Education (Teachers)

HJR 1028 is a joint resolution that declares the Colorado House of Representatives' intent to honor a $2 million investment in school funding studies by creating a multi-year plan to address their findings. The bill directs the legislature to review the recommendations from two recent studies, which found that current school funding levels are inadequate and teacher salaries are too low, and to decide which study's methodology to follow for implementation. It requires the development of a structured plan that includes revenue triggers to phase in changes aimed at improving school funding equity and teacher compensation.

This bill is a memorial urging the U.S. Congress to end federal mandates that tie public school funding and accountability to high-stakes standardized testing. It argues that these tests have failed to improve student outcomes while wasting taxpayer money and reducing time for other learning activities. The legislation calls for restoring local control over education and redirecting funds toward evidence-based supports like smaller class sizes, better teacher pay, and mental health services. Additionally, it requests that Congress repeal punitive consequences based on test scores and allow states to use alternative assessment methods.

Section 4 of the bill creates the 'Building Excellent Teacher and Employee Residences Act' (BETER). BETER creates a new school district financing opportunity for the development of housing for teachers and other school district and public school staff (workforce housing).     The bill creates an application process by which a school district (applicant) may apply to the workforce housing assistance board (board) for financial assistance in connection with developing a workforce housing project. The division of public school capital construction assistance within the department of education (division of public school capital construction assistance) and the division of housing within the department of local affairs (division of housing) shall assist applicants in identifying workforce housing needs and in submitting applications to the board. No later than June 1, the board, with the support of the division of housing and division of public school capital construction assistance, shall review these applications according to guidelines that the board establishes and creates an initial prioritized list of workforce housing projects to award financial assistance. The board shall submit this initial prioritized list to the state board of education and the state housing board for comment. No later than July 15, the board shall determine a final prioritized list of projects for which the board will provide financial assistance.     The board may only award financial assistance to an applicant for a workforce housing project if:The board determines that the project complies with affordability, tenancy, and environmental and building requirements established by the board; andUnless the board grants an exemption, the applicant provides matching money in an amount at least equal to the portion of the total development cost of the workforce housing project that can be financed with and supported by net operating income generated from the project.The board may only provide an amount of financial assistance to an applicant for a workforce housing project that is equal to or less than the portion of the amount of the workforce housing project's total development cost that exceeds the amount that the applicant can finance and support with the workforce housing project's net operating income.     The board may provide financial assistance to an applicant for a workforce housing project by awarding matching grants that are paid out of the workforce housing assistance fund (fund) or by instructing the state treasurer to enter into a financed purchase of an asset or certificate of participation agreement. In this context, the financed purchase of an asset or certificate of participation agreement means a lease-purchase agreement between the state treasurer and a trustee pursuant to which:The state makes rental payments that include principal and interest components; andThe trustee, pursuant to an indenture of trust, creates certificates of participation evidencing undivided interests in the payments made by the state under the lease-purchase agreement. Any payment obligation of the state as part of a financed purchase of an asset or certificate of participation agreement is subject to annual appropriation and does not create an indebtedness or multiple fiscal year financial obligation of the state within the meaning of any provision of the state constitution or state statute.     If the state treasurer enters into a financed purchase of an asset or certificate of participation agreement, the board shall enter into a sub-financed purchase of an asset or certificate of participation agreement for the workforce housing project with the applicant that will use the workforce housing. The sub-financed purchase of an asset or certificate of participation agreement must:Require the applicant to perform for the state all duties of the state to maintain and operate the workforce housing project and to make periodic rental payments to the state or otherwise make a payment to the state in the amount of the matching money required for the award of financial assistance; andProvide for the transfer of ownership of the workforce housing from the state to the applicant upon the fulfillment of both the state's obligations under the financed purchase of an asset or certificate of participation agreement and the applicant's obligations under the sub-financed purchase of an asset or certificate of participation agreement.     The board is required to present an annual written report to the education and finance committees of the house of representatives and the senate regarding the provision of financial assistance to applicants. The board is also required to post a similar report on the department of education's website.      Sections 5, 6, 7, and 8 establish the funding mechanism for the fund. The state constitution restricts the use of the principal of the public school fund and only allows for the use of public school fund interest and income. Sections 6 and 7 clarify that public school fund interest and income includes realized and unrealized gains and directs the transfer of the lesser of an amount of interest and income equal to 2.5% of the total value of the public school fund after making currently required interest and income distributions from the public school fund or $40 million to the state public school fund. Section 5 creates the public school fund income stabilization account within the public school fund and directs the treasurer to credit the difference between the amount transferred from the public school fund to the state public school fund as described in section 6 and $40 million to the account. The uses of the account are limited to supplementing payment from or the principal of the public school fund. Section 8 directs the state treasurer to annually transfer an amount equal to the amount transferred from the public school fund to the state public school fund pursuant to section 6 from the state education fund to the fund.       Section 1 expands school district powers concerning the development and financing of workforce housing. Specifically, section 1 allows for school districts to:Acquire, construct, improve, own, operate, lease, and lease-purchase workforce housing;Issue bonds to finance workforce housing;Enter into contracts with public entities and private parties to finance workforce housing; andCreate enterprises for the acquisition, construction, improvement, ownership, operation, leasing, and lease-purchasing of workforce housing.Section 1 also describes the characteristics of bonds issued by school district-created enterprises for the purpose of financing workforce housing.      Section 2 adds certain school district and school district enterprise lease agreements, lease-purchase agreements, and revenue bonds entered into or issued in connection with financing workforce housing to the state intercept program.      Sections 3, 9, and 10 grant the division of public school capital construction assistance, the state treasurer, and the division of housing the powers necessary to implement the bill.(Note: This summary applies to this bill as introduced.)

The act allows off-campus courses to be included in concurrent enrollment programs when the off-campus courses meet the requirements for concurrent enrollment programs and the requirements of an accrediting agency recognized by the United States department of education.     The act provides that additional concurrent enrollment courses shall not be approved after July 1, 2028 unless the general assembly indicates in a footnote in the general appropriations act that the department of education (department) has sufficient funding for course and audit oversight requirements to allow approval of additional concurrent enrollment courses.     For the 2026-27 state fiscal year, the act appropriates $66,056 from the general fund to the department and reduces the general fund appropriation for the college opportunity fund program by $80,178 with a corresponding decrease in reappropriated funds for the regents of the university of Colorado.(Note: This summary applies to this bill as enacted.)

The act requires that an applicant for a teacher license disclose misdemeanor convictions that occurred in the last 7 years, except traffic misdemeanors, unless:The misdemeanor was committed against an at-risk person or a child; or The department of education has specified that the misdemeanor is grounds for denial, annulment, suspension, or revocation of a license, certificate, endorsement, or authorization.     The act requires that an applicant for a teacher license disclose any misdemeanor conviction in the 2 above categories, regardless of the date of conviction.(Note: This summary applies to this bill as enacted.)

The act allows the state department of education (CDE) to issue a professional teacher license to a teacher with at least 3 years of successful teaching experience in another state or country for which CDE has granted reciprocity. The act eliminates the requirement that an applicant have the successful teaching experience within the previous 7 years.     The act creates a temporary licensing process for teachers from states that participate in the 'Interstate Teacher Mobility Compact' (Compact). The process requires that CDE:Issue an initial teacher license within 30 days of receiving a complete teacher license application from a person licensed by a Compact state when the applicant passes a criminal history record check and holds an unencumbered eligible license issued by a Compact state that is equivalent to an eligible license in Colorado; and Publish an annual table showing how out-of-state licenses correspond to Colorado endorsement areas.     The act repeals the temporary licensing process when CDE begins issuing licenses pursuant to the Compact.(Note: This summary applies to this bill as enacted.)

The act discontinues the annual transfers from the state education fund to the Colorado teacher of the year fund for the Colorado teacher of the year program and to the early literacy fund for specified purposes in support of the 'Colorado READ Act'. The Colorado teacher of the year fund and the early literacy fund are repealed, effective September 1, 2027.     The act permits the general assembly to appropriate money from the state education fund for the Colorado teacher of the year program and requires the general assembly to annually appropriate at least $34 million from the state education fund for the same specified purposes in support of the 'Colorado READ Act'.(Note: This summary applies to this bill as enacted.)

Under current law, a local board of education's (local board) or board of cooperative services' (BOCES) licensed personnel employment performance system must ensure that nonprobationary teachers receive one evaluation resulting in a written evaluation report in each academic year.The bill requires that nonprobationary teachers receive one evaluation resulting in a written evaluation report at least once every 3 academic years; except that, if a nonprobationary teacher receives a less than effective rating, the local board or BOCES may require that the nonprobationary teacher receive one evaluation that results in a written evaluation report in the next academic year.(Note: This summary applies to this bill as introduced.)