Colorado 2025 Public Education Survey Overview
Magellan Strategies is pleased to present the results of a survey of 1,078 registered voters in Colorado. The interviews were conducted from October 20th – 28th, 2025. This survey has a margin of error of ±2.98% at a 95% confidence interval. The survey data were weighted to represent the voter registration demographics for the State of Colorado. Magellan Strategies paid for this survey. The survey questions were not developed or shared with any individual or organization.
Our 2025 Colorado Public Education Opinion Survey covered a broad range of topics related to voter perceptions of the state’s public education system. The survey examined opinions on the overall direction and effectiveness of Colorado’s public schools, approval of local district leadership, and public trust in how schools manage their financial resources. It also examined attitudes toward school funding, teacher salaries, and whether district budgets are sufficient to provide a quality education. Respondents were asked to identify the biggest challenges schools face, including attracting and keeping teachers, preparing students for future careers, and enhancing core academic instruction.
Beyond system performance, the survey measured attitudes toward major education policy areas and programs. It assessed voter awareness and support for Career and Technical Education (CTE) programs, the state’s Universal Preschool (UPK) initiative, and the relative importance of college preparation versus career training. Additional topics included opinions on school closures related to declining enrollment, the perceived value and cost of a four-year college degree, and factors affecting the quality of local schools. The survey also collected feedback on what voters believe schools should focus on—such as workforce readiness, basic academics, student well-being, and keeping politics out of classrooms.
Any questions regarding this survey and its methodology, you can contact David Flaherty at [email protected].
Table of Contents
View and Download the Survey Results
General Opinions of Colorado Public Education &
School Districts Educating Students
Statewide, 57% of Colorado voters believe the public education system is on the wrong track, while only 29% think it is headed in the right direction, and 14% have no opinion. Republicans are the most critical, with 83% saying education is on the wrong track, compared to 55% of unaffiliated voters and 35% of Democrats. Views are somewhat more negative among rural residents (74% wrong track) than among small-town (55%), suburban (57%), or urban (52%) voters. Age and gender differences are modest—roughly three in ten across groups think schools are moving in the right direction—but residents with students in the household are more pessimistic (65% wrong track) than those without students (53%).
When asked about their local school district’s performance in educating students, opinion was more evenly divided: 42% approve, 44% disapprove, and 14% have no opinion. Approval is highest among Democrats (55%) and lowest among Republicans (27%), while unaffiliated voters are evenly split. Parents and non-parents show similar views overall, though parents were slightly more negative (52% disapprove). By community type, small-town residents expressed the highest approval (50%), while urban (37%) and rural (41%) residents were less favorable. Compared to the 2023 survey, approval rose modestly from 39% to 42%, suggesting a slight improvement in public sentiment.
Demographically, women are somewhat more positive than men about their local schools, with 44% approving compared to 40% of men. Approval increases slightly with age—rising from 39% among voters aged 18–44 to 46% among those 65 and older. Education level shows little difference: 41% of those with a four-year degree and 43% without approve of their district’s performance. Across the board, these findings reveal widespread concern about the direction of Colorado’s education system but a more balanced view of local school performance, reflecting higher trust in neighborhood schools and educators than in the system statewide.
Opinions on School District Financial Means
& Spending Taxpayer Money Wisely
A majority of Colorado voters—60%—believe that additional funding for public education would lead to a better education for students, while 36% disagree and 4% have no opinion. Women (68%) and younger voters under 45 (65%) are the most supportive of increased funding, compared to 51% of voters aged 65 and older. Democrats overwhelmingly agree (91%) that more funding improves education outcomes, while only 28% of Republicans share that view. Support is also stronger among urban (67%) and small-town (62%) residents, while rural voters are split, with 46% saying more funding would help. These views remain largely consistent with the 2023 survey, which showed similar levels of overall support.
When asked whether their local school district currently has enough financial resources to provide students with a good education, a majority—53%—said no, while 40% said yes and 7% were unsure. Democrats were the most skeptical of local district resources (70% no), compared to 54% of unaffiliated voters and just 32% of Republicans. Among demographic groups, men (44%) were more likely than women (36%) to believe districts have sufficient resources. Residents under 45 were the most likely to say their districts are underfunded (58%), while those aged 65 and older were more evenly divided. Views by community type were similar, though small-town residents expressed slightly more confidence in their districts’ resources (45% yes).
Perceptions of fiscal management were mixed: only 31% of voters think their district manages finances efficiently and spends taxpayer money wisely, while 49% disagree, and 20% have no opinion. Confidence is highest among Democrats (45%) and lowest among Republicans (15%), with unaffiliated voters in between at 32%. Residents in small towns (41%) show more trust in district spending than those in suburban (29%) or rural areas (28%). These results are similar to findings from 2023, when 32% said districts spent money wisely. Overall, the data show that most Coloradans support more education funding but remain divided on whether schools currently use existing resources efficiently or have enough to meet student needs.
Opinions on Local School Districts Heading in the Right Direction Or Off on the Wrong Track
Statewide, 53% of Colorado voters believe public schools in their area are on the wrong track, while 32% think they are headed in the right direction, and 15% have no opinion. Democrats are the most optimistic, with 45% saying schools are on the right track, compared to 33% of unaffiliated voters and only 15% of Republicans. Voters aged 45 and older are slightly more positive than younger adults, and small-town residents are more likely to say their schools are moving in the right direction (37%) than rural residents (29%). By congressional district, support for local schools’ direction is strongest in Districts 2 and 3 (39% and 36%, respectively) and weakest in Districts 4 and 5 (both 25%).
Among voters who believe schools are moving in the right direction, three major themes emerged. First, respondents praised strong and dedicated teachers and staff, often citing educators who go “above and beyond” to support students despite limited pay and resources. Many highlighted open communication with parents, caring administrators, and school boards that foster teacher collaboration and professional growth. Second, voters cited improved student outcomes and opportunities, noting higher graduation rates, new career and technical education programs, expanded extracurricular options, and smaller class sizes. Parents also mentioned seeing their children thrive academically and socially, pointing to inclusivity, bilingual education, and overall access to diverse learning experiences.
A third reason for optimism was leadership, community support, and responsible resource use. Respondents credited effective school and district leadership, successful bond and mill levy measures, and visible facility improvements as indicators of progress. Strong parent involvement, active PTAs, and partnerships between schools and communities were often described as contributing to a sense of momentum. Several also appreciated that local boards and administrators “stay focused on education rather than politics,” suggesting that depoliticized governance builds community trust.
Among the 53% who feel schools are on the wrong track, key concerns centered on politics in schools, declining academic standards, and mismanagement. Many respondents said schools focus too much on “political or social agendas,” such as gender identity or DEI initiatives, rather than on core academics, calling for a return to “reading, writing, and arithmetic.” Others cited poor student performance, lower rigor, large class sizes, and discipline issues as evidence of declining quality. A third theme focused on inefficiency and teacher retention—voters expressed frustration with “administrative bloat,” low pay, burnout, and unstable leadership. Some criticized school boards as too political or self-serving and argued that too much funding goes toward facilities rather than classrooms, reflecting broader concerns about priorities and governance in Colorado’s public education system.
Opinions on School District Priorities
Colorado voters identified several top priorities for improving public schools in 2025, with the greatest emphasis on supporting teachers. Fifty-three percent said attracting and retaining high-quality teachers should be among the top three priorities, followed closely by increasing teacher pay to keep pace with inflation and the cost of living (50%). Half of the respondents also highlighted preparing students for the workforce as a key challenge for school districts to address. Issues like student mental health (33%) and school safety (27%) were mentioned less often but remain important concerns. Compared to 2023, the 2025 results show modest increases in prioritizing teacher pay, workforce preparation, and safety, reflecting growing concern about educator shortages and the need to better prepare students for post-graduation success.
Lower on the list of concerns were preparing students for college (25%) and addressing teacher mental health (16%), while only a small share (7%) cited declining student enrollment. Notably, 23% of voters selected “another challenge not mentioned,” underscoring that many Coloradans see additional or different school priorities beyond those listed. The proportion choosing this “other” option remained the same as in 2023, suggesting persistent frustration or unmet expectations regarding school district focus and direction.
Among respondents who wrote in “another challenge,” the most common theme was a call for teaching real-life and practical skills. Residents across urban, suburban, and rural communities emphasized the importance of financial literacy, budgeting, trades, home economics, and basic job preparation, noting that “not every student plans to attend college.” A second theme centered on removing politics and ideology from classrooms, with many urging schools to “stay neutral” and “get politics out of education.” Some mentioned specific frustration with gender and social topics, while others emphasized inclusion and protection for LGBTQ students—highlighting polarization in opinions about what belongs in K-12 education.
A third major “other” theme focused on core academics and critical thinking. Respondents called for renewed focus on foundational subjects such as reading, writing, math, science, and civics, and for less “test prep” and rote memorization. Many expressed a desire for students to learn “how to think, not what to think,” emphasizing skills like logic, reasoning, and disciplined learning. Others mentioned concerns about overreliance on technology, distractions from cell phones, and the need for stronger classroom management. Together, these findings show that Colorado voters continue to value teacher support and workforce preparation but also want schools to prioritize practical life skills, depoliticized instruction, and a return to academic fundamentals.
Opinions on Attributes That Contribute to Great Schools
Colorado voters identified several key attributes that define great schools, with the highest priority placed on teaching collaboration, critical thinking, and problem-solving skills (45%). Nearly as many voters emphasized attracting and retaining high-quality teachers (40%) and offering career-training programs that prepare students for jobs after high school (35%). Foundational academics also ranked high—33% of respondents cited teaching basic subjects like reading, math, and writing, while 27% emphasized advanced STEM programs. Other important factors included maintaining a safe and secure learning environment (24%) and keeping class sizes small (22%). Fewer respondents prioritized the arts (20%), work-based learning (19%), or creating a welcoming, inclusive environment (17%).
Differences across age groups reveal varying educational priorities. Older voters (age 65 and above) place stronger emphasis on core academic instruction and teacher quality, with 45% identifying each as a top priority. Younger voters (ages 18–44), however, are more likely to prioritize teaching collaboration and problem-solving skills (46%) and career training programs (43%). The largest generational gap appears around basic subject instruction, where older voters exceed younger ones by 17 percentage points. This contrast suggests older voters prefer traditional academic fundamentals, while younger voters lean toward practical, workforce-oriented, and skill-based education.
Gender differences also appear in how voters view what makes a great school. Men are more likely than women to value career-training programs (39% vs. 31%) and STEM education (34% vs. 20%), while women place greater emphasis on arts education (24% vs. 16%) and creating a welcoming school environment (22% vs. 12%). Women also prioritize smaller class sizes more highly (26% vs. 18%). These patterns suggest that while both groups care deeply about student preparedness, men tend to focus on technical and career pathways, whereas women are more concerned with student well-being, inclusivity, and individualized attention.
Partisan divides are also evident. Democrats are most likely to emphasize teaching critical thinking and collaboration (49%) and attracting high-quality teachers (48%), while Republicans focus more on career-training programs (54%) and basic academic subjects (52%). Republicans are also far less likely to cite inclusivity as a key school attribute (3%) compared to Democrats (31%). Both groups, however, share a commitment to safe learning environments and small class sizes. Overall, these results show that while Colorado voters broadly agree on the importance of effective teaching and student preparedness, generational, gender, and partisan perspectives shape what each group believes “great schools” should prioritize most.
Awareness & Opinions on Career & Technical
Education (CTE) Programs
Familiarity with Career and Technical Education (CTE) programs among Colorado voters is relatively low, with just 39% saying they are “very” or “somewhat” familiar, while 53% report being “not too” or “not at all” familiar. Awareness is somewhat higher among younger voters (ages 18–44) and those with students in their household, while older adults and rural residents tend to be less familiar. Across congressional districts, familiarity levels are similar, ranging from 36% to 52%, with District 8 residents being the most familiar. These findings indicate that while CTE programming is widely discussed in education circles, many residents—particularly older and rural voters—remain only vaguely aware of its purpose or scope.
When asked if their local school district offers CTE programs, only 31% of voters said yes, while nearly half (46%) said they didn’t know. Just 6% said their district does not offer such programs, and 17% had no opinion. Knowledge of CTE availability was higher among voters aged 45–64 and among suburban residents, while rural and urban voters were more likely to be unsure. Those with students in their household were also more aware (39% yes) than those without (27%). These results suggest that, even where CTE programs exist, communication about them may not reach the broader community.
The survey provided respondents with information about the CTE programs that include career pathways in fields such as health sciences, manufacturing, construction, STEM, automotive technology, criminal justice, and hospitality. After learning this, 83% of voters said they would view their local school district more favorably if it offered CTE programs, including 51% who said “much more favorable.” Only 12% said this information would not change their opinion. Support for CTE was consistent across demographic groups and strong in every congressional district, especially in Districts 5, 7, and 8, where over half of respondents said they would have a much more favorable view of their district if such programs were available.
The appeal of CTE programs cuts across gender, age, and political lines. Women (56%) were more likely than men (47%) to say they would have a much more favorable opinion if their district offered CTE classes. Support was strong among all age groups, with 50% or more saying they’d view their district more favorably, and similar among Democrats (55%) and Republicans (54%). Even voters without a student in their household—often less engaged with school issues—expressed strong support, with 87% saying their opinion would improve. Overall, the data show that expanding awareness and access to CTE programs could significantly enhance public perceptions of local schools across Colorado.
Opinions on School Consolidation & Closure
Many Colorado school districts are facing declining student enrollment, with some elementary schools that once served 400–450 students now educating closer to 300. Smaller schools often struggle with limited resources and reduced access to special classes such as art, music, and physical education. In some cases, schools must combine grade levels into a single classroom, and operating under capacity increases per-student costs. Given these challenges, voters were asked whether districts should keep all schools open or consider merging or closing those with low enrollment.
Statewide, opinion on school consolidation is divided but leans slightly toward keeping schools open. Nearly half of voters (48%) believe school districts should do everything possible to avoid closures, while 45% think consolidation or closure should be considered, and 7% are unsure. Support for keeping schools open is strongest in Congressional Districts 2, 5, and 8 (55–57%), while Districts 4 and 7 show more openness to closures, with about half favoring that approach.
Demographic differences reveal meaningful divides. Women (54%) are more likely than men (42%) to favor keeping schools open, and younger voters aged 18–44 (55%) are more opposed to closures than older voters, a majority of whom lean toward consolidation. Partisan opinions also differ: Democrats (59%) are more likely to want schools kept open, while Republicans (52%) are more likely to support considering closures. Rural residents (56%) are the most opposed to closures, while suburban voters are somewhat more divided. Overall, the data show that while nearly half of Coloradans prefer to keep schools open despite enrollment declines, a sizable share is open to school mergers as a cost-saving measure.
Opinions on Large and Small High School Environments
When asked to choose between two types of high school environments, nearly half of Colorado voters (49%) preferred High School A, described as a smaller school that allows closer relationships with teachers and more opportunities for student participation in activities. Meanwhile, 41% favored High School B, a larger school offering a wider variety of courses and extracurricular programs but with less individualized attention. 10% of voters said they had no opinion. The results show a modest overall preference for smaller schools, where students might feel more connected and engaged, over larger schools with broader offerings but less personal interaction.
Demographic and regional differences reveal some variation in these preferences. Women (51%) were slightly more likely than men (47%) to favor smaller schools, while older voters aged 65 and above (52%) showed the highest support for smaller environments. Voters living in rural areas (57%) expressed the strongest preference for small schools, compared to 45% in urban areas and 50% in suburban communities. Across congressional districts, preferences ranged from 35% in District 1 (favoring larger schools) to 59% in District 8, where smaller schools were most preferred.
Partisan and educational differences also influenced opinions. Republicans (56%) and Democrats (54%) both leaned toward smaller schools, while unaffiliated voters (43%) were more divided. Voters without a college degree (52%) were slightly more inclined toward smaller schools than those with a degree (47%). Respondents with students in their household (51%) also leaned more toward smaller environments, suggesting parents with firsthand experience in schools value the closer relationships and participation opportunities they provide. Overall, while voters see benefits in both models, the data indicate a clear preference for the community feel and accessibility of smaller high schools.
Opinions on Colorado Universal Preschool Program
Colorado voters hold a strongly positive view of the state’s Universal Preschool (UPK) program, with 71% expressing a favorable opinion and just 19% expressing an unfavorable one. Support is high across all age groups, with the strongest levels among Democrats (93%), women (77%), and urban residents (73%). Republicans (51%) and rural voters (58%) are less supportive but still show substantial approval. Voters without children in their household are slightly more favorable (73%) than those with students (66%), and support is strong among both college-educated (72%) and non-college-educated (68%) respondents.
Favorable opinions stem from three main themes. First, voters say UPK expands access and affordability, easing financial pressure on families and helping parents stay in the workforce. Many view it as a wise investment in Colorado’s future and a “great use of taxpayer dollars” that benefits everyone. Second, respondents emphasize the educational and developmental benefits of preschool, describing it as a vital foundation for literacy, socialization, and long-term success. Third, many see UPK as a tool for strengthening communities and promoting equity, giving every child “an equal start” and reducing stigma by making preschool universally available.
Among the 19% with an unfavorable opinion, the strongest objections focus on government overreach and parental responsibility—a belief that preschool should be a family duty, not a state role. Others cite cost and spending concerns, calling UPK “taxpayer-funded babysitting” or arguing funds should prioritize K–12 improvements. A third group expresses ideological mistrust, fearing political or moral “indoctrination” in early education. Some associate the program with “socialism” or “woke propaganda,” reflecting broader skepticism toward public education programs for very young children. Despite these concerns, the overall findings show that most Coloradans view UPK as an important and beneficial investment in children, families, and communities.
Opinions on the Importance of Four-Year Degree
& In-State College Affordability
A majority of Coloradans—62%—believe earning a four-year college degree is important, while 34% say it is not very or not at all important. Only 19% consider it “very important.” Support for higher education’s value is highest among Democrats (83%), urban residents (66%), and college graduates (70%), while Republicans (44%) and rural residents (47%) are less likely to see a degree as essential. Younger adults (ages 18–44) rate it slightly higher in importance than older groups, and respondents with students in their household tend to emphasize the value of college education more than those without.
By region, the perceived importance of a four-year degree varies across Colorado’s congressional districts. Support for its importance is strongest in Districts 6 and 8 (around 66–70%) and lowest in District 4, where more than one-third of voters say a degree is not important. District 3, covering much of rural western Colorado, also stands out for skepticism toward higher education’s necessity, with 42% rating it as not too or not at all important. This regional divide reflects the differing economic and educational priorities between metropolitan and rural communities.
Despite recognition of its value, most voters view higher education as financially out of reach. 68% say earning a degree from a public, state-supported college or university in Colorado is unaffordable, while only 20% say it is affordable. Women, younger adults, and households with students are especially likely to describe college as unaffordable. Among education levels, those without a degree (69%) are slightly more pessimistic about affordability than those with a degree (67%). Urban residents are the most optimistic, while rural respondents (64%) and small-town residents (66%) remain more skeptical.
When asked to estimate student debt levels for in-state graduates, most respondents believe Colorado college graduates leave school owing substantial sums. In 2025, 30% think average student debt exceeds $50,000, and 36% estimate it falls between $30,000 and $50,000. These perceptions have remained largely unchanged since 2023, signaling consistent concern about the cost of higher education. Together, these findings suggest that while Coloradans continue to value college degrees, many doubt they are financially attainable, with high tuition and debt expectations shaping their overall view of higher education in the state.
Opinions on Prioritizing Career & Technical Education (CTE)
Programs or Preparing for College
Most Coloradans believe both Career and Technical Education (CTE) programs and college preparation are important for high school students, with 72% saying both should have equal emphasis. About 21% think CTE should have greater importance, while only 5% prioritize preparing for college. Support for recognizing both paths is strong across all demographics, especially among Democrats (82%), women (77%), and older voters (81%). In contrast, Republicans (59%) are more likely to emphasize CTE alone. Urban and suburban residents (74%) strongly support giving equal importance to both, while rural respondents (67%) are slightly more inclined toward CTE programs.
When those who said both were important were asked to choose one, 59% leaned toward CTE programs and 41% toward college preparation. Republicans (71%) and rural voters (78%) showed the strongest preference for CTE, while Democrats were evenly divided (50/50). People without a four-year degree (71%) and households with students (62%) also leaned more toward CTE, suggesting broader support among working-class and family populations. Urban residents (53%) leaned slightly more toward college preparation, indicating a small but notable urban-rural divide in education priorities.
Respondents who favor CTE programs often view them as more practical and better aligned with real-world workforce needs. The most common themes included the belief that “college isn’t for everyone,” the importance of “teaching hands-on skills,” and the need to address skilled labor shortages in fields like construction, healthcare, and manufacturing. Many said CTE provides direct paths to good-paying jobs and economic stability without the financial burden of college debt. Others criticized the high cost and “useless degrees” associated with higher education, describing trade programs as offering better value and faster entry into stable careers.
Those who believe college preparation deserves more focus emphasized the long-term benefits of higher education, including access to professional careers, critical thinking, and global competitiveness. Many respondents said college still provides the best opportunity for financial security and personal growth, helping students “learn to think critically” and “prepare for life,” even if they choose another path later. Another common view was that college readiness ensures fairness and keeps options open, giving all students — regardless of background — the academic foundation to pursue future opportunities. In essence, while most Coloradans value both college and CTE pathways, the balance of opinion tilts toward prioritizing hands-on career education and workforce preparation.
Survey Demographics & Methodology
