Under the Every Student Succeeds Act (ESSA), State Education Agencies are required to prepare and disseminate an annual state report card that meets the minimum requirements described in federal law. The following chapters address these requirements, as well as provide additional information regarding the characteristics and performance of various student groups in Colorado.
Jump to a chapter:
- 1: Introduction and Methodology
- 2: Performance of All K-12 Students
- 3: Student Access to Quality Teachers
This chapter provides an introduction to the state report card, as well as a description of Colorado’s accountability system under ESSA and information regarding the long-term goals and measurements of interim progress. This chapter also includes a description of Colorado’s system for meaningfully differentiating all public schools, including the indicators and methods used, and the names of all schools identified for comprehensive or targeted support and improvement.
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This chapter includes information regarding student achievement and growth on academic assessments, the progress of English learners on achieving English language proficiency and results on the National Assessment of Educational Progress (NAEP). Graduation and dropout rates are also presented, as well as progress towards meeting the long-term goals. Rates of suspensions and expulsions and the number of students enrolled in preschool programs and in accelerated coursework are also included. Information is presented for all students, as well as for the following student groups: major racial and ethnic groups, economically disadvantaged students, children with disabilities and English learners. When applicable, information is also presented by gender, migrant status, homeless status, status as a child in foster care and status as a student with a parent who is a member of the Armed Forces on active duty.
This chapter provides information on the professional qualifications of teachers in Colorado. Comparisons are made between high-poverty and low-poverty schools regarding the number of inexperienced teachers, the number of teachers with emergency or provisional credentials and the number of teachers not teaching in the subject area for which they are certified.
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The following five chapters (chapters 4-8) provide more in-depth information on specific student groups. Each chapter includes sections on the characteristics, location and context, academic achievement and growth, graduation rates, and participation rates of that student group. When available, results on the National Assessment of Education Progress (NAEP) are also provided.
English learners (ELs) are students who are identified as having a level of English language proficiency that requires language support to achieve standards in grade-level content in English. Information in this chapter is presented for all English learners, as well as by language proficiency level (non-English proficient, limited English proficient, and fluent English proficient). In addition to the sections described above, this chapter also includes a section on English Language Proficiency
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Title I, Part A targets resources to districts and schools in greatest need, and programs are intended to benefit students who are lowest performing and most at risk for not meeting the Colorado Academic Standards (CAS) and Colorado English Language Proficiency (CELP) standards. Information in this chapter is presented for all students receiving Title I services, as well as by program type (schoolwide or targeted assistance).
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Students with disabilities are defined as “children having intellectual disabilities, hearing impairment (including deafness), speech or language impairment, visual impairment (including blindness), serious emotional disturbance, orthopedic impairment, autism, traumatic brain injury, developmental delay, other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, as a result, receive special education and related services under the Individual with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or services plan” (Section 602(3) of IDEA). Information in this chapter is presented for all students with disabilities, as well as by disability category (intellectual disability, specific learning disability, etc.).
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Gifted children are students whose talents or abilities are so exceptional or developmentally advanced that they require special provisions to meet their educational needs. Information in this chapter is presented for all gifted students, as well as by area of giftedness in the academic achievement and growth sections.
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Title VI of ESSA is designed to ensure the unique cultural, linguistic, and educational needs of American Indian, Alaska Native, and Native Hawaiian students are met. Information in this chapter is presented for all students federally identified as American Indian or Alaska Native, or as Native Hawaiian or other Pacific Islander.
The U.S. Department of Education has developed a Parent Guide to State and Local Report Cards, which is helpful for explaining ESSA Report Cards with families, parents, and community members.
You can e-mail your questions and comments to ESSAquestions@cde.state.co.us.