area
composed of predominately lower-income neighborhoods and communities”.87 In other
words, food deserts are geographic areas where access to affordable, healthy food
options is limited. In addition, food deserts often contain a higher proportion of fast-food
restaurants and convenience stores with an insufficient selection of fresh fruits and
vegetables.
Cities across the nation, including Denver, are combating food deserts through community planning projects such as farmer’s markets,
community gardens, local food promotion, youth agriculture, culinary training programs and improved nutritional guidelines in schools.88 The
Denver Office of Economic Development created a map of Denver areas where low to moderate income families with no vehicle live more than
¼ miles from a full service grocery store. These underserved grocery areas are highlighted in green in the map in Figure 58.89
87
Title VI, Sec. 7527.
United States Department of Agriculture. (2009). Access to Affordable and Nutritious Food: Measuring and Understanding Food Deserts and their Consequences: Report to
Congress. Economic Research Service.
89
Denver Office of Economic Development, September 2014.
88
73 | P a g e
Figure 58: Underserved Grocery Retail Areas in Denver
74 | P a g e
Mental Health
In Denver, 53 percent of high school students surveyed reported
that their mental health was not good one or more days during the
past 30 days. Sixty-seven percent females reported an unhealthy
mental state compared to 39 percent of male students.90
Figure 59: High School Students who Considered Suicide in the past 12 Months
Nation
Nationally, 17 percent of high school students reported seriously
considering suicide in the past 12 months. The percentage of
Colorado and Denver students is less, at 15 percent and 13 percent
respectively. Female high school students reported considering
suicide more often than their male peers (Figure 59).
Unfortunately, eight percent of Denver high school students
reported an attempted suicide. This is a higher rate than Colorado
students as a whole at seven percent (Figure 60). 91
17%
20%
15% 13%
17%
10% 9%
10%
0%
All
Female
Male
Figure 60: High School Students who Attempted Suicide in the past 12 Months
Nation
25%
20%
15%
10%
5%
0%
8%
7%
All
90
Denver
30%
20%
Teen Suicide
Colorado
8%
Colorado
Denver
9% 11%
4%
Female
Male
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
91
University of Colorado Denver Community Epidemiology and Program Evaluation Group. Health Kids Colorado Survey 2013 Results from the First Unified Effort, Executive
Summary. file:///C:/Users/132157/Downloads/HKCS_ExecutiveSummary_FINAL.pdf. and
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
6%
75 | P a g e
Drug and Alcohol Abuse
Figure 61: Drug Violations at Denver Schools
According to Denver Public School high school students:










92
23 percent have ever smoked a cigarette;
15 percent have smoked tobacco or used tobacco products in the past 30
days;
61 percent had at least one drink of alcohol;
20 percent binge drank on one or more occasion in the past 30 days;
49 percent used marijuana one or more times;
7 percent used some form of cocaine;
3 percent used heroine;
3.5 percent used methamphetamines;
7.6 percent used ecstasy; and
11 percent used prescription drugs without a doctor’s prescription.93
Drugs
500
Tobacco
482
400
300
200
100
38
37
0
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
Colorado Department of Education. 5-Year Trend by Type of Incidents with Action Taken by School. Obtained January, 2015.
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
93
Alcohol
600
Incidents
The use of drugs and alcohol by youth have serious consequences to their growth
and development and lead to increased risk of addiction, involvement with the
criminal justice system, poor school performance, and dropping out of school. A
total number of 482 incidents involving drugs, alcohol, and tobacco were recorded
at Denver Public Schools during the 2013-2014 school year. Drugs are defined as
controlled substances and had the most violations. Alcohol and tobacco are
counted in a separate category with significantly lower violations (Figure 61).92
School Year
76 | P a g e
Marijuana
Research shows that marijuana use by youth negatively impacts their brain development which impacts their performance in school. According
to a report by the Colorado Department of Education, long-term use of marijuana before age 18 can cause permanent damage to the brain’s
structure and functioning. And for youth, marijuana use can impact decision making and effect school performance which can lead to a higher
risk of dropping out of school. The report also states that marijuana use is rising, the perception of marijuana’s harmfulness is decreasing, fewer
students disapprove of marijuana use, and marijuana is easier to get.94
In addition to the impact on the health of youth, involvement in the criminal justice system is another risk for Denver’s children involved with
marijuana. The Denver Police Department reports an increase in marijuana arrests for 10 through 17-year-old youth in Denver last year. In 2014,
there were 467 marijuana related juvenile arrests (Figure 62).95
Figure 62: Marijuana Juvenile Arrests 2014
500
Arrests
400
467
397
300
200
100
0
2009
94
2010
2011
2012
2013
2014
Colorado Department of Education. Dropout Prevention and Student Engagement Unit. Understand the Big Deal: How Marijuana Harms Youth.
http://www.cde.state.co.us/sites/default/files/documents/dropoutprevention/resources/how_marijuana_harms_youth_factsheet.pdf.
95
Denver Police Department. Data Analysis Unit. 2014 Marijuana Juvenile Arrests in Denver.
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78 | P a g e
GOAL 2: Increase Access to High Quality Early Childhood Education
Early Childhood
Research shows that the most critical period in a child’s development occurs within the first five years of life.
The quality of learning experiences at home and school during this period often has a life-long impact on later
school success, behavior, and health. Data show that children in high-quality early learning programs
demonstrate higher cognitive outcomes as well as non-cognitive skills that are critical for school success. These
benefits of high-quality early learning programs are evident in children from all socio-economic backgrounds but
are particularly strong for children in low-income families.96
The U.S. Census Bureau estimates 64 percent of Denver children age five and younger have all available parents in the labor force. This means
that approximately 33,000 young children need some kind of care during the day while their parents work.97
There are approximately 18,000 licensed child care slots in centers and family care homes for pre-kindergarten children in Denver.98 These are
enough slots to serve 55 percent of the children we know need care during the day. Furthermore, the cost of child care for Denver families is
one of the highest in Colorado.99
Ensuring that quality child care and preschool is affordable and accessible for all families and children who need it is essential to preparing
Denver children for kindergarten and future success.
Licensed child care centers and family care homes are mapped by type in Figure 63.
96
Child Care Aware. (2013). Parents and the High Cost of Child Care.
U.S. Census Bureau. (2013). Selected Economic Characteristics: Table CP03. Retrieved September 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_CP03&prodType=table.
98
Qualistar Colorado. (August 28, 2014). Denver Licensed Capacity. Qualistar Colorado. Children in age groups 0-1, 1-2, 2-5, and 5-6 as defined by Qualistar were included in this
count.
99
Colorado Center on Law and Policy. (2011). The Self-Sufficiency Standard for Colorado 2011.
97
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Figure 63: Licensed Child Care in Denver
80 | P a g e
Child Care Capacity in Denver
It is difficult to pinpoint the number of available child care slots by age group and the number of children participating in early childhood care
and education programs in Denver. Among other issues, the number of licensed care slots is sometimes different than the actual number of
children served in child care facilities, the number of children served varies daily, the reporting is inconsistent between resource and referral
agencies, city, and state licensing agencies, and how agencies define the age groups of the children served varies. Nonetheless, it is useful to get
an estimate of the number of available slots for licensed care in a variety of settings to begin to assess the potential gaps in demand vs. capacity.
According to estimates provided by Qualistar Colorado, there are approximately 25,707 licensed child care slots available for all Denver children
from birth through age 12. The actual slots available are closer to 24,698 with capacity for infants at 14 percent, 25 percent for toddlers, 47
percent for preschoolers, and 18 percent for school-age care.100
High Cost of Child Care
The cost of child care varies across Colorado. Compared to other counties, Denver has one of the
highest child care costs with 34 percent of a family’s monthly expenses (two-parent family with an
infant and a preschooler) spent on child care. The child care expense for a family in this situation is
more than food and housing combined.101
In Denver, the average annual cost of child care for an infant in a center is $15,410. According to a
report by Qualistar Colorado, Denver is the second least affordable county in Colorado for infant
care in a center as a percentage of median income for a married-couple family. For preschool care in
a center, Denver is the eighth least affordable county costing married-couple families $11,477.102
100
Qualistar Colorado. (September 5, 2014). Licensed and Desired Child Care Capacity in Denver. Qualistar Colorado.
Colorado Center on Law and Policy. (2011). The Self-Sufficiency Standard for Colorado 2011.
102
Qualistar Colorado. (December 2014). Cost of Care Summary Report. www.qualistar.org.
101
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Family, Friend, and Neighbor Child Care
Family, friend, and neighbor (FFN) child care is the most common form of non-parental child care in the United States.103 With only licensed
child care slots in centers and family care homes to serve 55 percent of the estimated need, it is possible that as many as 15,000 Denver children
under age five may attend informal child care by family, friends, and neighbors on a regular basis. Because this type of care is not monitored or
licensed, the quality of care children are receiving is unknown.
These early learning years are critical to preparing children to enter school ready to learn. The need to support FFN providers in order to
improve child outcomes is a recognized strategy both nationally and locally. However, identifying FFN providers that need or want support is
difficult.
Drawing from current research around FFN care in the United States, several indicators were identified as key to understanding which factors
often characterize FFN providers and which factors measure a child’s readiness for school.104 Indicators can be combined to highlight geographic
areas in Denver where FFN providers may need additional support to improve outcomes for the children for whom they care (Figure 64).
The key indicators include:







103
Children with all available parents in the labor force;
People in poverty;
Three- and four-year-old children not in preschool;
Adults without a high school diploma;
Hispanic or Latino origin;
Kindergarteners not ready for reading; and
Children living in immigrant families.
Banghart, A. S.-S. (May 2011). Quality in Family, Friend, and Neighbor Child Care Settings. Child Care and Early Education Research Connections.
Kreader, J.Lee and Sharmila Lawrence. (September 2006). Toward a National Strategy to Improve Family, Friend, and Neighbor Child Care. National Center for Children in
Poverty. Columbia University.
104
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Figure 64: Family, Friend, and Neighbor Child Care Analysis
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Preschool
Children enrolled in quality preschool programs are less likely to repeat grades, need special education, or get in future trouble with the law, and
are more likely to graduate from high school, earn more money, and own homes as adults.105 Quality in programs, however, is an essential factor
necessary to achieve the desired outcomes that matter for lasting impacts. Quality is generally recognized as consisting of the following
components:
Figure 65: Denver Three- and Four-Year-Old Children in Preschool






High standards for learning and teaching;
Strong teachers that are highly educated and adequately paid;
Strong supervision and coaching;
Continuous improvement process in place;
A well-defined and broad curriculum; and
Small classes with at least two adults in each classroom. 106
100%
80%
60%
40%
56%
41%
20%
In Denver, 56 percent (approximately 12,400) of three- and four-year-olds were
0%
enrolled in preschool (Figure 65), 56.5 percent of those in publicly funded preschool
2006 2007 2008 2009 2010 2011 2012 2013
programs and 43.5 percent in privately funded (family-pay) programs.107 Research
shows that high quality early learning programs benefit all children and better prepare at-risk children for kindergarten. Unfortunately, 65
percent of children in poor families attend preschool compared to 90 percent of children in more educated, wealthier families across the
nation.108 Mirroring these trends, a higher percent of three-and four-year-olds living in higher-income neighborhoods in Denver participated in
preschool programs more often than their peers in low-income neighborhoods (Figure 66).109
105
National Education Association. (2013). Early Childhood Education: One of the Best Investments our Country Can Make. https://www.nea.org/home/18163.htm.
Barnett, W. S., & Lamy, C. E. (2013). Achievement Gaps Start Early: Preschool Can Help. In P. L. Carter, & K. G. Welner, Closing the Opportunity Gap: What America Must Do to
Give Every Child an Even Chance (pp. 98-110). New York: Oxford University Press.
107
U.S. Census Bureau. (2013). School Enrollment Table S1401. Retrieved September 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_S1401&prodType=table.
108
Barnett, W. S., & Lamy, C. E. (2013). Achievement Gaps Start Early: Preschool Can Help. In P. L. Carter, & K. G. Welner, Closing the Opportunity Gap: What America Must Do to
Give Every Child an Even Chance (pp. 98-110). New York: Oxford University Press.
109
U.S. Census Bureau. (2008-2012). School Enrollment Table S1401. Retrieved December 2013, from American Community Survey: 2008-2012 5-Year Estimates:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_5YR_S1401&prodType=table.
106
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Figure 66: Children Enrolled in Preschool
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Figure 67: City Ranking of Three- and Four-Year-Old Children Attending Preschool 2013
Of the 25 cities with populations between 500,000 and
1,000,000, Denver ranks fourth, tied with Seattle, for the largest
percentage of three- and four-year-old children attending
District of Columbia
79%
preschool. Denver’s successful efforts to ensure preschool
Boston
59%
access to all families that choose to send their children are
San Francisco
57%
apparent in the data. Nationwide, 46 percent of three- and
Seattle
56%
four-year-old children attend preschool (Figure 67). 110
Denver
56%
Charlotte
Jacksonville
Baltimore
Columbus
San Jose
Milwaukee
Austin
Louisville
United States
Indianapolis
Memphis
Detroit
Alburquerque
Portland
Oklahoma City
El Paso
Fresno
Nashville
Tucson
Fort Worth
Las Vegas
52%
51%
51%
50%
49%
48%
48%
47%
46%
44%
43%
41%
40%
38%
38%
38%
37%
34%
33%
28%
23%
0%
110
10%
20%
30%
U.S. Census Bureau. (2013). School Enrollment Table S1401. Retrieved September 2014, from American Community Survey:
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_S1401&prodType=table.
40%
50%
60%
70%
80%
90%
87 | P a g e
Figure 68: CPP Slot Allocations
Colorado Preschool Program
DENVER
25,000
Slot Allocation
The state funded Colorado Preschool Program (CPP) provides high-quality early
childhood education programs to at-risk three- and four-year-old children across
Colorado. Denver Public Schools received funding for 4,024 preschool slots for
the 2014-2015 school year from the Colorado State Legislature. The allocations
have remained flat since FY 2008-2009 (Figure 68).111 The at-risk factors include
poverty as measured by free or reduced-price meal eligibility, parents without a
high school degree, teen parents, homelessness, parental substance abuse, and
abusive home environments. Poverty is the most prevalent risk factor accounting
for more than 80 percent of CPP enrolled children statewide.112
STATE
20,160
20,000
15,000
13,906
10,000
5,000
4,024
2,603
0
Fiscal Year
Denver Public Schools tracked reading proficiency of the CPP cohort from
the 1996-1997 school year (Figure 69). In all grades tested by CSAP
(2001-2008), a higher percentage of students who attended CPP were
proficient or advanced in reading than their peers who did not attend the
program district-wide.113
Students scoring
Proficient/Advanced
Figure 69: CSAP Reading Proficiency: Early Childhood CPP Cohort Fall 1996
District-Wide
100%
80%
60%
40%
20%
0%
1996-97 CPP Cohort
57%
52%
46%
49%
3rd
grade
4th
grade
5th
grade
6th
grade
7th
grade
8th
grade
9th
grade
CSAP 2001-2008
111
Colorado Department of Education. (2007-2008 through 2014-2015). CPP Slot Allocations: CPP Slot Allocations. Retrieved January 2015, from Colorado Preschool Program:
http://www.cde.state.co.us/cpp/allocations.
112
Colorado Department of Education. (2013). Colorado Preschool Program 2013 Legislative Report.
113
Crawford, John. Ed.D. (2013 ). Program Manager, Early Education Department, Denver Public Schools. Alburquerque, New Mexico: Presentation to the Council of Great City
Schools.
10th
grade
88 | P a g e
Denver Preschool Program
High-quality preschool programs improve overall outcomes for children both academically and over the course of their lives.114 The City of
Denver has the support of its citizens to provide tuition support for preschool for all Denver four-year-old children in the City. The Denver
Preschool Program (DPP) provides Denver families with tuition credits to help pay for high-quality preschool for all Denver four-year-old children
who want to attend preschool the year before kindergarten. There are 252 preschools that participate in the program with 82 percent earning
3- or 4-Star quality ratings from Qualistar Colorado (4-Star is the highest rating) during the 2012-2013 school year. Eighty-nine percent of DPP
children were enrolled in these top rated schools. According to DPP, 5,020 children received tuition support from the program, serving
approximately 55 percent of Denver’s four-year-old children in 2013.115
114
Barnett, W. S., & Lamy, C. E. (2013). Achievement Gaps Start Early: Preschool Can Help. In P. L. Carter, & K. G. Welner, Closing the Opportunity Gap: What America Must Do to
Give Every Child an Even Chance (pp. 98-110). New York: Oxford University Press.
115
Denver Preschool Program. 2013 Report to the Community. http://denverpreschoolprogram.hotpressplatform.com/DPP_AnnualReport_2014.pdf.
89 | P a g e
Colorado Child Care Assistance Program
The Colorado Child Care Assistance Program (CCAP) provides child care support to eligible
parents with newborns to children through age 12 and youth with special needs up to age
18. Denver CCAP is administered by the Denver Department of Human Services and is
funded by a mix of federal, state, and county dollars.
The income eligibility for Denver’s CCAP program is currently 225 percent of the federal
poverty level. The amount CCAP pays towards care is administered on a sliding scale based
on a family’s size and monthly income. Participating families are responsible for a portion of
the cost. Denver CCAP currently serves parents in families who are:



Employed or self-employed and earn at least minimum wage;
Attending high school or working towards a GED or participating in ESL, college for a
first bachelor’s degree or a vocational program; and/or
Currently searching for a job.116
Denver reimburses participating local child care providers according to a tiered
reimbursement structure. The program is also supported with funding through the passage
of Measure 2A. CCAP currently does not have a wait list (as of April 15, 2013). Denver
Human Services, in partnership with the Denver Early Childhood Council, is wrapping up the
first year of the Denver Quality Care Initiative Program (DQCIP) grant. The grant, which
focuses on child care quality improvement, has provided DHS with very useful feedback
from the community through a variety of focus groups, interviews and site visits. In the
upcoming year, DHS will be putting the information collected to use in a variety of
improvement efforts.
116
Department of Human Services. (September 2014).
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Denver Public Schools Early Childhood Education
The number of children participating in early childhood education programs through Denver Public Schools (DPS) has more than doubled since
2000 (Figure 70). In the 2014-2015 school year, approximately 7,400 Denver three- and four-year-old children are expected to participate in DPS
early education programs. DPS early childhood programs are provided in schools across the city of Denver (Figure 71). 117
Figure 70: Number of Children Enrolled in DPS Preschool Programs
8,000
7,386
7,000
6,000
5,000
4,000
3,000
2,000
3,015
1,000
0
Fall Enrollment
117
Denver Public Schools. (2013). DPS Membership 1962-2013. Retrieved August 2013, from Planning and Analysis: Enrollment:
http://planning.dpsk12.org/reportsdemographics/enrollment.
And 2014-2015 Final Projections report (retreived November 2014): http://planning.dpsk12.org/enrollment-reports/projections-and-forecasts.
91 | P a g e
Figure 71: DPS Preschool Enrollment by School
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Head Start
Early Head Start and Head Start are federally funded programs. In Denver there are three Early Head Start grantees that serve children ages
birth through two and two Head Start grantees, the Rocky Mountain Service Employment and Redevelopment (RMSER) and Denver Great Kids
Head Start (DGKHS) that serve children ages three through five. During the 2013-2014 school year, 2,221 children were served across all Early
Head Start and Head Start programs in Denver with combined enrollment totals for Early Head Start (384 children), DGKHS (1,153 children), and
RMSER (684 children). RMSER serves 15 neighborhoods in Denver's northwest region, while DGKHS serves the 63 remaining neighborhoods.
Collectively, the five Early Head Start and Head Start grantees serve only 17 percent of the eligible population.118 As illustrated in Figure 72, the
need for service is far greater than Head Start resources alone can meet. Other programs that help serve these and other eligible children
include the Colorado Child Care Assistance Program, the Colorado Preschool Program, the Denver Preschool Program, and Denver Public Schools
early childhood programs.
Figure 72: Early Head Start and Head Start Program Enrollment vs. Estimated Need in Denver
Number of Children Under Age 5
RMSER
118
DGKHS
Early Head Start
Children Under 5 in Poverty
20,000
17,500
15,000
12,500
10,000
7,500
5,000
2,500
0
2006
2007
2008
2009
2010
2011
2012
2013
Fall School Year and Calendar Year for ACS Data
U.S. Census Bureau. (2007-2013). Poverty Status in the Past 12 Months by Sex by Age Table B17001. Retrieved September 2014, from American Community Survey 1-Year
Estimates: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_1YR_B17001&prodType=table.
93 | P a g e
Fall 2013-Spring 2014 Teaching Strategies Gold
Teaching Strategies GOLD® is an assessment system for children from birth through kindergarten and measures the knowledge, skills, and
behaviors that are most predictive of school success. Teaching Strategies GOLD® (TS Gold) blends ongoing, authentic, observational assessment
across all areas of development and learning with intentional, focused, performance-assessment tasks for selected literacy and numeracy
objectives.
Head Start program administrators can use TS Gold reports to:



Collect and gather child outcome data as one part of a larger accountability system;
Guide program planning and professional development opportunities; and
Inform strategic investments to close learning gaps.
Head Start preschool providers can use the TS Gold reports to:




Observe and document children’s development and learning over time;
Plan instruction to support children’s needs;
Identify children who might benefit from additional support, screening, or further evaluation; and
Report and communicate progress with family members and others.
The following graphs illustrate the percentage of three-, four-, and five-year-old children in Denver Great Kids Head Start (DGKHS) programs who
meet or exceed social, physical, and academic expectations for their age as defined by TS Gold’s “Widely Held Expectations.” Overall, those
students who participated in the DGKHS program for a full year demonstrated significant growth across all domains in all categories of students
analyzed from fall 2013 through spring 2014 (Figure 73).119
119
Denver Great Kids Head Start. (June 2014). TS Gold Analysis: Fall 2013-Spring 2014. TS Gold Data provided by the Colorado Department of Education.
94 | P a g e
Figure 73: DGKHS All Children Meeting and Exceeding Widely Held Expectations in ALL Checkpoint Periods 2013-2014
92%
100%
78%
80%
60%
Fall 2013/2014
96%
86%
Winter 2013/2014
Spring 2013/2014
93%
82%
68%
60%
43%
46%
43%
91%
79%
38%
40%
84%
74%
62%
26%
20%
0%
Social-Emotional
Physical
Language
Cognitive
Literacy
Mathematics
Children with an Individual Education Plan (IEP) consistently exhibit remarkable growth in all domains from fall to spring. Although fewer
students with an IEP are meeting or exceeding Widely Held Expectations than their peers without an IEP, their growth dramatically reduces the
significant gaps apparent at the start of the program year (Figure 74). 120
Figure 74: DGKHS Children with an IEP Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014
Fall 2013/2014
Spring 2013/2014
93%
100%
80%
80%
83%
71%
44%
30%
40%
77%
60%
60%
57%
60%
40%
Winter 2013/2014
34%
21%
71%
53%
23%
20%
41%
16%
0%
Social-Emotional
120
Physical
Language
Cognitive
Literacy
Mathematics
Denver Great Kids Head Start. (June 2014). TS Gold Analysis: Fall 2013-Spring 2014. TS Gold Data provided by the Colorado Department of Education.
95 | P a g e
Of those children tested in the spring of 2014, 54 percent spoke a language other than English as their primary language at home. As with most
DGKHS students, growth from fall to spring is evident (Figure 75).121
Figure 75: DGKHS Language other than English Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014
Fall 2013/2014
88%
100%
76%
80%
60%
87%
Winter 2013/2014
Spring 2013/2014
93%
89%
64%
41%
77%
65%
57%
59%
44%
33%
40%
85%
76%
72%
31%
24%
20%
0%
Social-Emotional
Physical
Language
Cognitive
Literacy
Mathematics
A slightly higher percentage of girls were meeting or exceeding Widely Held Expectations in all domains except the physical domain by end of
the program year. Both boys and girls showed significant growth in all domains from fall to spring across all delegate agencies (Figures 76 and
77).122
Figure 76: DGKHS Female Children Meeting or Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014
Fall 2013/2014
100%
82%
60%
86% 92%
91%
80%
Winter 2013/2014
70%
64%
48%
81%
48%
Spring 2013/2014
81%
91%
90%
81%
77%
64%
51%
42%
30%
40%
20%
0%
Social-Emotional
121
122
Physical
Language
Cognitive
Literacy
Mathematics
Denver Great Kids Head Start. (June 2014). TS Gold Analysis: Fall 2013-Spring 2014. TS Gold Data provided by the Colorado Department of Education.
Ibid.
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Figure 77: DGKHS Male Children Meeting and Exceeding Widely Held Expectations in ANY Checkpoint 2013-2014
100%
80%
60%
40%
20%
0%
87%
74%
Fall 2013/2014
85%92%
60%
41%
Social-Emotional
Winter 2013/2014
77%
64%
41%
Physical
Language
Spring 2013/2014
88%
76%
46%
Cognitive
86%
71%
38%
Literacy
78%
60%
26%
Mathematics
97 | P a g e
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99 | P a g e
GOAL 3: Increase the Number of Students Who Can Read At Grade Level by the End of Their
Third Grade Year
Third Grade Reading
To ensure that all Denver children have what they need to be successful in school and life, they need the tools that will enable success at each
stage in the life-cycle. Children need to enter school ready to learn and the ability to read at grade level by the end of third grade is an
important marker for future academic success. Beginning in fourth grade, children transition from learning how to read to reading to learn.
Unfortunately, 40 percent, or more than 2,500 third graders were not proficient in reading in the spring of 2014 (Figure 78).123
Colorado
Denver
100%
80%
60%
40%
74%
73%
70%
51%
56%
73%
59%
72%
61%
60%
20%
0%
2010 CSAP
2011 CSAP
2012 TCAP
2013 TCAP
2014 TCAP
Examining other education indicators provides a holistic view of
achievement in Denver. Student population data, languages spoken in
schools, English language learners, full-day kindergarten enrollment and
those students eligible for free or reduced-price lunch are included in this
section. Student achievement data as measured by proficiency on the
state standardized tests by income, race/ethnicity, and subject, illustrate
persistent gaps in achievement resulting from opportunity gaps impacting
the success of students at various points in their development. Utilizing all
of these important indicators to craft effective policies, programs,
services, and interventions are necessary to reduce achievement gaps and
ensure opportunity for all of Denver’s children.
Figure 78: Third Grade Students Scoring Proficient or Above (CSAP/TCAP)
123
Colorado Department of Education. (2012-2014 School Year). CSAP/TCAP-Data and Results. Retrieved August 15, 2014, from Colorado Department of Education:
http://www.cde.state.co.us/assessment/CoAssess-DataAndResults#summarydata.
100 | P a g e
Black and Hispanic children from low-income families often start kindergarten behind
their White peers and they tend to stay behind throughout their academic career.
Disparities in third grade reading proficiency exist by race/ethnicity (Figure 79) and
geography (Figure 80).
Figure 79: Third Grade Students Proficient in Reading by Race/Ethnicity 2014
Asian, 67%
Black, 51%
Hispanic, 48%
White, 85%
Data provided by Denver Public Schools show that those students who were reading at grade level by the end of their kindergarten year, as
measured by the DRA2/EDL2, were more likely to be proficient or advanced on the Colorado state reading assessment in third grade. Seventyfour percent of 2010 kindergarteners who were reading at grade level were proficient on their third grade reading assessment.124 Conversely,
only 22 percent of those students who were reading below grade level and the end of kindergarten were proficient. Students eligible for free
and reduced-price lunch also showed great success in third grade reading proficiency when reading at grade level at the end of kindergarten.
Sixty-three percent of kindergarteners eligible for free or reduced-price lunch in 2010 who were reading at grade level at the end of kindergarten
were also proficient in reading in third grade compared to only 20 percent of their peers not reading at grade level by the end of kindergarten.125
124
Starting in the spring of 2012, Colorado students no longer took the Colorado Student Assessment Program (CSAP). The Transitional Colorado Assessment Program (TCAP)
tests were used to measure student achievement in the spring of 2012-2014.
125
Crawford, John. Ed.D. (2013 ). Program Manager, Early Education Department, Denver Public Schools. Alburquerque, New Mexico: Presentation to the Council of Great City
Schools.
101 | P a g e
Figure 80: Third Graders Not Proficient in Reading
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Denver Public School Students
Figure 81: DPS Student Population
Student Population
Denver Public Schools is the largest school district in Colorado126 and one of the
fastest growing urban school districts in the nation.127 In the 2014-2015 school
year, 90,150 students were enrolled in 185 Denver Public Schools consisting of
three Early Childhood Education schools, 86 elementary, 20 ECE-8, four ECE-12,
22 middle, 19 grades 6-12, and 31 high schools. The number of children
enrolled in preschool through 12th grade has increased approximately three
percent each year (Figure 81).128
79,423
2010
81,870
2011
84,424
2012
87,398
2013
90,150
2014
School Year
Table 3: DPS Student Population by Race/Ethnicity
DPS Student Profile
Number
American Indian
583
Asian or Pacific Islander
2,958
Black
12,683
Hispanic or Latino
51,074
White (Not Hispanic)
19,768
Pacific Islander
203
Two or More
2,881
All Students
90,150
126
Percent
.6%
3.3%
14.1%
56.7%
21.9%
.2%
3.2%
100%
The largest proportion, or 57 percent, of Denver Public School students was Hispanic or Latino
compared to 22 percent classified as non-Hispanic White in the 2014-2015 school year. Black
students made up 14 percent of the school population (Table 4).129
Denver Public Schools. (2014-2015). Denver Public Current and Historical Enrollment Reports. Prepared by Student Submissions Team.
http://planning.dpsk12.org/enrollment-reports/standard-reports.
127
Council of Great City Schools, 2013.
128
Denver Public Schools. (2014-2015). Denver Public Current and Historical Enrollment Reports. Prepared by Student Submissions Team.
http://planning.dpsk12.org/enrollment-reports/standard-reports.
129
Ibid.
103 | P a g e
Languages
Over 120 languages are spoken in Denver Public Schools. The languages, other than English, spoken by the most students in DPS include
Spanish, Vietnamese, Arabic, Somali, Amharic, Nepali, and Russian.130
Figure 82: Percentage of English Language Learners in DPS
English Language Learners
According to the Colorado Department of Education, the number of English
Language Learners in Denver has decreased five percent since the 2013-2014
school year. In the 2014-2105 school year, approximately 29,600 (33 percent)
Denver Public School students were English Language Learners (Figure 82).131
Denver Public Schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Colorado
30%
33%
12%
14%
Fall
130
Denver Public Schools. (2014). DPS Students by primary language 2013-2014.
Colorado Department of Education. (2014). Pupil Membership for 2004-2014-District Data; Pupil Membership by Instructional Program. Retrieved January 2015, from
Colorado Department of Education: http://www.cde.state.co.us/cdereval/pupilcurrentdistrict.
131
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Free and Reduced-price Lunch Eligibility
The Colorado Department of Education provides annual district-level data on those children eligible for free or reduced-price meals. Free lunch
eligibility is set at 130 percent of the federal poverty level (approximately $31,000 for a family of four) and reduced-price lunch eligibility is at
185 percent of the federal poverty level (approximately $44,100 for a family of four).132 In Denver, 70 percent of public school students qualified
for free or reduced-price lunch in 2014-2015 school year (Figure 83).133 The proportion of free or reduced-price lunch students by Denver
neighborhood is illustrated in Figure 84.
Figure 83: Trends in Free and Reduced-Price Lunch in Denver
Eligible for Free Lunch
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Eligible for Reduced Price Lunch
9%
7%
7%
6%
7%
7%
58%
62%
65%
66%
65%
65%
62%
2008
2009
2010
2011
2012
2013
2014
6%
7%
7%
8%
8%
55%
58%
57%
59%
2004
2005
2006
2007
Pupil Count in the Fall
132
U.S. Department of Health and Human Services. (2014). 2014 Poverty Guidelines. Federal Register. U.S. Department of Health and Human Services.
Denver Public Schools. (2013-2014 School Year). Free and Reduced Lunch based on October Count Submission 2014-2015. Retrieved January 2015, from Denver Public Schools
Planning and Analysis: http://planning.dpsk12.org/reportsdemographics/enrollment/frlellsped.
133
105 | P a g e
Figure 84: Students Eligible for Free or Reduced-Price Lunch
106 | P a g e
107 | P a g e
Full-Day Kindergarten
The skills learned in quality full-day kindergarten programs provide children the time and support they need to master the academic and social
skills necessary for future achievement and life success.
Full-day kindergarten programs benefit children in the following ways:






Contributes to increased school readiness;
Leads to higher academic achievement;
Improves student attendance;
Supports literacy and language development;
Benefits children socially and emotionally; and
Decreases costs by reducing retention and remediation rates.134
As the benefits of participation in full-day kindergarten programs have become recognized, the
number of children attending full-day kindergarten in Colorado and in Denver has increased.
Denver Public Schools offers full-day kindergarten programs to children and their families. The
half-day kindergarten program is free to all families and the full-day option is free to those
eligible for free or reduced-price lunch. For families earning more than 185 percent of the
federal poverty line, tuition payments are determined based on a sliding scale. Enrollment in
full-day kindergarten has increased to 7,661 children (nearly 100 percent) in Denver Public
Schools in the 2014-2015 school year (Figure 85).135
Figure 85: Full-Day Kindergarten Enrollment in Denver
134
WestEd Center on Policy. (April 2005). Policy Brief: Full-Day Kindergarten- Expanding Learning Opportunities. http://www.nj.gov/education/ece/k/FullDayK.pdf.
Colorado Department of Education. (2015). Pupil Membership for 2014-District Data; Pupil Membership by District and Grade Level. Retrieved January 2015, from Colorado
Department of Education: http://www.cde.state.co.us/cdereval/pupilcurrentdistrict.
135
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Children Reading at Grade Level at the End of Kindergarten
The achievement gaps evident in reading and math by third grade are also evident before a child enters kindergarten. Research shows that very
early ability differences are strongly correlated to later achievement. Both early reading and math skills predict achievement through high
school. 136
The Developmental Reading Assessment (DRA2 for English and EDL2 for Spanish students) is an assessment given in Denver Public Schools (DPS)
to measures phonemic awareness, letter/word recognition, and phonics. All kindergarten students are evaluated using the word analysis task
component of the DRA2/EDL2 assessment in the fall of the school year and a complete assessment of reading levels at the end of the school
year. The graph in Figure 86 shows that as participation in full-day kindergarten increased in Denver, the percentage of students reading at or
above levels three or higher on the DRA2/EDL2 assessment at the end of kindergarten increased for both English and Spanish students.137
Figure 86: Trends in Full-Day Kindergarten Participation and Reading Assessment Scores
Reading at/above Level 3
Sixty-nine percent of all DPS kindergarteners tested
were reading at or above grade level, as
measured by the DRA2 assessment for the 20132014 school year. The map in Figure 87
illustrates the variability of kindergarten
students who are not proficient on this
assessment at the end of kindergarten by the
neighborhoods in which they live.138
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
92%
85%
83%
Full-Day K
DRA2
EDL2
Spring
136
Barnett, W. S., & Lamy, C. E. (2013). Achievement Gaps Start Early: Preschool Can Help. In P. L. Carter, & K. G. Welner, Closing the Opportunity Gap: What America Must Do to
Give Every Child an Even Chance (pp. 98-110). New York: Oxford University Press.
137
Crawford, John. Ed.D. (2013 ). Program Manager, Early Education Department, Denver Public Schools. Alburquerque, New Mexico: Presentation to the Council of Great City
Schools.
138
Denver Public Schools. (2014). Percent of DPS kindergarteners who were reading at or above grade level by the end of kindergarten in 2014.
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Figure 87: Kindergarteners Not Ready for Reading at the End of Their Kindergarten Year
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Colorado Student Assessment Program (CSAP) /Transitional Colorado Assessment Program (TCAP) 139
State standardized tests indicate that the overall percentage of Denver Public School (DPS) students proficient or advanced is improving over
time in reading, math, writing, and science (Figure 88). Compared to Colorado, fewer Denver Public School Students are proficient in all subjects
measured (Figure 89).140
Figure 88: TCAP Performance in DPS
2012
2013
2014
100%
80%
60%
40%
52% 54% 54%
20%
43% 46% 47%
41% 42% 44%
Math
Writing
31% 34%
0%
Reading
Science
Figure 89: TCAP Percent Students Proficient and Above 2014
Denver
Colorado
100%
80%
60%
40%
69%
54%
20%
47%
56%
44%
54%
0%
Reading
139
Math
Writing
Starting in the spring of 2012, Colorado students no longer took the Colorado Student Assessment Program (CSAP). The Transitional Colorado Assessment Program (TCAP)
tests were used to measure student achievement in the spring of 2012-2014.
140
Colorado Department of Education. (2007-2013 School Years, ). CSAP/TCAP-Data and Results. Retrieved August 15, 2014, from Colorado Department of Education:
http://www.cde.state.co.us/assessment/CoAssess-DataAndResults#summarydata.
111 | P a g e
Proficiency by Income
According to current research, the stress associated with living in poverty may affect aspects of a child’s cognitive ability resulting in lower
educational success in both reading and math. 141 The graphs in Figures 90 and 91 illustrate the percentage of students in all grades in Denver
Public schools that are proficient in reading and math as measured by the state standardized tests. Persistent gaps exist in both math and
reading between students who are economically disadvantaged and those who are not as measured by free and reduced lunch eligibility.142 The
maps in Figures 92 and 93 illustrate the proportion of students proficient in reading and math by school.
Figure 90: DPS Students Proficient and Above on the Reading CSAP/TCAP
100%
80%
80%
60%
63%
40%
43%
32%
20%
54%
44%
Eligible for Free or Reduced Price
Lunch
0%
2007 CSAP
Not Eligible for Free or Reduce Price
Lunch
Average of All DPS Students Tested
2008 CSAP
2009 CSAP
2010 CSAP
2011 CSAP
2012 TCAP
2013 TCAP
2014 TCAP
Figure 91: DPS Students Proficient and Above Math CSAP/TCAP
100%
80%
60%
40%
20%
71%
49%
33%
26%
47%
37%
0%
2007 CSAP
141
2008 CSAP
2009 CSAP
2010 CSAP
2011 CSAP
2012 TCAP
2013 TCAP
2014 TCAP
Not Eligible for Free or Reduce Price
Lunch
Average of All DPS Students Tested
Eligible for Free or Reduced Price
Lunch
Duncan, G., & Murnane, R. (2011). Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances. New York: Russell Sage Foundation.
Colorado Department of Education. (2007-2014 School Years, ). CSAP/TCAP-Data and Results. Retrieved August 19, 2014 from Colorado Department of Education:
http://www.cde.state.co.us/assessment/CoAssess-DataAndResults#summarydata.
142
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Figure 92: Students Proficient in Reading 2014
113 | P a g e
Figure 93: Students Proficient in Math 2014
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Achievement Gaps by Race/Ethnicity
There is variability in the percentage of students proficient in reading and math on the CSAP/TCAP assessment by race/ethnicity. Consistent
gaps are apparent over the past three years with more White and Asian students proficient than Black and Hispanic students (Figures 94 and 95).
In 2014, 86 percent of White students and 65 percent of Asian students were proficient or above in reading in Denver Public Schools while only
46 percent of Black and 44 percent Hispanic students were proficient. Similarly in math, 78 percent White, 65 percent Asian, 38 percent
Hispanic, and 31 percent Black students were proficient in 2014.143
Figure 94: DPS Students Proficient and Above on Reading CSAP/TCAP by Race/Ethnicity
100%
86%
80%
65%
60%
White
Asian
40%
54%
Average of All DPS Students Tested
20%
46%
Black
44%
Hispanic
0%
2011 CSAP
2012 TCAP
2013 TCAP
2014 TCAP
Figure 95: DPS Students Proficient and Above on Math CSAP/TCAP by Race/Ethnicity
100%
80%
78%
White
65%
Asian
47%
Average of All DPS Students Tested
38%
Hispanic
31%
Black
60%
40%
20%
0%
2011 CSAP
143
2012 TCAP
2013 TCAP
2014 TCAP
Colorado Department of Education (2011-2014 School Years). SchoolView Data Center. Retrieved August 19, 2014 from Colorado Department of Education:
https://edx.cde.state.co.us/SchoolView/DataCenter/.
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Achievement Gaps by English Language Proficiency
Children who struggle with English may face barriers to academic success. As illustrated in Figures 96 and 97, there is a significant achievement
gap between students who are English Language Learners and those who are proficient in English in reading and math as measured by the state
standardized tests (CSAP, TCAP).144
Figure 96: DPS English Language Learners and English Proficient on Reading CSAP/TCAP
100%
English Proficient
80%
64%
54%
43%
60%
40%
Average of All DPS Students
Tested
20%
0%
English Language Learners
2007
CSAP
2008
CSAP
2009
CSAP
2010
CSAP
2011
CSAP
2012
TCAP
2013
TCAP
2014
TCAP
Figure 97: DPS English Language Learners and English Proficient on Math CSAP/TCAP
100%
80%
English Proficient
60%
53%
40%
47%
39%
Average of All DPS Students
Tested
20%
English Language Learners
0%
2007
CSAP
144
2008
CSAP
2009
CSAP
2010
CSAP
2011
CSAP
2012
TCAP
2013
TCAP
2014
TCAP
Colorado Department of Education. (2007-2014 School Years, ). CSAP/TCAP-Data and Results. Retrieved August 19, 2014, from Colorado Department of Education:
http://www.cde.state.co.us/assessment/CoAssess-DataAndResults#summarydata.
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GOAL 4: Increase the Number of Students Who Have Access to and Complete a Postsecondary
Pathway
Graduation Rates
For the 2013-2014 school year, 63 percent (3,120) Denver Public School students graduated from high Figure 99: On-Time (Four-Year) Graduation Rates in DPS
and Colorado
school on time or in four years. Although the on-time graduation rate for DPS is significantly lower
than the state average, graduation rates are steadily increasing from 52 percent for the
Colorado
Denver
2009-2010 school year (Figure 99). Graduation rates vary widely based on factors like race,
ethnicity, and gender. American Indian, Black, and Hispanic students graduate less often
77%
77%
75%
74%
72%
63%
than their peers from other racial and ethnic backgrounds. Overall, male students were less
61%
59%
56%
52%
likely to graduate than their female peers (Figure 98). In Denver, 54 percent of students
with limited English proficiency graduated and 40 percent of students with disabilities
graduated on time.145
2009-2010
2010-2011
2011-2012
2012-2013
Figure 98: DPS On-Time (Four-Year) High School Graduation Rates by Race/Ethnicity and Gender 2013-2014
All
Female
Male
100%
63% 69% 57%
All Students
145
72% 78%
64%
39% 44% 35%
American Indian
or Alaska Native
Asian
62% 70% 55%
58% 63% 54%
Black
Hispanic
74%
82%
66%
White
75%
67%
Pacific Islander
75% 75% 74%
Two or More
Races
Colorado Department of Education. (2014). Graduation Data for the Class of 2013-2014; Graduates and completers by District, Gender, and Race/Ethnicity and Instruction
Type. Retrieved January 2015, from Colorado Department of Education: http://www.cde.state.co.us/cdereval/gradcurrent.
2013-2014
118 | P a g e
Dropout Rates
Figure 100: Colorado and DPS Dropout Rates
One of the most urgent problems facing the nation is the high number of students
dropping out of school before they earn a high school diploma. A report from National
Public Radio illustrates that often the decision to dropout has lifelong personal and
societal impacts. The report states:
Colorado
6.4%
Denver
6.4%
5.8%




The unemployment rate for people without a high school diploma is nearly twice
that of the general population;
Over a lifetime, a high school dropout will earn $200,000 less than a high school
graduate and almost $1 million less than a college graduate;
Dropouts are more likely to commit crimes, abuse drugs and alcohol, become
teenage parents, live in poverty, and commit suicide; and
Dropouts cost federal and state governments hundreds of billions of dollars in lost
earnings, welfare and medical costs, and billions more for dropouts who end up in
prison.146
5.0%
3.1%
2009-2010
3.0%
2010-2011
2.9%
2011-2012
4.5%
2.50%
2.4%
2012-2013
2013-2014
School Year
Despite that 98 percent of Denver Public School high school students reported they thought it was important to finish high school,147
approximately 1,700 students (4.5 percent) dropped out of school before graduation. Dropout rates continue to decrease slightly each year
(Figure 100).148 Dropout rates vary by gender, race, ethnicity (Figure 101), and geography (Figure 104).149
146
Johnston, C. (2011, July 24). Schools Out: An Overview of American's Dropout Crisis. Retrieved August 2013, from National Public Radio:
http://www.npr.org/2011/07/24/138508517/series-overview-the-cost-of-dropping-out.
147
2013 Health Kids Colorado Survey Results: Region 20 Middle and High School Summary Tables, Weighted Data.
http://www.chd.dphe.state.co.us/topics.aspx?q=Adolescent_Health_Data.
148
Colorado Department of Education. (2014). Dropout Data for 2006-2013; Annual Dropout Rate by District. Retrieved January 2014, from Colorado Department of Education.
149
Colorado Department of Education. (2013). Dropout Data for 2011-12; Annual Dropout Rate by District-2011-12 School Year. Retrieved August 2013, from Colorado
Department of Education: http://www.cde.state.co.us/cdereval/dropoutcurrent.
119 | P a g e
Figure 101: DPS Dropout Rates by Race/Ethnicity and Gender 2013
All
Female
Male
10% 9.8% 10.2%
4.5% 3.9%
5.1%
2.7% 1.8%
All Students
American Indian
3.8%
5.1% 4.5% 5.6%
Asian
Black
6.8%
4.8% 4.2% 5.4%
3.4% 2.7%
Hispanic
4.7%
4.1%
3% 3.3% 2.6%
2.4%
White
Pacific Islander
Two or More Races
Student Conduct in Denver Public Schools
In the 2013-2014 school year, there were a 9,002 total incidents of misconduct in Denver Public Schools. Misconduct violations include drug,
alcohol, and tobacco violations as well as dangerous weapons, assaults, robbery, disorderly conduct, and destruction of school property.150
Overall, the number of suspensions and expulsions has decreased in recent years (Figures 102 and 103).
Figure 102: Student Violations of the Code of Conduct in Schools
Figure 103: Suspensions and Expulsions in Denver Public Schools
Total Number of Incidents
13,443
14,272
15,000
11,771
10,007
10,000
174
Out-of-School Suspensions
5,000
0
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
99
10,000
8,085
72
7,563
6,400
5,256
5,000
5,138
6,556
2009-2010
2010-2011
60
5,356
5,234
4,600
3,490
2011-2012
2012-2013
2013-2014
0
School Year
150
Expulsions
63
9,002
Incidents
15,000
In-School Suspensions
Colorado Department of Education. 5-Year Trend by Type of Incidents with Action Taken by School. Obtained January, 2015.
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Figure 104: Dropout Rate by Neighborhood
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Post-Secondary Education
College Readiness
The ACT college readiness assessment is given to every Colorado 11th grade public school student in the state. The test measures what students
have learned throughout high school. The ACT is accepted by all four-year colleges and universities in the United States and provides higher
education institutions with standardized scores from which to compare, recruit and enroll future students. ACT overall tests are reported on a
scale from 1 to 36. ACT College Readiness Benchmarks and Denver Public School District averages for each overall test are as listed in Table 4.151
Table 4: ACT Benchmarks with DPS District ACT Scores
ACT College
Readiness
Benchmark
18
2014 Denver
Public Schools ACT
District Average
17
Reading
22
19
Math
22
19
Science
23
18
Figure 105: ACT Scores
Average Composite
Score
Overall
ACT
Test
English
United States
Colorado
Denver Public Schools
22
21
20.6
20
18
18
16
2010
2011
2012
2013
2014
Although there are differences152 between the reports that provide the following comparison in ACT success in Figure 105, it is apparent that
Denver Public School students score below the state average with a composite score of 18 in 2014. Both Colorado and Denver Public Schools
score below the national average.153
151
Denver Public Schools. (2014). 2014 Colorado ACT Demographic Group Performance Summary. Accountability, Research, Evaluation.
http://testing.dpsk12.org/reseach_eval/reports/test_results/COACT/coact_results2014.pdf.
152
The Colorado ACT Profile Report reflects the results of a school’s spring state testing population. Per State Statute Colorado is required to test every 11th grade public school
student in the state. In contrast, the Graduating Class Report reflects the results of only the most recent test date for each member of the most recent graduating class who
listed a Colorado high school (both private and public) at the time of testing.
http://www.cde.state.co.us/sites/default/files/documents/assessment/documents/coact/data/difcoactprofilereport_gradclassreport.pdf.
122 | P a g e
Figure 106: Postsecondary Enrollment
College Enrollment
According the 2013 Health Kids Colorado Survey, 91 percent of Denver high school
students thought it was important to go to college. However, only 1,784 Denver high
school graduates (48 percent) enrolled in a postsecondary institution in 2012. The
overall percentage of college enrollment in Denver has remained relatively flat from
2009-2012. This rate is lower than the state rate of 57 percent graduates going to
college (Figure 106).154
According to the National Student Clearinghouse, only 23 percent of DPS students
who entered a college program in 2006 or 2007 completed a degree within six years.155
Denver
80%
60%
40%
59%
47%
57%
48%
20%
0%
2009
Although improving, more than half of DPS students enrolled in a state public college
(52 percent) needed to attend remedial classes in state public colleges (Figure 107).157
153
2010
2011
2012
Figure 107: Remediation Rates
Remediation Rates
Of Colorado students who graduated high school in 2012 and enrolled in a state public
college or university, approximately 36 percent needed remediation, or additional noncredit bearing courses offering basic skills necessary to succeed in college-level work.
Forty-seven percent of Colorado students required remediation in math, 31 percent in
English, and 21 percent in reading.156
Colorado
100%
DPS
Colorado
100%
80%
60%
40%
20%
62%
38%
52%
36%
0%
Class of 2009 Class of 2010 Class of 2011 Class of 2012
ACT. (2008-2013). ACT News: ACT National and State Scores. Retrieved January 2015, from ACT : http://www.act.org/newsroom/data/. And for DPS
http://testing.dpsk12.org/reseach_eval/reports/test_results/COACT/coact_results_bySchool.pdf.
154
Colorado Department of Education. District at a Glance: Denver County 1. http://highered.colorado.gov/data/districthssummary.aspx.
155
National Student Clearninghouse . (1/24/2014). Student Tracker for High Schools Aggregate Report: Prepared for Denver County School District 1.
http://planning.dpsk12.org/wp-content/uploads/2014/04/DPS_NSCHCollegeEnrollment_November2013.pdf.
156
Colorado Department of Higher Education. (May, 2014). 2013 Legislative Report on Remedial Education.
http://highered.colorado.gov/Publications/Reports/Remedial/FY2013/2013_Remedial_relMay14.pdf.
157
Colorado Department of Higher Education. June 2014.
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GOAL 5: Decrease the Number of Disconnected Youth
Disconnected Youth
The economic health and quality of life in Denver depend on educated and engaged community members. The transition of youth, particularly
as they move into adulthood, can be challenging for any young person, but is even more challenging for disconnected youth. Disconnected
youth are young people who are not in school and who do not have a job. Disconnected youth have measurable social, economic, and personal
costs.
According to three-year estimates from the U.S. Census Bureau, approximately seven percent of Colorado teens ages 16 through 19 were not
attending school and not working from 2011-2013 (Figure 108). The disconnected youth rate in Denver is estimated at nine percent or
approximately 2,400 young people. Disconnected youth are disproportionately males of color.158 The areas in Denver where the characteristics
associated with youth disconnection are greatest are indicated on the map in Figure 109.
Subgroups of disconnected youth include:







Young unmarried parents
Immigrant youth
Homeless youth
Incarcerated youth
Foster youth/youth transitioning out of public systems
Youth with a disability or special needs
High school drop outs
Figure 108: Youth Ages 16 - 19 Not in School and Not Working
Denver
Colorado
30%
25%
20%
15%
10%
5%
12%
11%
7%
8%
9%
7%
0%
2005-2007
158
2008-2010
2011-2013
U.S. Census Bureau. (2005-2013). Sex by School Enrollment by Educational Attainment by Employment Status for the Population 16-19 Years: Table B14005. Retrieved October
2014, from American Fact Finder: http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml.
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Figure 109: Key Indicators for Youth Disconnection
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Denver’s disconnected youth rate of nine percent is slightly larger the national average of eight percent and ranks sixth among the twenty-five
U.S. cities with populations between 500,000 and 1,000,000 people (Figure 110).159
Figure 110: City Ranking of Disconnected Youth
Youth Employment
Boston
San Francisco
San Jose
Seattle
Nashville
Columbus
Charlotte
United States
Portland
Indianapolis
Milwaukee
Oklahoma
Albuquerque
Louisville
Denver
El Paso
Tucson
Jacksonville
Washington
Fort Worth
Fresno
Baltimore
Las Vegas
Memphis
Detroit
4%
Figure 111: Youth in the Labor Force who are Unemployed (ages 16-21)
Denver
5%
10%
15%
Colorado
50%
40%
30%
19.9%
19.4%
20%
10%
0%
17%
0%
159
Of the youth 16-21 in the labor force 19 percent were unemployed in 2013
in Denver compared to 20 percent for Colorado (Figure 111).160
Unemployed youth and young adults ages 16-24 are mapped by Denver
neighborhood in Figure 112.161
5%
6%
6%
7%
7%
7%
8%
9%
9%
9%
9%
9%
9%
9%
10%
10%
10%
11%
11%
11%
12%
13%
14%
2008
2009
2010
2011
2012
2013
20%
U.S. Census Bureau. (2011-2013). Sex by School Enrollment by Educational Attainment by Employment Status for the Population 16-19 Years: Table B14005. Three-Year
Estimates Retrieved October 2014, from American Fact Finder.
160
U.S. Census Bureau. (2013). Sex by Age by Employment Status for the Population 16 Years and Over: Table B23001. Retrieved September 2014, from American Fact Finder.
16-21 year-olds in labor force that are unemployed.
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_1YR_B23001&prodType=table.
161
U.S. Census Bureau. (2013). Sex by Age by Employment Status for the Population 16 Years and Over: Table B23001. Five-year estimates. Retrieved February 2015, from
American Fact Finder. 16-24 year-olds in labor force that are unemployed.
127 | P a g e
Figure 112: Map of Youth (in the Labor Force) who are Unemployed (Ages 16-24)
128 | P a g e
The Status of Denver’s Children: A Community Resource 2015 can be downloaded from the Office of
Children’s Affairs website:
www.denvergov.org/childrensaffairs
For more information on any topic or data included in this document please contact:
Lisa Piscopo, Ph.D.
Director of Research and Analysis
The Office of Children’s Affairs
City and County of Denver
[email protected]