C.R.S. § 22-10-101 Short title
22-10-101. Short title. The short title of this part 1 is the "Adult Education and Literacy Act".
Adult Education and Literacy
C.R.S. tit. 22, art. 10
in effectC.R.S. § 22-10-102 Legislative declaration
22-10-102. Legislative declaration. (1) The general assembly finds that:
(a) Increased educational attainment is a proven pathway out of poverty. In general, research shows that average annual earnings increase and unemployment rates decrease with each successive level of education or training that a person achieves.
(b) Postsecondary education and credential attainment are increasingly central to a person's ability to earn family-sustaining wages, participate more fully in Colorado's twenty-first-century workforce, and contribute to the state's economic health and vitality;
(c) Both nationally and in Colorado, projections indicate that by 2025, two-thirds of all jobs will require some level of postsecondary education or technical skill training;
(d) Colorado has a substantial "middle-skill gap" in its workforce. Middle-skill jobs require some postsecondary education or training but less than a four-year degree. These positions make up approximately forty-seven percent of the state's jobs, but only thirty-six percent of Colorado workers have the training necessary to fill them.
(e) Before Colorado can meet its workforce, educational attainment, and poverty-reduction goals, the state must address the need for adult education. A significant percentage of the state's working-age population lacks a high school diploma or its equivalent. Many of these individuals do not have basic literacy, digital literacy, or numeracy skills and are unprepared for participation in postsecondary education and for participation in the twenty-first-century workforce. Further, these individuals are unprepared to provide the learning support and advocacy that their own children or the children they care for require.
(e.5) Literacy and level of educational attainment not only impact an individual's ability to gain employment at a self-sufficiency level, but extensive research shows that they are also key determining factors in the educational success and future employment potential of the individual's children or children for whom the individual is a caregiver. A two-generation approach to increasing literacy, digital literacy, and numeracy skills is essential for the workforce of today and tomorrow and for helping to break the cycle of poverty.
(e.7) While some adults require educational programs that will improve their literacy, digital literacy, or numeracy skills to gain higher-paying levels of employment, many adults have not completed ninth grade or may otherwise be identified as lowest-level learners. Before these adults can aspire to higher-level employment, they require more basic educational programs that specialize in English language skills and assistance in obtaining a high school diploma or an equivalency certificate.
(f) Effectively addressing the need for adult education requires the appropriation of state money to fund adult education and literacy programs that participate in workforce development partnerships or education attainment partnerships and that enable individuals to acquire the basic and more advanced skills needed to function effectively as parents, caregivers, employees, and citizens of the United States. Although there are several postsecondary programs that focus on workforce development and skills acquisition, these programs typically assume that participants are or have been in the workforce in some capacity and have already attained a base level of literacy, digital literacy, and numeracy. Adult education and literacy programs, however, are typically designed for adults who have been unable to enter the workforce in a meaningful capacity or are limited in their ability to support their children's education or participate in society due to a lack of basic literacy, digital literacy, and numeracy skills.
d have already attained a base level of literacy, digital literacy, and numeracy. Adult education and literacy programs, however, are typically designed for adults who have been unable to enter the workforce in a meaningful capacity or are limited in their ability to support their children's education or participate in society due to a lack of basic literacy, digital literacy, and numeracy skills.
(g) In return for state investment in adult education and literacy programs, these programs must refocus their mission to ensure that more low-skilled, low-income adults attain the basic literacy, digital literacy, and numeracy skills that they lack so that they may improve their own and the next generation's ability to participate in the current and future in-demand sectors of employment, function effectively in supporting and advocating for their children's education, and actively participate in society; and
(h) Successfully refocusing the mission of adult education and literacy programs requires the active collaboration and coordination of a variety of state agencies and organizations that are involved in adult education and literacy; elementary, secondary, and postsecondary education; training and credential attainment; workforce development; economic development; and human services.
(2) The general assembly finds, therefore, that it is in the best interests of the state to establish an adult education and literacy grant program to provide state funding for public and private nonprofit adult education and literacy programs. Investing in these programs will enable them to serve a larger share of the state's eligible adult population and ensure that more adults can reach and complete the next level of education and training, thereby leading to better employment outcomes that enable more low-income, low-literacy adults to ultimately achieve economic self-sufficiency and leading to an adult population that is better prepared to support the educational attainment of the next generation and actively participate as citizens in a democratic society.
C.R.S. § 22-10-103 Definitions
22-10-103. Definitions. As used in this part 1, unless the context otherwise requires:
(1) "Adult education and literacy programs" means programs that provide adult basic education, adult education leading to a high school diploma or an equivalency credential, English as a second language instruction, or integrated basic education, digital literacy, and skills training.
(1.5) "Adult education provider" means one of the following entities that the department recognizes as providing appropriate and effective adult education and literacy programs:
(a) A secondary or postsecondary, public or private, nonprofit educational entity, including but not limited to a school district, charter school, board of cooperative services, state institution of higher education, local district college, and area technical college;
(b) A community-based nonprofit agency or organization;
(c) An Indian tribe or nation;
(d) A library;
(e) A literacy council or other literacy institute;
(f) A business or business association that provides adult education and literacy programs either on site or off site;
(g) A volunteer literacy organization;
(h) A local work force board, as defined in section 8-83-203, that oversees a work force development program described in the "Colorado Career Advancement Act", part 2 of article 83 of title 8;
(i) A one-stop partner, as described in section 8-83-216, under the "Colorado Career Advancement Act", part 2 of article 83 of title 8; or
(j) A consortia of entities described in this subsection (1.5).
(2) "Department" means the department of education created and existing pursuant to section 24-1-115, C.R.S.
(2.3) "Digital literacy" means the skills associated with using technology that enables users to find, evaluate, organize, create, disseminate, and communicate information online.
(2.5) "Education attainment partnership" means a collaboration that assists adults in attaining basic literacy, digital literacy, and numeracy skills that lead to additional skill acquisition and may lead to postsecondary credentials and employment. At a minimum, an education attainment partnership must consist of at least one adult education provider that is not listed in subsection (1.5)(a) of this section that partners with at least one elementary or secondary school or school district, a public or private institution of higher education, a local district college, or an area technical college.
(3) "Eligible adult" means a person who:
(a) Is at least seventeen years of age;
(b) Is not enrolled in a public or private secondary school; and
(c) (I) Lacks a high school diploma or its equivalent; or
(II) Is in need of English language instruction; or
(III) Lacks sufficient mastery of the basic literacy, digital literacy, and numeracy skills necessary to enable the person to function effectively in the workplace.
(4) "English language instruction" means instruction that is designed to assist a person with limited English proficiency to achieve competence in the English language, thus allowing the person to understand and navigate governmental, educational, and workplace systems.
(5) "Grant program" means the adult education and literacy grant program created in section 22-10-104.
(6) "Literacy" means a person's ability to read, write, and speak English at levels of proficiency that are necessary to function on the job and in society, achieve the person's goals, and develop the person's knowledge and potential.
(7) Repealed.
(8) "Numeracy" means a person's ability to compute and solve mathematical problems at levels of proficiency that are necessary to function on the job and in society, achieve the person's goals, and develop the person's knowledge and potential.
(9) "Office" means the office within the department that is responsible for adult education.
develop the person's knowledge and potential.
(7) Repealed.
(8) "Numeracy" means a person's ability to compute and solve mathematical problems at levels of proficiency that are necessary to function on the job and in society, achieve the person's goals, and develop the person's knowledge and potential.
(9) "Office" means the office within the department that is responsible for adult education.
(10) "State board" means the state board of education created in section 1 of article IX of the state constitution.
(10.5) "Work-based learning" has the same meaning as set forth in section 8-83-601 (15).
(11) (a) "Workforce development partnership" means a collaboration that assists adults in attaining basic literacy, digital literacy, and numeracy skills leading to additional skill acquisition, postsecondary credentials, and employment. At a minimum, a workforce development partnership must include at least one adult education provider and at least one workforce development provider.
(b) For purposes of this subsection (11), a postsecondary education or training provider includes, but need not be limited to:
(I) A state institution of higher education, local district college, or area technical college;
(II) An apprenticeship program;
(III) An entity that provides accelerated education and skills training certificate programs created pursuant to part 9 of article 60 of title 23, C.R.S.;
(IV) An entity that operates programs through the manufacturing career pathway pursuant to part 10 of article 60 of title 23, C.R.S., or another career pathway pursuant to section 24-46.3-104, C.R.S.; and
(V) A community-based workforce development program that is operated through the Colorado customized training program created in section 23-60-306, C.R.S.
(c) For purposes of this subsection (11), a work force development provider includes, but need not be limited to:
(I) A work force development program described in the "Colorado Career Advancement Act", part 2 of article 83 of title 8, C.R.S.; and
(II) A program that is supported by the state work force development council created in article 46.3 of title 24, C.R.S.
C.R.S. § 22-10-104 Adult education and literacy grant program - created - rules
22-10-104. Adult education and literacy grant program - created - rules. (1) (a) (I) There is created in the office the adult education and literacy grant program to provide funding for adult education providers that are members of workforce development partnerships, through which eligible adults receive basic education in literacy, digital literacy, and numeracy that leads to additional skills acquisition, a high school diploma or an equivalency certificate, postsecondary credential attainment, and employment; or education attainment partnerships that assist adults in attaining basic literacy, digital literacy, and numeracy skills that lead to additional skill acquisition, and may lead to a high school diploma or an equivalency certificate, postsecondary credentials and employment, for the participating adults and their children or the children for whom they provide care.
(II) Adult education and literacy programs may include:
(A) In-person or online instruction;
(B) The development of documented learning plans describing courses or credits an eligible adult needs to complete an adult education and literacy program and fulfill the graduation requirements of the program;
(C) Coaching between an adult education provider and an eligible adult related to the student's pace and progress with the learning plan described in subsection (1)(a)(II)(B) of this section; and
(D) Mentorship between a coach and an eligible adult to facilitate the completion of the eligible adult's learning plan described in subsection (1)(a)(II)(B) of this section to prepare the student to succeed in the adult education and literacy program and in the eligible adult's future endeavors.
(b) An adult education provider may apply to the office to receive a grant pursuant to this part 1 in accordance with the rules, procedures, forms, and timelines adopted by the state board. The office shall review each application and recommend appropriate grant recipients to the state board.
(c) Subject to available appropriations, the state board, taking into consideration the recommendations of the office, shall award adult education and literacy grants to adult education providers. In awarding grants payable from state appropriations, the state board may give preference to adult education programs that serve populations that are underserved by federal funding. The grants awarded are payable from appropriations from the general fund and from the adult education and literacy grant fund created in section 22-10-107. The state board shall establish the amount and duration of each grant awarded and may award a grant for multiple fiscal years, subject to annual renewal by the office. A grant recipient that receives a multi-year grant must annually submit to the office the necessary information to determine whether the grant recipient is making sufficient progress toward achieving the goals of the adult education and literacy program that were specified in the grant application. If the office finds that a grant recipient is not making sufficient progress toward achieving the goals, the office shall not renew the grant for subsequent fiscal years.
t to the office the necessary information to determine whether the grant recipient is making sufficient progress toward achieving the goals of the adult education and literacy program that were specified in the grant application. If the office finds that a grant recipient is not making sufficient progress toward achieving the goals, the office shall not renew the grant for subsequent fiscal years.
(d) An adult education provider may use grant money received pursuant to this part 1 in combination with any money received from other public or private sources. An adult education provider may use grant money received pursuant to this part 1 on behalf of a student who:
(I) Lacks basic literacy, digital literacy, or numeracy skills;
(II) Is enrolled in or has completed the adult education and literacy program;
(III) Is receiving training from a postsecondary education or training provider or from a workforce development provider that participates in a workforce development partnership with the adult education provider; or
(IV) Is participating in work-based learning.
(2) The state board, in accordance with the "State Administrative Procedure Act", article 4 of title 24, shall promulgate rules to implement the grant program, which rules must include:
(a) The time frames for submitting applications, reviewing applications, and awarding grants;
(b) The grant application requirements. At a minimum, each applicant must:
(I) Demonstrate that it is an experienced adult education provider with a strong record of providing education, career, and supportive service navigation to assist adult learners in attaining employment, enrolling in postsecondary education, engaging in civic activities, or supporting their own children or children for whom they provide care in achieving academic success;
(II) Demonstrate that it is an active member of a workforce development partnership or an education attainment partnership; and
(III) Specify the measurable goals of the adult education and literacy program that the applying adult education provider expects to achieve using the grant money;
(c) Any factors in addition to those listed in subsection (3) of this section that the office may consider in recommending grant recipients to the state board and that the state board may consider in awarding grants;
(d) The basis for establishing the amount and duration of each grant;
(e) The information that each grant recipient must submit to the office to evaluate the recipient's use of the grant and to prepare the report required in section 22-10-105; and
(f) Any additional rules that the state board finds are necessary to implement the grant program.
(3) The office, in evaluating grant applications, and the state board, in awarding grants, may consider, at a minimum, the following factors:
(a) The percentage of eligible adults expected to be enrolled in the adult education and literacy programs funded by the grant who are members of minority groups;
(a.5) The percentage of adults in the area to be served using grant money who have not completed ninth grade and are not enrolled in or have not completed adult education and literacy programs;
(b) The percentage of eligible adults in the area to be served using grant moneys who do not have high school diplomas or the equivalent and who are not currently enrolled in adult education and literacy programs;
(c) (I) The percentage of eligible adults expected to be enrolled in the adult education and literacy programs funded by the grant who are receiving either state or federal public assistance; or
(II) The percentage of eligible adults in the area to be served who are unemployed workers;
(c.5) Whether the adult education provider serves eligible adults who have not completed ninth grade or may otherwise be identified as lowest-level learners and the adult education provider's demonstrated success in serving these learners;
nt who are receiving either state or federal public assistance; or
(II) The percentage of eligible adults in the area to be served who are unemployed workers;
(c.5) Whether the adult education provider serves eligible adults who have not completed ninth grade or may otherwise be identified as lowest-level learners and the adult education provider's demonstrated success in serving these learners;
(d) The demonstrated success of the adult education provider in enabling adults to attain basic literacy, digital literacy, and numeracy skills and in assisting them to attain additional skills, postsecondary credentials, employment, and increased capacity to support the academic achievement of their own children or children for whom they provide care; and
(e) The average cost per eligible adult served by the adult education provider in assisting the eligible adult in attaining additional skills, a high school diploma or an equivalency certificate, postsecondary credentials, employment, or increased capacity to support the academic achievement of the eligible adult's own children or children for whom the eligible adult provides care.
(4) Any unexpended and unencumbered money appropriated to the department from the general fund for the adult education and literacy grant program for the 2023-24 state fiscal year and the 2024-25 state fiscal year remains available for expenditure by the department for the purposes of the adult education and literacy grant program through the 2028-29 state fiscal year without further appropriation. At the end of the 2028-29 state fiscal year, the money that is unexpended or unencumbered reverts to the general fund.
C.R.S. § 22-10-105 Evaluation of grants - report
22-10-105. Evaluation of grants - report. (1) (a) The office shall annually review the information received from adult education and literacy grant recipients to evaluate the effectiveness of the programs that receive grants in meeting the goals set for the programs in the grant applications. The office shall report its conclusions to the state board for purposes of evaluating ongoing grants.
(b) The department may audit the records and accounts of grant recipients relating to grants awarded pursuant to this part 1. An adult education provider shall make the records and accounts available to the department upon request.
(c) (I) The department shall establish reasonable reporting and documentation requirements for providers. An adult education provider's administrative costs associated with reporting and documentation requirements must not exceed ten percent of the awarded funds. The department may require documentation of reported outcomes on a sample of eligible adults served by an adult education provider. An adult education provider shall, at a minimum, report to the department on the following:
(A) The number of eligible adults enrolled in an adult education and literacy program;
(B) Demographic information of each eligible adult enrolled in an adult education and literacy program, including age, gender, race, ethnicity, native language, zip code, and income; and
(C) Literacy skills gained by an eligible adult enrolled in an adult education and literacy program.
(II) Each adult education provider shall report data in compliance with the "Colorado Privacy Act", established pursuant to part 13 of article 1 of title 6; the federal "Family Educational Rights and Privacy Act of 1974", 20 U.S.C. sec. 1232g; and the "Student Data Transparency and Security Act", created in article 16 of this title 22.
(2) (a) The office shall prepare an annual report concerning the grant program that, at a minimum, addresses the use, allocation, and outcomes of the grant money, including the effectiveness of each program that receives a grant and the continuing level of unmet need for adult education within the state. In evaluating program outcomes, the office may consider, but need not be limited to considering, student participation, completion, educational attainment, employment, and poverty-reduction data and analysis. The office may use data matching with relevant state agencies to determine post-program participation outcomes, including, but not limited to, employment obtained by an eligible adult enrolled in an adult education and literacy program, future adjustments to an eligible adult's wages based on the eligible adult's participation in an adult education and literacy program, postsecondary credentials earned by an eligible adult, and development of generational skills and the capacity of an eligible adult to support the academic achievements of the eligible adult's children or children for whom the eligible adult provides care. The report must also include an overview of the collaboration efforts of the office, the department of higher education, the department of labor and employment, the community college system, other adult education providers, other postsecondary education or training providers, and other workforce development providers in meeting the state's need for adult education and literacy programs and workforce development.
(b) Notwithstanding section 24-1-136 (11)(a)(I), the office shall submit the report to the governor's office; the state board; the joint budget committee of the general assembly; the education committees of the senate and the house of representatives, or any successor committees; the business, labor, and technology committee of the senate, or any successor committee; and the business, labor, economic, and workforce development committee of the house of representatives, or any successor committee. The office shall also post the report on the department's website for public viewing.
C.R.S. § 22-10-106 Adult education and literacy - workforce development - meetings
22-10-106. Adult education and literacy - workforce development - meetings. (1) The office shall convene periodic meetings of representatives of, at a minimum, the department of higher education, the department of labor and employment, the community college system, other adult education providers, other postsecondary education or training providers, and other workforce development providers to discuss, at a minimum:
(a) Ways to increase the communication and collaboration among adult education and literacy programs, elementary and secondary education programs, postsecondary education or training programs, and workforce development programs within the state; and
(b) The state's workforce development needs and the levels of unmet need for adult education within the state, including identifying particular areas of the state with significant unmet adult education needs.
C.R.S. § 22-10-107 Adult education and literacy grant fund - created
22-10-107. Adult education and literacy grant fund - created. (1) (a) There is created in the state treasury the adult education and literacy grant fund, referred to in this section as the "fund", consisting of any moneys received by the department pursuant to subsection (2) of this section.
(b) The moneys in the fund are subject to annual appropriation by the general assembly to the department for the direct and indirect costs associated with implementing this article.
(c) Notwithstanding any provision of this part 1 to the contrary, the department, the office, and the state board are not required to implement the provisions of this article unless the general assembly appropriates sufficient state moneys to the fund to offset the costs of implementing the article.
(d) The state treasurer may invest, as provided by law, any moneys in the fund not expended for the purpose of this part 1. The state treasurer shall credit all interest and income derived from the investment and deposit of moneys in the fund to the fund. Any unexpended and unencumbered moneys remaining in the fund at the end of a fiscal year must remain in the fund and shall not be credited or transferred to the general fund or another fund.
(e) Repealed.
(2) The department may receive and expend gifts, donations, or grants of any kind from any public or private entity to carry out the purposes of this article, subject to the terms and conditions under which given; except that the department shall not accept a gift, donation, or grant if the conditions attached to the gift, donation, or grant require the use or expenditure of the gift, donation, or grant in a manner contrary to law. The department shall transmit to the state treasurer any gifts, donations, or grants received pursuant to this subsection (2), and the state treasurer shall credit these amounts to the fund. Implementation of the grant program is not conditioned on the receipt of gifts, donations, or grants pursuant to this subsection (2).
C.R.S. § 22-10-108 Colorado career advisor training program - creation - fund - definition
22-10-108. Colorado career advisor training program - creation - fund - definition. (1) As used in this section, unless the context otherwise requires, "Colorado career advisor" means a school counselor, as defined in section 22-91-102 (6); adult education advisor; nonprofit career advisor; workforce center advisor; or higher education advisor.
(2) There is created the Colorado career advisor training program in the office to provide training programs and courses to Colorado career advisors in an effort to equip Colorado career advisors with the skills and training necessary to help guide individuals toward meaningful careers.
(3) The department, in coordination with the department of higher education, department of labor and employment, Colorado workforce development council, and the Colorado community college system, shall administer the Colorado career advisor training program. The department shall select those entities that will receive grants through the Colorado career advisor training program and the amount of each grant. In addition, the department shall monitor the effectiveness of programs that receive funds through the Colorado career advisor training program. To be eligible for grants from the department for the provision of career advisor training for Colorado career advisors, an entity must apply to the department in accordance with the timelines and guidelines adopted by the department.
(4) For state fiscal year 2022-23, the general assembly shall appropriate one million dollars from the general fund to the department for the Colorado career advisor training program.
C.R.S. § 22-10-201 Definitions
22-10-201. Definitions. As used in this part 2, unless the context otherwise requires:
(1) "Adult high school student" or "student" means an adult who:
(a) Has reached twenty-one years of age before the pupil enrollment count date, as defined in section 22-54-103 (10.5);
(b) Has reached twenty-one years of age during the semester that includes the pupil enrollment count day as defined in section 22-54-103 (10.5) but does not receive services under an individualized education program as defined in section 22-20-103 (15); or
(c) Is older than twenty-one years of age; and
(d) Is enrolled in the Colorado adult high school program as defined in subsection (2) of this section.
(2) "Colorado adult high school program" or "program" means the Colorado adult high school program created in section 22-10-202.
(3) "Colorado community-based nonprofit organization" or "nonprofit organization" means a Colorado community-based, tax-exempt charitable or social welfare organization operating under section 501(c)(3) or 501(c)(4) of the federal "Internal Revenue Code of 1986", 26 U.S.C. sec. 501, as amended.
(4) "Department" means the department of education created and existing pursuant to section 24-1-115.
(5) "Education provider" means a Colorado community-based nonprofit organization that is awarded a grant by the department.
(6) "Office" means the office within the department that is responsible for adult education.
(7) "Resident" means any individual who is living, other than temporarily, within the state voluntarily and makes the state the resident's home.
(8) "State board" means the state board of education created in section 1 of article IX of the state constitution.
C.R.S. § 22-10-202 Colorado adult high school program - created - standards - appropriation
22-10-202. Colorado adult high school program - created - standards - appropriation. (1) (a) There is created in the office the Colorado adult high school program. The purpose of the program is to create a pathway for adults in Colorado who have not earned a high school diploma to attend high school and earn a high school diploma. Students of the program may earn industry-recognized certificates or college credits. The program operates through a public-private partnership between the department and a Colorado community-based nonprofit organization and is provided at no cost to students.
(b) Any Colorado resident who is twenty-one years of age or older and has not completed high school is eligible to enroll in the program.
(c) The department shall award a grant pursuant to section 22-10-203 to a Colorado community-based nonprofit organization to operate the program as an education provider. A nonprofit organization that participates in the adult education and literacy grant program created in section 22-10-104 is also eligible for a grant with the department to operate as an education provider.
(2) An education provider shall:
(a) Secure and maintain a building for the program;
(b) Contribute funding annually for operating and facility costs;
(c) Hire educators and other school personnel, including life coaches to help students navigate academic and personal challenges;
(d) Propose an academic accountability system;
(e) Establish minimum graduation requirements, as described in subsection (3) of this section;
(f) Use an evidence-based educational model that a third-party evaluator has proven effective through a randomized control trial or an experimental study;
(g) Develop courses that may be offered to students in person;
(h) Develop online courses that may be offered to a student who takes at least fifty percent of the student's classes in person and who demonstrates academic readiness for remote course work;
(i) Consult with a nonprofit organization that has implemented an evidence-based educational model for adults with proven effectiveness in another state;
(j) Serve all students, regardless of immigration status;
(k) Enroll no more than four hundred students at one time;
(l) Create an enrollment plan for students;
(m) Comply with state and federal laws concerning students with disabilities, including students with accommodations pursuant to section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 701 et seq., as amended;
(n) Create individualized education programs for students with disabilities;
(o) Collaborate with local district colleges as defined in section 23-71-102, community colleges as defined in section 22-35.3-102, area technical colleges as defined in section 23-60-103, or postsecondary career and technical education programs as defined in section 22-35-103, to ensure students have access to courses that can lead to graduation with industry-recognized certificates;
(p) Fund industry-recognized and career and technical education certificate programs at no cost to students;
(q) Create a plan in collaboration with institutions of higher education to authorize teachers to teach courses for college credit and align teacher qualification requirements with the concurrent enrollment program pursuant to article 35 of this title 22;
(r) Operate an on-site child care center licensed pursuant to part 3 of article 5 of title 26.5 for students with children; and
(s) Offer transportation assistance to students.
(3) (a) The education provider shall develop minimum graduation requirements for the program based on the minimum high school graduation guidelines adopted by the state board pursuant to section 22-2-106 (1)(a.5).
(b) The education provider shall award a high school diploma to a student who successfully completes the graduation requirements developed pursuant to subsection (3)(a) of this section.
(3) (a) The education provider shall develop minimum graduation requirements for the program based on the minimum high school graduation guidelines adopted by the state board pursuant to section 22-2-106 (1)(a.5).
(b) The education provider shall award a high school diploma to a student who successfully completes the graduation requirements developed pursuant to subsection (3)(a) of this section.
(c) (I) The education provider shall propose academic accountability standards for the program to the department that include, but are not limited to, the following:
(A) Graduation rate metrics that measure the graduation ratio for the entire student population;
(B) Postsecondary and workforce readiness metrics that measure the percentage of graduates who earn either an industry-recognized certificate or at least three college credits; and
(C) Student demographic data disaggregated by race, ethnicity, socioeconomic status, age, gender, and disability.
(II) On or before July 1, 2024, the department shall review and approve the academic accountability standards described in subsection (3)(c)(I) of this section and recommend revisions as necessary to the office and education provider.
(4) On or before July 31, 2025, July 31, 2026, and March 30, 2027, an education provider shall report program data to the department, including, but not limited to:
(a) Student demographic data disaggregated by race, ethnicity, socioeconomic status, age, gender, and disability;
(b) Accountability measure data described in subsection (3)(c) of this section; and
(c) The number of industry-recognized certificates, college credits, and overall average attainment of high school credits that students earn each term.
(5) (a) For the 2023-24 budget year, the general assembly shall appropriate five million dollars to the department from the general fund for purposes of the Colorado adult high school program.
(b) Any unexpended or unencumbered money appropriated pursuant to subsection (5)(a) of this section remains available for expenditure for the same purpose until the close of the 2026-27 budget year without further appropriation.
C.R.S. § 22-10-203 Grant process - application process - selection process
22-10-203. Grant process - application process - selection process. (1) On or before September 15, 2023, the department shall establish a fair and transparent application process to use when selecting an education provider to operate the Colorado adult high school program. The application process must include input from the office.
(2) The application must include, but need not be limited to, the following:
(a) A plan for student enrollment, including students with disabilities;
(b) Proposed curriculum and academic accountability standards for a student-centered course of study that results in a Colorado high school diploma;
(c) Evidence of the effectiveness of the evidence-based educational model to be implemented;
(d) A plan to hire and maintain a staff of educators and other school personnel;
(e) Proof of access to the money annually required to contribute to the program;
(f) A plan to establish and operate a licensed, on-site child care center; and
(g) A plan to offer transportation services to students.
(3) (a) On or before November 1, 2023, the department shall select an education provider as a grant recipient.
(b) On or before January 15, 2024, the department shall award a grant to the education provider selected to implement the program and carry out the responsibilities described in section 22-10-202 (2) and (3).
C.R.S. § 22-10-204 Reporting requirements
22-10-204. Reporting requirements. (1) On or before November 30, 2025, November 30, 2026, and June 30, 2027, the department shall report to the house of representatives education committee and the senate education committee, or their successor committees, the following:
(a) Demographic data of students currently enrolled in the program;
(b) Demographic data of students who graduated from the program;
(c) Accountability measure data described in section 22-10-202 (3)(c);
(d) The number of industry-recognized certificates, college credits, and overall average attainment of high school credits that students earn each term; and
(e) Any recommendations for legislation.
C.R.S. § 22-10-205 Repeal of part
22-10-205. Repeal of part. This part 2 is repealed, effective July 1, 2027.
Source: Open US Law by Vaquill AI (CC BY 4.0)URL: https://leg.colorado.gov/sites/default/files/images/olls/crs2024-title-22.docxFetched: 10/6/2026