Greeley-Evans School District 2025 Community Survey

Magellan Strategies is pleased to present the topline results of a survey of 723 residents within Greeley-Evans School District 6. The interviews were conducted from April 2nd to April 29th , 2025.

Residents of Greeley-Evans School District 6 expressed mixed but generally positive views of the district, with a majority holding favorable opinions and approving of the job it was doing educating students. Teachers were viewed even more positively than the district overall. At the same time, a sizable minority held unfavorable views, and opinions about the district’s direction were divided, with slightly more residents saying it was headed in the right direction than on the wrong track, and many remaining uncertain.

Perceptions of district performance were shaped by contrasting experiences and priorities. Supporters pointed to strong leadership, caring and dedicated teachers, improvements in student outcomes, and expanded programs such as career and technical education, STEM, arts, and support services. They also cited investments in facilities and safety as evidence of progress. In contrast, critics raised concerns about declining academic performance in core subjects, perceived politicization in classrooms, uneven resource allocation, teacher burnout, and classroom disruptions related to discipline and behavior.

Views on financial management and resources were somewhat positive but not without skepticism. A majority agreed the district was fiscally responsible, yet opinions were closely divided on whether it had sufficient funding to provide a quality education. This indicated an underlying tension between confidence in leadership and concerns about how resources were allocated and whether they were adequate to meet student needs.

When asked about budget priorities, residents clearly emphasized academic and workforce-related outcomes. The most frequently selected top priorities included offering career and technical education programs, attracting and retaining high-quality teachers, and strengthening instruction in reading, math, and writing. Safe and secure schools, smaller class sizes, and critical thinking skills were also important, while modern buildings and technology ranked among the lowest priorities, suggesting a focus on classroom outcomes over facilities.

Conversely, when asked to identify lower priorities, residents most often selected investments in modern buildings, extracurricular activities such as sports, and some enrichment programs. Core academic instruction, teacher quality, and school safety were rarely identified as lower priorities, reinforcing their importance to the community. These results showed a consistent preference for directing resources toward teaching quality and student achievement rather than amenities or secondary programs.

Among parents, there was strong support for recent policies restricting cell phone use in schools, with large majorities indicating satisfaction with current rules. However, opinions about student mental health support were divided, with similar shares saying students had sufficient resources and saying they did not. Communication from schools received mixed reviews, with just over half rating it positively, while others described it as fair or poor. Parents showed a strong preference for receiving communication via text message, followed by email and phone calls.

Overall, the survey indicated that while the district benefited from generally positive perceptions and strong support for teachers, it faced ongoing concerns about academic performance, resource allocation, and student support systems. Residents prioritized investments that directly impact classroom learning and teacher quality, while placing less emphasis on facilities and extracurricular offerings. The findings highlighted both confidence in the district’s direction and clear expectations for continued improvement in academic outcomes, communication, and student support.