Battle Mountain High School (BMHS) is a four-year comprehensive high school located in a rural resort community, currently enrolling approximately 850 students in the 2025-26 school year. Programming includes a strong Advanced Placement pathway with more than 20 course offerings, a Gifted and Talented program, CTE pathways, and supports a robost AVID program. Additionally students have the opportunity to take concurrent enrollment classes and/or earn an Associates Degree. According to the 2025 S…
chool Performance Framework (SPF), the Colorado Department of Education (CDE) has designated BMHS as a " Performance " school. CDE's high school ratings are determined by several criteria, including academic achievement, academic growth, test participation rates, and postsecondary and workforce readiness.  Brief History: Battle Mountain High School was established in 1959 as part of a school reorganization in Eagle County, resulting from the merger of Minturn High School and Red Cliff High School. Initially housed in a building in Red Cliff, the school community chose the name "Battle Mountain," along with the colors black and gold, and adopted the Huskies as its mascot. In 1964, a new facility was constructed in Maloit Park, south of Minturn, allowing Battle Mountain to transition into a Junior/Senior High School. As the local population grew, so did the need for a larger educational space. This led to the opening of a new building just west of Dowd Junction in Eagle-Vail in the fall of 1974, which served only grades 9-12. In 2009, Battle Mountain High School relocated to its current campus in Edwards, Colorado, continuing to provide quality education to its students. Eagle County School District Community: Serving Pre-K through 12th grade students from Vail to Dotsero, including Red Cliff, McCoy, and Bond. Eagle County Schools is an innovative district comprised of 830 professionals engaging nearly 7,000 students. Our vision is to prepare all of our students to be global-ready graduates, who will be successful in their careers or college experience and contribute to their communities in positive and effective ways. Click here: BMHS School Profile 2024-25 5+ Year Enrollment Trend 2025-26 848 (unofficial count 10.10.25) 2024-25: 916 2023-24: 946 2022-23: 904 2021-22: 945 2020-21: 951 2019-20: 955 Demographics SY 2025-26: Unofficial Enrollment : 848 students in 2025-26 school year. The ethnic/racial composition: 57.4% Hispanic or Latino; 38.3% White/Caucasian; <1% Asian; 2% Multi-Racial, 1% Black/African-American; 0% Native Hawaiian or Pacific Islander; <1% American Indian or Alaskan Native. Unofficial numbers for subgroups SY 2025-26: FRL : 33.59% ELL: 16.4% Minority: 61.7% IEP: 14.6% 504: 10% Gifted: 11% Migrant: <1% Demographics SY 2024-25: Unofficial Enrollment : 920 students in 2024-25 school year. The ethnic/racial composition: 59.7% Hispanic or Latino; 37% White/Caucasian; 1% Asian; 1.3% Multi-Racial, 1% Black/African-American; 0% Native Hawaiian or Pacific Islander; <1% American Indian or Alaskan Native. Unofficial numbers for subgroups SY 2024-25: FRL : 33.59% ELL: 20.5% Minority: 63% IEP: 12% 504: 9% Gifted: 11% Migrant: <1% Demographics for 2023-24: Enrollment: 946 students in 2023-24 school year. The ethnic/racial composition: 58% Hispanic or Latino, 38% White/Caucasian, 1% Asian, 2%Multi-Racial, <1% Black/African-American, <1% Native Hawaiian or Pacific Islander, <1% American Indian or Alaskan Native. Subgroups for 2023-24: FRL : 33% ELL: 33% Minority: 61% IEP: 13% 504: .5% Gifted: 14% Migrant: .2% Demographics for 2022-23: Enrollment: 904 students in 2023-24 school year. The ethnic/racial composition: 58% Hispanic or Latino, 38% White/Caucasian, 1% Asian, 2%Multi-Racial, <1% Black/African-American, <1% Native Hawaiian or Pacific Islander, <1% American Indian or Alaskan Native. Sub groups 2022-23: FRL : 32.9% ELL: 32.6% Minority: 60.8% IEP: 12.2% 504: .4% Gifted: 13.5% Migrant: .1% UIP Process: The UIP has been developed through the input and collaboration of the Administrative Leadership Team; Instructional Leadership Team; and then shared and reviewed with the School Accountability Advisory Committee (SAAC) for feedback/input regarding the final draft of this UIP submission.
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.