Colorado Policies

State Policy Evaluation Framework

We used 11 criteria to assess state policies across three categories:

Data and Accountability

For states to make progress toward addressing chronic absenteeism, all stakeholders must have access to useful, accurate, and timely attendance data. As stewards of state data systems, state education agencies (SEAs) are best positioned to establish common definitions and collect and share this data, which should be publicly available and easily accessible so stakeholders can make targeted, strategic workforce decisions at the school, district, and state level.

Investments in Strategies to Reduce Chronic Absenteeism

To improve chronic absenteeism rates, state leaders must prioritize sustained investments and implement evidence-based strategies that address the root causes especially for students of color, students from low-income backgrounds, and students with disabilities. SEAs, in partnership with districts and communities, are uniquely positioned to allocate resources toward high-impact interventions such as wraparound services, policy agenda, improved transportation, and family engagement. These investments should be driven by data and equity, aligned with state-level goals, and monitored for effectiveness.

Eliminating Harmful Practices and Adopting Evidence-based Policies and Practices

To improve school climate, schools should eliminate discipline practices such as suspensions for disrespect, minor disruptions, dress-code violations, and other non-violent behaviors that harm the relationship between students and school. Success means removing these policies and replacing them with supportive, restorative approaches that keep students connected to leaning and contribute to their social-emotional development.

LEGEND:
  • Most supportive
  • Partially supportive
  • Least supportive

  • Data and Accountability

    • Does the state require taking daily attendance, and does it set a definition of daily attendance?

      The Colorado Department of Education (CDE) requires school districts to monitor and report attendance, including daily attendance data, as part of compliance with state and federal education laws. Colorado defines missing more than 50% of a school day an absence.

    • Does the state disaggregate and cross-tabulate chronic absenteeism and attendance data?

      The state disaggregates data by grade level, race/ethnicity, gender, disability status, English language learners, students eligible for free or reduced-price lunch, homeless students, foster youth, and migrant students. Data can be cross-tabulated as well.

    • Does the state have attendance monitoring systems in place?

      The state uses the Colorado Education Data Analysis and Reporting (CEDAR) system to manage and analyze attendance data annually. However, there is no system monitoring during the school year. Colorado does provide recommendations and guidance for districts to implement effective strategies to address chronic absenteeism.

    • How often does the state collect chronic absenteeism data from school districts?

      The state collects and publishes chronic absenteeism data on an annual basis.

    • Is chronic absenteeism data publicly available and accessible?

      The state has a page on their website dedicated to chronic absenteeism data. The page includes data from the most recent school year along with a one-pager that summarizes the data.

    • Does the state use early warning indicators?

      Colorado does not have a statewide system for regular monitoring, intervention, and support. Colorado does provide recommendations and guidance for districts to implement effective strategies to address chronic absenteeism.

  • Investments in Strategies to Reduce Chronic Absenteeism

    • Has the state invested in strategies to increase engagement and lower rates of chronic absenteeism?

      There are some ongoing state investments and some one time uses that are marked for attendance. One of the priorities in the federal Stronger Connections grant was attendance which Colorado issues grants to districts. There are some state grants that started in 2007, and 2014 that have attendance as one area of focus, along with other annual appropriations.

    • Does the state have a clear policy agenda that prioritizes the reduction of chronic absenteeism?

      Colorado created a statewide policy agenda, the 50% challenge, and has prioritized student engagement, along with creating a climate of belonging via the department’s strategic plan.  The commissioner and the State Board of Education support this initiative to address chronic absenteeism.

    • Are the state's investments to reduce chronic absenteeism financially sustainable?

      No evidence.

  • Harmful Practices

    • Has the state adopted evidence-based discipline guidance and policies?

      Colorado instituted Expulsion Hearing officer training, and provided grants for smaller groups of school or district staff to be properly trained in supporting school discipline.

    • Has the state eliminated harmful discipline practices that contribute to chronic absenteeism?

      Colorado began legislative efforts in 2023 and has been moving to act as recently as 2025 to address policies regarding seclusion and restraint. There is also a task force focused on addressing concerns regarding disproportionality in discipline practices.

Colorado Chronic Absenteeism Numbers

Understanding state policy conditions to address chronic absenteeism is one part of the story. It’s also important to review actual – timely – data on chronic absenteeism to understand attendance patterns, engage in early intervention and prevention, identify trends, allocate resources where they are needed most, and implement targeted interventions in a way that addresses root causes and meets the needs of students and their families. Timely and transparent data can also help advocates understand where to ask educators in their communities to focus efforts.

The data below presents information about chronic absenteeism rates in 2022-23, and projects how those rates would need to change to reduce chronic absenteeism by 50% over five years — overall and for individual student groups, because averages hide important details about how specific groups of students are faring. And since we can’t accept different standards for different groups, the goal displayed is for each student group to achieve the same chronic absenteeism rate as other groups.

Do you want to see the data for another state?