Academic Competence and Critical Thinking is one of three major categories for defining whole child student success. Academic Competence and Critical Thinking refers to students’ ability and growth toward accepted grade level standards and often comparative to like populations. It also includes students’ ability to use processes and skills to make judgments and logic in transferring learning to new situations. SCAP districts use multiple evidences to determine the overall Academic Competence and Critical Thinking of its students. Each of these evidences are listed below.
Academic Performance Overview
Hanover School District 28 reviews state and local assessment results every year, broken out by grade level and student group. The results are measured against the State Performance Framework indicators of achievement, growth and participation. Hanover’s enrollment is small, so results for some grades and student groups can’t be reported publicly without identifying individual students. The district tracks those students’ progress internally with NWEA, DIBELS 8 and i-Ready.
2026 Performance Framework Ratings
- District: Accredited with Priority Improvement (Year 4). The district’s academic score of 53.1% falls in the Improvement range (44–55.9%). A test participation penalty, not academic performance, lowered the rating by one level. The district is working with CDE to correct the participation data.
- Hanover Elementary: Turnaround (27.8% of framework points; achievement 32.1%, growth 25.0%).
- Hanover Jr/Sr High: Performance Plan (Strong growth and postsecondary (both Meets) offset a low achievement snapshot.)
Student Performance Priorities
1. Raise academic growth at Hanover Elementary (grades 3–5)
Framework indicator: Academic Growth. Elementary growth earned 25.0% of available points and was the main reason for the school’s Turnaround rating. Target: a median growth percentile (MGP) of 50 in grades 3–5 by the end of 2026–27. Interim: 60% of students meet their NWEA MAP growth goals by the winter 2027 testing window. Connected to Strategic Priority 1.
2. Raise literacy achievement across grades K–12
Framework indicators: Academic Achievement (ELA) and READ Act. 24.3% of students in [grades] are well below the literacy benchmark on DIBELS 8 / NWEA. Grade-level reading data show strong gains, but achievement is still below state expectations. Target: reduce the share well below benchmark to 18% by spring 2027. Connected to Strategic Priority 1 and the K-12 Literacy Plan.
3. Reverse the decline in high school mathematics
Framework indicator: Academic Achievement (PSAT/SAT mathematics). Grades 9–11 math results declined from prior year to 2026, while K–5 math improved, including a 27 percentile-point gain in kindergarten. Target: 15% meeting or exceeding the PSAT/SAT math benchmark in 2027. Connected to Strategic Priority 1.
Contributing factors. Chronic absenteeism disrupts instructional continuity and is a key factor in elementary results (Strategic Priority 2, target: reduce chronic absenteeism by 30%). Test participation affected the district rating and limits how well state data represent student learning.
Performance Framework Reports
(District) Hanover 28 (1070)
State Assessment Results
CMAS Results Grades 3-8 English Language Arts
CMAS Results Grades 3-8 Math
CMAS Results Academic Growth English Language Arts (CMAS grades 4-8)
CMAS Results Academic Growth Math (CMAS grades 4-8)
Grades 9-11
CDE Dashboard: School and District Dashboard Colorado PSAT/SAT
Evidence Based Reading and Writing Achievement
Mathematics Achievement
