At Challenge Denver, we’re committed to ongoing evaluation of our impact on indicators that we know are predictive of high school graduation. These include an increase in attendance, reduced number of negative behavior reports, and ultimately, higher academic achievement.

When analyzing our long-term school partners, we see the following data in alignment with these indicators:

An average of a 40% reduction in instances of negative student behavior, according to school-based behavior data. 

An average of 50+ additional hours of class attended per student due to increased attendance and decreased tardiness.

Overall gains in academic outcomes, ranging from increased average GPA, higher graduation rates, and school-wide rating improvement on the School Performance Framework.

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Our approach is rooted in the widely-respected research of the Collaborative for Academic and Social Emotional Learning (CASEL). Therefore, we see the acquisition of critical social emotional skills -- self-awareness/self-management, relationship skills, social awareness, conflict resolution and healthy decision-making -- as key to achieving the behavior, attendance, and academic outcomes we care about for kids.

To measure social emotional growth in students impacted by our programs, we track specific skills using the Developmental Assets Profile (DAP), a researched-based evaluation survey tool taken by students before and after our programming. The results for the 2013-2014 school year are below.


Students who received our programming increased from "low/vulnerable" to "adequate/average" on the DAP scale in positive identity and self-awareness within one year.

Students who received our programming Increased from "low/vulnerable" to "adequate/average" in relationship skills and sense of community within one year.