ESSER Public Data Reports

ARP ESSER III Reporting

Each state that receives ESSER funding under the ARP Act must publicly post and regularly update data on how students are learning (i.e., mode of instruction), including for student groups that have been disproportionately impacted by the COVID-19 pandemic. The ESSER Public Data Reports page provides an overview of the enrollment and attendance of Colorado schools by mode of instruction (i.e., in-person, online, or hybrid).

The data presented at this time reflects the data available to the Colorado Department of Education (CDE). CDE will be working with stakeholders, including district representatives, to develop processes for collecting and reporting any missing data. This site will be updated regularly as new data become available.

Mode of Instruction

The following table presents the number of schools in Colorado that are offering fully remote or online-only instruction, both remote/online and in-person instruction (hybrid model), and/or full-time in-person instruction. Currently, CDE is not able to report on hybrid instruction (both remote/online and in-person instruction) at the school-level. The table will be updated to include the number of schools offering hybrid instruction once additional information is available.

Table 1. Mode of Instruction for All (PK-12 Schools)*
Number of Schools	All Schools	Offered to All Students	Offered to Some Students	Not Offered
Remote or online online	1,918	64	121	1,733
School buildings open with both remote/online and hybrid in-person instructions (hybrid)	1,918	TBD	TBD	TBD
School buildings open with full-time in-person instruction	1,918	1,733	121	64

*As of June 2023

View the mode of instruction separately by grade span / instructional level (pre-kindergarten/elementary schools, middle schools, and high schools).

Enrollment

The following table presents student enrollment counts (for all students and disaggregated for each student group) remote/online only and full-time in-person instruction. Currently, CDE is not able to report on hybrid instruction (both remote/online and in-person instruction) at the student-level. Student enrollment counts reflect each district’s 2022-23 pupil membership (based upon the Student October Count). The table will be updated to include student enrollment in hybrid instruction once additional information is available.

Table 2. Student Enrollment (PK-12) by Mode of Instruction
Number of students	Total enrollment	Remote or online only	Both remote/online and in-person instruction (hybrid)	Full-time in-person instruction
All Students	883,099	30,799	TBD	852,300
Students from low-income families	354,902	14,083	TBD	340,819
White, not Hispanic	452,452	14,813	TBD	437,639
Black or African American, not Hispanic	40,171	1,608	TBD	38,563
Hispanic, of any race	308,670	12,069	TBD	296,601
Asian, not Hispanic	28,639	430	TBD	28,209
American Indian or Alaskan Native, not Hispanic	5,475	295	TBD	5,180
Native Hawaiian or Pacific Islander, not Hispanic	2,657	119	TBD	2,538
Two or more races, not Hispanic	45,035	1,465	TBD	43,570
English learners	91,605	1,825	TBD	89,780
Children with disabilities	109,585	3,538	TBD	106,047
Students experiencing homelessness	12,561	625	TBD	11,936
Children and youth in foster care	2,353	84	TBD	2,269
Migratory students	1,201	34	TBD	1,167

Attendance

CDE is currently collecting student attendance data from LEAs for the 2020-21 school year. LEAs have until August 26th, 2021 to finalize their attendance snapshot. As a result, attendance data for the 2020-21 school year will not be available for reporting until December 2021. Attendance data for the 2020-21 school year will be presented for all students in the state and disaggregated for each student group. Currently, CDE is not able to disaggregate student attendance by mode of instruction.

LEA-Level Maintenance of Equity

All LEAs that receive ARP ESSER III funds must comply with Maintenance of Equity requirements, ensuring that the LEA does not disproportionately reduce combined State and local per-pupil funding and the number of full-time-equivalent (FTE) staff per-pupil in its high-poverty schools. An LEA may be excepted from the MOEquity requirements for fiscal year (FY) 2022 if the LEA,

has less than 1,000 students,
operates a single school,
serves all students within each grade span within a single school,
was excepted by the U.S. Department of Education due to "exceptional or uncontrollable circumstance", or
did not have an aggregate reduction in combined State and local per-pupil funding in FY 2022.

In FY 2022, all Colorado LEAs met one or more of the above exception criteria. The following spreadsheet indicates the exception criteria each LEA meets and identifies the “high-poverty” schools in each LEA. Because all Colorado districts are excepted from LEA maintenance of equity requirements for FY 2022, Colorado will develop a plan to address LEA-level maintenance of equity concerns in the future.

LEA-Level Maintenance of Equity (xls)

For questions please contact: Nazanin Mohajeri-Nelson, ESEA Office Director, [email protected].

This page is for CDE reporting requirements. For grantee/subgrantee reporting, please go here.