School Description The New America School (NAS)?Thornton provides a public charter school model designed to empower new immigrants, English language learners, and academically underserved students with the educational tools and support they need to maximize their potential, succeed, and build brighter futures. NAS?Thornton is designated as an Alternative Education Campus (AEC) under Colorado Revised Statutes § 22-7-604.5, which stipulates that any school serving at least 90 percent ?high-risk? s…
tudents qualifies for AEC designation. High-risk students are defined in state law as those who meet one or more of 15 statutory criteria, including but not limited to histories of truancy or dropout, expulsion, adjudication, foster care involvement, substance abuse, gang involvement, homelessness, teen parenting, significant trauma, or being overage and under-credited for grade level. By statute, these schools are authorized to use innovative methods of instruction and flexible programming to re-engage students in their education. Location and Focus NAS?Thornton is located in Adams County, serving communities in North Denver and Thornton that experience high poverty, low high school completion rates, and large numbers of families who are newly arrived in the United States and who primarily speak languages other than English at home. The school?s focus is on re-engaging and building effective relationships with students who have not thrived in traditional schools, and often even struggled to reengage in other alternative settings, to help them acquire English fluency, literacy, and core academic skills in reading, language arts, mathematics, and science. The school also emphasizes college and career readiness by preparing students for postsecondary opportunities and employment. Enrollment and Demographics During the 2024-25 school year, NAS?Thornton enrolled 188 students, with 36% of students aged 18 or older. The student body is comprised of 94% minority students, of whom 92% identify as Hispanic/Latino. Approximately 72% of students qualify for free or reduced-price lunch. More than half (54%) are Multilingual Learners. Gender distribution is 52% female and 48% male. NAS?Thornton serves students with multiple and overlapping risk factors: Almost 95% of students enter with a history of habitual truancy. 67% are overage for their grade level and behind in credit accumulation. 22% are former dropouts or have had long breaks in enrollment. 40% have a history of suspension or expulsion, a 23% increase from the prior year. 7% are in a gang or have family members in gangs. 11% have a parent in prison, or on parole/probation?double the prior year?s rate. 9% have an active Individualized Education Program (IEP). Programs and Supports As an AEC, NAS?Thornton provides: Flexible scheduling to support students balancing school, work, and family responsibilities. Intensive English language development and academic supports tailored for newcomers. Credit recovery and individualized graduation pathways (Competency Based Diploma) to help overage and under-credited students complete high school requirements. Socio-emotional supports and wraparound services that address trauma, gang involvement, family instability, and other barriers to academic success. Postsecondary and workforce preparation to expand opportunities after high school. NAS?Thornton exists to serve high-risk youth who would otherwise struggle to complete high school in traditional settings. By leveraging the statutory flexibility granted to AECs, the school focuses on re-engagement, language development, and academic acceleration while building the resilience, skills, and relationships students need for long-term success.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.