Casey Middle School
Casey Middle School serves 670 students in grades 6-8.
Casey Middle School placed in the bottom 50% of all schools in Colorado for overall test scores (math proficiency is top 50%, and reading proficiency is bottom 50%) for the 2018-19 school year.
The percentage of students achieving proficiency in math is 34% (which is lower than the Colorado state average of 35%) for the 2018-19 school year. The percentage of students achieving proficiency in reading/language arts is 42% (which is lower than the Colorado state average of 47%) for the 2018-19 school year.
The student:teacher ratio of 18:1 is higher than the Colorado state level of 17:1.
Minority enrollment is 47% of the student body (majority Hispanic), which is equal to the Colorado state average of 47% (majority Hispanic).
Casey Middle School's student population of 670 students has stayed relatively flat over five school years.
The teacher population of 38 teachers has stayed relatively flat over five school years.
(offers virtual instruction)
(offers virtual instruction)
Total Classroom Teachers
Students by Grade
Casey Middle School is ranked within the bottom 50% of all 1,783 schools in Colorado (based off of combined math and reading proficiency testing data) for the 2018-19 school year.
The diversity score of Casey Middle School is 0.56, which is less than the diversity score at state average of 0.60. The school's diversity has stayed relatively flat over five school years.
Definition of Terms 2017-2018 School Year Data
State Level (CO)
Overall Testing Rank
#896 out of 1783 schools
Math Test Scores (% Proficient)
Reading/Language Arts Test Scores (% Proficient)
Student : Teacher Ratio
Two or more races
All Ethnic Groups
Eligible for Free Lunch
Eligible for Reduced Lunch
School Statewide Testing
School District Name
Source: 2017-2018 (latest school year available) NCES, CO Dept. of Education
Casey is a good school in many ways, but there is a serious imbalance with respect to pressures placed on students in the bilingual track. The bilingual program is unnecessarily intense and there appears to be little interest in parent feedback. What could be a rich opportunity for a diverse group of children to learn Spanish AND core academics is instead a narrowly focused program tailored only to children who can cope with intense pressure, hours of daily homework, and an uncreative, NON-experiential approach to second-language learning. Teachers of core academics (lang. arts, science, math and social studies) repeatedly tell parents that they cannot give homework because of the extreme load placed on students by the bilingual teachers. Those teachers recognize the imbalance in the school! Parents repeatedly ask the bilingual teaches and leadership to reduce homework expectations. While school leadership claims to welcome parent input, in reality they are dismissive of parents' pleas for the bilingual program be placed in a more proper balance with other academics and appear undisturbed by the negative effect this has on students' interest in second language learning.
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