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ESSER Public Data Reports

Colorado ESSER Report: Elementary and Secondary School Emergency Relief Fund


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)


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).


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


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.

For questions please contact: Nazanin Mohajeri-Nelson, ESEA Office Director,


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