Adams 12 Five Star School District 2025 Post-Election Survey

Magellan Strategies is pleased to present the topline results of a survey of 1,008 voters within the Adams 12 Five Star Schools district boundaries. The interviews were conducted from February 26th to March 10th , 2025.

Voters in Adams 12 Five Star Schools were divided on Ballot Issue 5D, with more reporting that they voted against the measure than in favor. While a substantial share supported the proposal, opposition ultimately outweighed support, reflecting broader hesitation about raising property taxes. Despite this, most voters said they found the ballot language easy to understand, indicating that the outcome was driven more by attitudes toward taxation, trust, and priorities rather than confusion about the measure itself.

Supporters of Ballot Issue 5D emphasized the importance of investing in public education as a foundation for a strong community and economy. They frequently cited the need to attract and retain high-quality teachers through competitive pay, address perceived underfunding of schools, and expand programs such as career and technical education, mental health support, and workforce pathways. Many also noted that the estimated cost to homeowners was relatively modest and viewed the measure as a long-term investment in students and the broader community.

Opponents focused heavily on financial concerns, particularly rising property taxes and the overall cost of living. Many said they could not support additional taxes given current economic pressures. Others raised concerns about transparency and accountability, expressing a desire for more detailed spending plans, audits, and evidence that existing funds were being used efficiently. A common theme was skepticism that increased funding would translate into improved academic outcomes, with some calling for a stronger focus on core subjects such as reading, writing, and math.

The specific components of the ballot measure generally tested positively, even among a divided electorate. As shown in the table on page 4, majorities said they were more likely to support the measure when it included expanding access to college courses and career pathways, increasing teacher and staff compensation, expanding career and technical education programs, and providing life skills and mental health support. However, fewer than half believed the priorities outlined in the measure were the right ones overall, and a sizable share said other educational needs should be funded instead.

When asked about alternative priorities, many voters emphasized strengthening core academic instruction, increasing support for teachers through smaller class sizes and better pay, and expanding services for special education and at-risk students. These responses suggested that while voters supported many elements of the proposal, they wanted a more focused approach centered on classroom outcomes and targeted investments.

Perceptions of school funding were mixed and sensitive to context. Initially, opinions were nearly evenly split on whether Colorado public schools and Adams 12 specifically had sufficient financial resources. However, after being shown comparative data indicating that Adams 12 ranked near the bottom in per-student override funding and lagged behind neighboring districts in teacher salaries, more voters concluded that the district did not have adequate resources. The charts on pages 6 and 7 illustrated these disparities, including a significant gap in funding and nearly $20,000 difference in average teacher salaries compared to nearby districts.

Final feedback reinforced several key themes shaping voter attitudes. Many supporters expressed disappointment that the measure failed and urged the district to try again with clearer messaging and a more focused proposal. At the same time, both supporters and opponents called for greater transparency, accountability, and more effective communication about how funds would be used. Opposition remained rooted in tax fatigue and concerns about affordability, while broader feedback highlighted a need to balance investment in education with clearer prioritization, improved trust, and a stronger emphasis on measurable academic outcomes.