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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. 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).


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


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.