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. CDE currently gathers the primary mode of instruction from local educational agency (LEA) websites. As a result, there are a few caveats and limitations to this data. Those limitations, as well as proposed action steps to address them, are outlined in the ESSER Public Reporting Data Limitations document.

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	1,858	36	TBD**	1,822
School buildings open with both remote/online and hybrid in-person instructions (hybrid)	1,858	323	115	1,420
School buildings open with full-time in-person instruction	1,858	1,384	115	359

*As of May 2021

**Note: See ESSER Public Reporting Data Limitations document for more information.

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 estimated student enrollment counts (for all students and disaggregated for each student group) for each mode of instruction. As noted in the previous section, CDE gathered the primary mode of instruction, as of May 2021, from LEA websites. Currently, CDE is not able to report on student-level modes of instruction. Student enrollment counts, therefore, reflect approximations based on each district’s primary mode of instruction and each district’s 2020-21 pupil membership counts (based upon the Student October Count). In addition to the caveats and data limitations related to mode of instruction, there are additional limitations associated with the student enrollment counts reported. Those limitations, as well as proposed action steps to address them, are outlined in the ESSER Public Reporting Data Limitations document.

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	861,124	28,424	265,912	566,788
Students from low-income families	347,436	12,314	100,921	234,201
White, not Hispanic	451,324	15,659	131,543	304,122
Black or African American, not Hispanic	39,641	1,266	16,706	21,699
Hispanic, of any race	294,135	9,582	92,405	192,148
Asian, not Hispanic	27,771	356	10,018	17,397
American Indian or Alaskan Native, not Hispanic	5,745	212	1,462	4,071
Native Hawaiian or Pacific Islander, not Hispanic	2,418	105	908	1,405
Two or more races, not Hispanic	40,090	1,244	12,870	25,976
English learners	87,800	1,329	24,188	62,283
Children with disabilities	102,920	2,402	30,497	70,021
Students experiencing homelessness	10,866	362	2,842	7,662
Children and youth in foster care	901	27	254	620
Migratory students	2,782	45	402	2,335

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.