State of Education
For 150 years, we’ve been the backbone of Colorado’s public education system—the teachers, counselors, school nurses, bus drivers, paraprofessionals, custodians, food service workers, librarians, office staff, and public school employees who help our students thrive. Our legacy is an unwavering dedication to the success of Colorado’s students. Our commitment extends beyond mere education; it is a steadfast belief that every child, regardless of their background, the color of their skin, or the neighborhood they come from, deserves the opportunity to excel and thrive. We believe that every student should have access to a high-quality education that not only imparts knowledge but also fosters creativity, critical thinking, and a lifelong love of learning. Our legacy over the past 150 years is rooted in this belief: education is the key to unlocking a brighter future for every child.
We are CEA—150 years strong, and together, we will continue to work toward a brighter future for our students.
PRESIDENT
Kevin Vick
VICE PRESIDENT
Liz Waddick
SECRETARY-TREASURER
Amber Wilson
NEA DIRECTORS
Angela Anderson
Dave Lockley
EXECUTIVE DIRECTOR
Kooper Caraway
CEA STAFF
Director of Communications
Bethany Morris
Director of Digital Communications
Sydney Slifka
Communications Program Assistant
Sydney Breakfield
Director of Data Strategy & Research
Sarah Salmon
Director of Policy Analysis & Research
Ian Hecker
Director of Strategic Research & Data Analysis
Sarah Siegel COLORADOEA.ORG
05
FEATURES
Letter From the President
President Kevin Vick shares his vision for the future of the Colorado Education Association.
07 18 22 26 30
Then & Now: 150 Years
Looking to the past to see how far we’ve come and how far we have yet to go.
State of Investment
Highlighting the urgent need for sustained and meaningful investment in Colorado’s public education.
State of Respect
How we demand respect for our work, for our rights, and for a fair workplace where we can thrive.
State of Safety
Underscoring the need for safe spaces where students and educators are supported.
Legislative Agenda
Representing the priorities of our members: the people educating the next generation of Coloradans.
Letter from the president
This year is monumental for our union as it marks 150 years since CEA’s inception. I’m honored to be your president at such a pivotal time in our union’s history. For the past 150 years, we have been fighting for our profession, to keep educators in schools, and to create stable learning environments for our students. For the past 150 years, we have advocated for better resources for our students. And for the past 150 years, we have advocated for improved funding for education in Colorado. Now, nearly 40,000 educators strong, we are building upon our legacy of brilliance as we work toward providing a brighter future for the students of Colorado. To keep our educators in the profession, we need to focus on three key areas: the state of investment, respect, and safety in education.
First, it is critically important that we continue to work toward improved funding for education in Colorado. During the last legislative session, we achieved a major victory—the legislature kept their promise and bought down the Budget Stabilization Factor to $0; this was the first step toward fully funding education in Colorado. But the buy-down doesn’t bring us to fully funded levels—we have a long way to go for that, and in the meantime our schools continue to face crowded classrooms, outdated materials, and overburdened educators who work tirelessly despite a lack of resources. Our students have been deprived of the opportunities they deserve because of these financial limitations. It's time to change that narrative once and for all; we must not go back. The future of Colorado depends upon us.
However, we cannot have the future we envision if our educators are not treated with respect. For too long, our educators have not been trusted to do what they do best—teach. For too long, our educators have had to deal with increased politicization in their schools. And for too long, educators have not been compensated fairly for the vital jobs that they perform. It’s crucial for the future of education in Colorado that we not only recognize the challenges that educators face but that we take action and improve their working conditions. This is of the utmost importance if we are to retain and attract the best educators in the state.
In order to attract and retain the best educators in the state, we need to have a serious conversation about the state of safety in our schools. We must continue to invest in measures that promote safety, such as adequate mental health resources for students and educators, and appropriate staffing levels to best meet student needs. When we make schools truly safe, we create an atmosphere where both students and educators can flourish. Only in such an environment can effective teaching and learning take place, empowering our education system to reach new heights.
As we celebrate 150 years of the Colorado Education Association, we stand at a crossroads. Our history is rich with victories, perseverance, and a relentless commitment to bettering the lives of students and educators across the state. Yet, our work is far from over. The future we want for Colorado’s students and educators hinges on our continued focus on investment, respect, and safety in education. We envision a future where working in education is a desirable profession and our schools are the heart of the community where every educator and student feels safe and welcome. As nearly 40,000 educators strong, we are not just carrying the torch of our past successes; we are lighting the way for future generations. It is our collective power that will continue to shape education in Colorado for the better. Together, we will build the brighter, more equitable future our students and educators deserve.
CEA
President Kevin Vick
CEA’s founding
On December 30, 1875, as the country was still reeling from the Civil War and chipping away at many of the gains of the Reconstruction Movement, dozens of men and women met in Denver to form the Colorado Teachers Association. It was a year before Colorado was admitted as a state in the United States, and mining towns across the territory were booming. Even though many of our early members were school and district administrators, their stated purpose was “to diffuse a professional and friendly spirit, among the teachers of the commonwealth.” Dues were set at $1 annually, and the organization quickly brought together educators from across the state.
At early annual meetings, members discussed and debated issues of professional practice. These conversations revealed that while specifics change, educators have been focused on similar issues over time. Topics of discussion included curriculum (whether spelling should be standardized) and gender (“Should Secondary Education be the Same
for Boys and Girls?”). Education technology was also on the agenda, with questions like “Pen or Pencil for First-Year Pupils?’” being debated. From our founding, our members have understood the pressing education issues of the day and advocated for educatorled solutions.
Paternalism and racism imbued the first years of our Association. At the 1878 annual meeting, the organization adopted “an address to the Spanish-speaking population of Colorado urging them to inaugurate a more general system of public education and educate their children in the English language.” Rather than collaborating with their Spanish-speaking educational counterparts and valuing Spanish speakers’ language and culture, these early CEA members assumed that learning English should be the priority for Spanish speakers. Today, CEA members support multilingual education in many ways, such as supporting bilingual schools and bargaining fair pay for bilingual educators.
Since our founding in 1875, we have expanded from 99 original members who held an annual conference to nearly 40,000 educators strong who are the voice in the state advocating for the future of public education. Our organization was developed to encompass professional practice, legislative advocacy, local leadership development, and fights for fair pay. We’ve transitioned from being largely led by school administrators to being run by the people who work directly with students and are on the front lines of education. While CEA has made great progress, it is also crucial to learn from our organization’s missteps: CEA members reflected and perpetuated systemic racism and classism. For almost 100 years, CEA could not be classified as a labor union. Acknowledging our history—both the strengths and weaknesses—as a collective helps us understand ourselves and our organization and how to continue and improve.
Then Now 150 years
of collective power
Since 1875, members of the Colorado Education Association have stood as steadfast advocates for educators, students, and public education. From 99 members debating curriculum standards to nearly 40,000 voices championing funding, safety, and respect in our public schools, our journey highlights how much has changed—and how our core values remain timeless.
This milestone offers a moment to reflect on our history, from a small association to the state’s largest union, never wavering in our commitment to stand up for educators, students, and public schools. While acknowledging historical missteps, we celebrate the achievements and resilience of our members who have shaped public education in Colorado.
Ft. Morgan, 1915
CEA MEMBERSHIP members 99founding
1875
We started with just 99 members, 41 women and 58 men, with annual dues of $1 each.
Now
Today we stand nearly 40,000 members strong, driving extensive advocacy, professional development, and community support programs for a wide range of public school professionals, including teachers, counselors, paraprofessionals, custodians, bus drivers, food service workers, and every public school employee—each essential to creating safe, inclusive, and enriching learning environments across Colorado.
PUBLIC SCHOOL FUNDING
1920
We advocated for the passage of the Smith-Towner bill, aiming to establish a national Department of Education to ensure greater educational resources and support without infringing on states' rights.
Now
We lead statewide efforts to secure sustainable funding for public education that allows schools to improve the working conditions of educators and the learning environment of students. By pushing back against unfunded mandates and policies that fall short of fully supporting public education, we ensure that every school has the resources needed to thrive.
List of founding members, 1875
Golden Industrial School, 1912
Leadville High School, 1883
EDUCATOR SALARIES
1913
We advocated for increased salaries, and the state increased teacher pay to $50 per month so schools could stay open six months each year.
1931
We advocated for state funds to ensure teacher salaries of $1,000 to $1,200 per year.
Now:
TEACHER SHORTAGES
1920
Faced with a shortage, we warned against hiring under qualified "school keepers" and emphasized the need for professionally trained teachers to maintain high standards.
Now
Together we continue to address the untenable poor working conditions that are causing educators to leave the profession by advocating for robust training programs, retention initiatives, and incentives that attract highly qualified educators to the profession. Through legislative advocacy, members support policies that strengthen certification requirements and provide opportunities for continued professional development, ensuring that every student benefits from knowledgeable, skilled educators in their classrooms.
we warned against
“school keepers” per month
Today Colorado is ranked 46th in the nation for average teacher starting salary at $39,044, and we continue to prioritize and advocate for increased public school funding and competitive pay for all public school staff to support greater retention that creates thriving public schools across the state.
EDUCATOR
RESPECT
1920
We supported the Governor's Teachers' Salary Commission and called for laws that respected the dignity and importance of teaching through fair wages.
Now
Educators across the state lead campaigns to address pay shortages, not only for teachers but for all school staff, including paraprofessionals, office staff, custodians, food service workers, and bus drivers, recognizing that every role is essential to student success. Together we advocate for livable wages, the right to collective bargaining, and respect for every role in our public schools, highlighting the critical contributions of all educators and staff who create supportive, safe, and enriching learning environments across Colorado’s schools.
Brush, Colorado, 1915
"It is felt that Colorado needs sweeping legislation to the effect that only teachers possessing a minimum qualification of two years professional training above the high schools shall teach in any of the public schools of the commonwealth."
—1920 Meeting Notes
TEACHER QUALIFICATIONS
1920
We called for laws requiring teachers to have at least two years of training beyond high school, reinforcing the value of professional qualifications.
Now
We continue to advocate for high qualification standards and ongoing professional development, supporting a strong and dedicated teaching workforce throughout Colorado.
COLLECTIVE BARGAINING
1967
We helped create Colorado’s first Collective Bargaining Agreement between Denver Classroom Teachers Association and the Denver School Board, winning the first teacher contract west of the Mississippi.
Now
Educators across the state have secured Collective Bargaining Agreements, championing fair wages, improved working conditions, and comprehensive benefits for all public school staff, from teachers to bus drivers, to foster supportive student learning conditions for every student in Colorado.
Ft. Collins, 1915
EDUCATIONAL EQUITY
1878
We encouraged Spanish-speaking communities to prioritize English education.
Now
Our members actively support bilingual education, recognizing that when we respect students’ native languages and cultural backgrounds, we create inclusive schools that empower every child to succeed.
POPULAR SCHOOL SUBJECTS
1875
Discussions revolved around the value of patriotic songs and the debate over teaching spelling.
Now
We support a comprehensive curriculum in all schools that includes STEM, arts education, digital literacy, social-emotional learning, and honest, accurate history—addressing relevant issues like opposing book bans and supporting diverse perspectives in education.
IMPACT ACROSS THE STATE
1875
Our membership was limited to Colorado’s small population of educators, who were primarily school and district administrators, teaching in mining and frontier towns. Early members worked to build a network of support among educators in towns like Denver, Ft. Collins, Leadville, and Pueblo, focusing on shared practices and setting foundational priorities for public education.
Now
We have a statewide presence, representing nearly 40,000 educators across roles that include educators, education support professionals, retired educators, and aspiring educators. Working alongside urban and rural communities, members across Colorado advocate for equitable access to quality education for all students, ensuring that every school position is supported to create safe, inclusive, and enriching learning environments statewide.
Future Vision
For 150 years, Colorado’s educators have advanced a vision of public education rooted in equity, quality, and unity. As we celebrate this milestone, we look ahead together, committed to creating a future where every student can thrive and every educator has the resources and respect they deserve, no matter where they live or work in Colorado. Together, we are the Colorado Education Association —a union that stands for educators, students, and public schools.
Sterling, Colorado, 1915
East High School, 1936
Celebrating Wins
Average Starting Teacher Pay of Locals with CBAs
$51,107 $43,340 the union difference $7,767
Average Starting Teacher Pay of Locals without CBAs
Educators across Colorado won raises and improvements to contract language for the 2024–25 school year.1 The average Costof-Living Adjustment (COLA) raise for educators was 5.1%, with ESPs winning a 6.4% increase. Overall wins for educators with collective bargaining agreements (CBAs) were higher than locals without collective bargaining.
But the average COLA doesn’t show the full advantage of having collective bargaining rights. In addition to winning larger raises in the past several years, licensed locals with contracts also have substantially higher pay.
1 CEA gathers financial and contract language years from locals annually.
Significantly, while starting pay is 18% higher for licensed staff in districts with a contract, top salary is 42% higher in districts with a contract. We call this the “union difference.” It’s clear that when public school staff come together to demand better pay, they are successful. The positive spillover effects are felt across salary schedules and are particularly impactful as educators gain experience and accumulate career earnings. This is noteworthy because the research is clear that retention is the best lever we have to improve student achievement—more veteran educators means larger student achievement gains.
Our members also won significant contract language improvements, such as LGBTQ protections and improved pay for paraeducators who become teachers. These achievements protect educators, encourage a pipeline of dedicated teachers, and expand access to fair pay. They won by coming together and exercising their collective voice.
Our members have understood for 150 years that political advocacy is key to bettering their working conditions and to improving student learning conditions. This is because public policy dictates funding and other key drivers that shape life in the classroom.
In 2024, we came together to demand that the state of Colorado fully fund public education by ceasing the use of the Budget Stabilization Factor (BS Factor), a tool used to underfund education for over a decade prior. Public school employees have experienced firsthand the impact this underfunding has on students, and they knew the system needed to be made whole in order to have the resources needed to adequately support their students and to be compensated fairly for the important work they do. They were successful due to tireless activism and organizing, and Colorado public schools are now fully funded— but we have a long way to go before they are adequately funded, and our members will continue to organize until their schools are properly resourced.
Our members accomplished other key wins in the 2024 legislative session including establishing a state task force to investigate rising levels of unsafe behavior in schools, securing historic renter protections for Colorado citizens, and protecting neighborhood schools by fending off so-called “backpack funding,” which would have exacerbated existing inequities. Our members exercised their collective power during a special legislative session in Summer 2024 to reduce skyrocketing property taxes while protecting school funding.
In Fall 2024, we rallied to successfully defeat Amendment 80, a ballot measure that would have opened the door to vouchers and enshrined private schools in our state constitution. This is a resounding victory for those opposing privatization, those who want to protect the public schools that serve 95% of students across the state.
Collective bargaining:
workplace Building power
Collective bargaining empowers educators to build a stronger foundation for our profession. The first collective bargaining agreement (CBA) in the state was secured in 1967 by the Denver Classroom Teachers Association, marking a pivotal moment that set the stage for educators across Colorado. This historic agreement underscored the essential role of educators’ voices in shaping fair policies and set a powerful precedent for building workplace power. Since then, educators across Colorado have continued to organize, advocating for fair treatment, equitable pay, and workplace protections that strengthen their roles and, ultimately, support students’ success.
Today, CEA members aren’t waiting for legislative action to expand collective bargaining rights—they’re actively organizing in districts across the state, pushing to secure these essential protections. While 88% of Colorado educators believe they should have a legally protected right to bargain collectively, many still face significant obstacles at the local level in securing and retaining these agreements. Yet, we persist, knowing that when educators come together, we gain a powerful, unified voice to fight for the workplace conditions, fair pay, benefits, and student support we deserve. Through collective bargaining, we ensure educators’ voices are heard at the table, advocating not just for educators, but for the future of public education.
For many, collective bargaining is non-negotiable; over 60% of educators report they would only work in districts with a CBA. More than a set of protections, it is crucial for retaining highquality educators and fostering supportive learning environments.
From the first CBA with Denver Classroom Teachers Association to today, collective bargaining has been a cornerstone of workplace power—essential for the sustainability of our profession and advancement of public education in Colorado.
NEW COLLECTIVE BARGAINING WINS
• Cherry Creek Bus Assistants
• Cherry Creek Paraeducators
• Clear Creek Educators
• Fremont ESPs
• Jeffco PreK
• Lake County PreK and Paraeducators
• Roaring Fork Educators
88% of Colorado educators believe they should have a legally protected right to bargain collectively
LEARN MORE COLORADOEA.ORG/ BARGAINING-ORGANIZING
More than 3 in 5 (or over 60%) of educators report they would only work in districts with a CBA
The challenges
Over the past 150 years, we have tirelessly advocated for our profession and public education. It’s telling that many of the issues they fought for in the past are the same issues they are fighting now: pay, benefits, safety, curriculum, and funding. Public education has always been a battleground between those who seek to sustain and expand our nation’s support of all children and those who seek to restrict opportunity to the privileged few. Over time, it’s the educators themselves—those actually in the classrooms, cafeterias, and school buses—that have done the hard work of pressuring decision-makers, school boards, and politicians to put students first. They’ve faced challenge after challenge to do so, from fiscal conservatives who seek to defund public education to radicals attempting to push religious ideology into schools. Over and over, it is those backed by organized money and ideology alone who use their considerable fortune to shame educators, discredit public education, micromanage curriculum, and defund neighborhood schools. When in doubt, look to the voices of those who are in our classrooms each and every day—the educators and members that make up CEA.
THE IMPACT OF REFORM
Ask any educator why they entered the profession, and you won’t hear dreams of riches. Instead, it’s the satisfaction felt getting through to a struggling child, the joy of a creative lesson plan, the feeling when a student starts to believe in themself. But increasingly, well-intentioned public policies are eroding the joy of being an educator. These policies impose punitive accountability measures, enforce burdensome curriculum changes that disregard educators’ professional expertise, and divert public funds away from classrooms to private companies.
These policies are often driven by interests outside of the classroom, such as venture capital firms looking to turn a profit on the backs of our students and educators, and nonprofits beholden to their corporate funders.
...it’s the satisfaction felt getting through to a struggling child, the joy of a creative lesson plan, the feeling when a student starts to believe in themself.
We call this set of policies that seek to “fix” the “broken” public school system, often by contracting scant funds out of public schools, “reform,” and we distinguish these policies from the priorities of the individuals in our schools themselves—the members of CEA.
Reform policies worsen educator working conditions by contributing to stagnating pay and quality of benefits, stripping them of resources they need to do their jobs, and by removing the intangibles that drew them to the profession in the first place. No wonder educators are exiting the profession at alarming rates.
LEARN MORE ABOUT THE RISE AND FALL, AND THE LASTING NEGATIVE IMPACT OF “REFORM” AT COLORADOEA.ORG/REFORM
investment
Colorado’s public education system remains strained by a culture that undervalues the essential work of our educators, as shown through persistently inadequate pay, housing insecurity, and overwhelming workloads. According to 2024 National Education Association (NEA) Educator Pay Data, Colorado ranks 46th in the nation for starting teacher salaries at $39,044, with teachers earning just 62¢ for every dollar earned by comparable college-educated professionals. This disparity leaves many teachers below Colorado’s minimum living wage of $65,605 and creates a significant barrier to living in their communities. The U.S. News & World Report ranked Colorado as the 11th most expensive state in which to live. Nearly half (48%) of educators report not being able to afford to live near their work.
STATE OF Colorado ranks 46th in the nation for starting teacher salaries
Our 2024 Member Survey further reveals educators’ need for investment, with 87% of respondents stating they would feel more valued with fair and livable compensation, and 89% calling for appropriate workload and staffing levels. Financial strain is markedly high for education support professionals (ESPs), 62% of whom reported struggling to afford housing costs over the past year. The average ESP salary in Colorado is $33,424, ranking 23rd nationally and falling $3,276 below the minimum living wage, underscoring the financial burden faced by these essential school employees.
These challenges are not new, yet they underscore the urgent need for sustained and meaningful investment in Colorado’s public education. Without adequate funding and structural change, the future of public education in Colorado remains uncertain.
$39,044 $65,605
Colorado’s minimum living wage
Colorado’s starting teacher salary
48
Colorado’s average ESP salary $33,424
62
of educators report not being able to afford to live near their work of ESPs report struggling to afford housing costs over the past year
The educator exodus ADDRESSING
COLORADO’S GROWING SCHOOL STAFFING CRISIS Teacher
Colorado’s public education system is confronting an exodus of educators driven by untenable conditions that jeopardize both schools and student outcomes. According to the 2024 Member Survey, shortages have worsened: 52% of respondents report that teacher and licensed staff shortages are more severe than in previous years, while 69% observed a shortage of support staff, including essential roles such as paraprofessionals, bus drivers, office support, and custodial workers. Additionally, 56% of educators report a lack of substitute teachers, further straining classrooms and affecting student learning.
The crisis is deeply personal for educators, with 82% indicating they personally know someone who has left the profession in the past year. Nearly half (47%) are considering leaving the profession in the near future, primarily due to high workloads (61%), increased curriculum interference/loss of autonomy (38%), and low pay (37%). Many educators express that they feel respected by colleagues and their school but lack similar recognition from district leaders and state officials, underscoring a disconnect between educators and policymakers.
Colorado’s educator exodus is not merely a staffing shortage; it is a crisis of values and investment. To retain dedicated, high-quality professionals, the state must prioritize sustainable funding, respect for educators’ expertise, and working conditions that honor their essential role. Long-term retention of staff is a key driver of student achievement; if we care about school, district, and student improvement, we need to care about retaining our staff.
Feeling valued, or not?
said they personally know someone who has left the profession in the past year
BE PART OF THE SOLUTION
respect
Educators are vital in shaping students' lives. However, daily challenges such as limited resources, low pay, and long hours hinder our ability to perform and maintain our jobs. Respecting public education workers goes beyond saying “thank you”—it’s about listening to the professionals, taking actions that acknowledge our hard work, and supporting our professions. Showing respect for us includes advocating for adequate funding and policies that prioritize fair salaries, smaller class sizes, and quality classroom resources. Supporting initiatives that create reasonable workloads encourages retention, prevents burnout, and strengthens our well-being; recognizing our rights, as public education workers, is mandatory if our work is to be respected.
Year after year, we push for policies that help maintain our rights as educators. We are committed to empowering our members to bargain collectively to ensure we have a voice at the negotiation table. We can ensure that we have due process rights and the ability to advocate for our needs. Through collective bargaining, we can negotiate for fair compensation, manageable workloads, safety policies, health benefits, retirement plans, and paid leave. Collective bargaining is a way to formally show respect for our work, recognize our value, uphold our rights, and provide a foundation for a fair workplace where we can thrive.
CREATING A LASTING PROFESSION
By valuing and publicly supporting educators, communities show that they recognize the critical roles we play in schools. With strong legislative backing and community involvement, working in public education can be more than just a job—it can be a fulfilling, lifelong career.
MORE AT COLORADOEA.ORG/ EDUCATOR-RIGHTS
to accurately measure student, school, and district performance do not trust the current accountability system said they workload is too high 2 1 reasons that would the profession
divisive issues on morale? drive educators to leave
(Such as book bans and curriculum changes)
attacks on curriculum, educator autonomy, and/or the profession
Significantly Effect
Not at all Minimally
Somewhat
Day to Day
As educators, we face the daily challenge of limited time, often balancing far more than what a typical school day allows. Beyond classroom instruction, teachers are responsible for lesson planning, grading, communicating with families, attending meetings, and staying up to date on professional development—all on tight schedules. These mandatory tasks often spill over into evenings and weekends, cutting into personal time and adding to our stress levels. Education Support Professionals (ESPs) also manage tight schedules packed with duties crucial to student success, nutrition, health, and safety. Without adequate time built into our schedules, we struggle to keep up with our demanding workloads, underscoring the need for staffing and scheduling solutions that support our essential duties.
STAND WITH US AT COLORADOEA.ORG/DAY-TO-DAY.
“I look at some of my friends in other fields, and they actually have time to do their job.”
—Gwendolyn Eden CLDE Teacher, Aurora Education Association
For ESPs things that would significantly improve
Increased staffing
Opportunities for advancement
For teachers
2 2 3 3 1 1
Fewer “other duties as assigned” day-to-day work
“ESPs have so little recognition, We’re being pulled in so many directions, and then we’re expected to teach, manage behaviors, and do all the other things. It’s too much. They need to hire more people. The answer isn’t just to pile on more duties for the people already here.”
—Sarah McClintock, Paraeducator, JESPA
Protected time to do required paperwork
Smaller class sizes
Increased plan time
ESP BILL OF RIGHTS
ESPs are integral members of every school in each district across Colorado and the United States. In collaboration with state-level education unions, The National Education Association is working to create an ESP Bill of Rights. Just like educators, ESPs deserve fair compensation, recognition and respect, safe and healthy work environments, affordable healthcare, and the right to bargain. These demands are just a few that would be covered in the ESP Bill of Rights.
STATE OF safety
%89
increased mental health support of educators said that
would improve safety in our schools
Our neighborhood public schools are the backbone of our communities, serving as places of learning, growth, and support for students and families alike. It’s vital that our schools remain safe spaces where students and educators thrive. When we create and maintain environments where safety is a priority, everyone can focus on teaching and learning without distraction or fear. In safe learning environments, students are more engaged and motivated, and educators can dedicate their full attention to teaching.
However, according to our 2024 Member Survey, nearly 30% of educators feel “somewhat less safe” than during the previous school year. This trend shows that there is still much work to be done to ensure that our students and educators perform at their best in the classroom. But this problem cannot be solved in isolation. It will take a holistic approach to ensure our schools are safe places to learn and grow. The survey also found that a majority of educators—89%—said that increased mental health support would improve safety in our schools.
This underscores the undeniable link between mental health and safety in our schools, highlighting that neither can be fully achieved without the other. When students and educators have access to comprehensive mental health supports, we foster not only healthier individuals but also safer, more supportive school environments.
Respondents found
Respondents found in improving school safety in improving school safety mental health supports and changes to school discipline policies safety drills and security guards
MOST EFFECTIVE LEAST EFFECTIVE
Are there adequate mental health supports?
“Significantly or somewhat less safe” of educators feel
than during the previous school year
GET INVOLVED AT COLORADOEA.ORG/SAFETYAND-MENTAL-HEALTH
Cell Phones
In today’s classrooms, cell phones have become a source of constant disruption, impacting students’ overall learning experience. With distractions just a tap away, educators, families, and policymakers are considering new ways to mitigate the influence of personal devices in schools.
According to the National Education Association (NEA), a significant majority—90%—of its members support policies that prohibit cell phone usage during instructional time. This perspective reflects educators’ firsthand experience with the challenge of maintaining student focus amidst constant notifications and messages. When considering the entire school day, 83% of NEA members believe cell phone usage should be restricted throughout the day, underscoring a broad
consensus among educators that cell phones are a distraction.
In Colorado, 44% of survey respondents indicated that their schools have policies allowing students to possess cell phones but not use them during the day. However, enforcement remains challenging; only 51% of respondents felt their school’s cell phone policy was effectively enforced. Furthermore, CEA members highlighted the impact of cell phone use on the learning environment, with 31% stating that cell phone use is “very disruptive” and an additional 28% describing it as “somewhat disruptive.”
As of November 2024, 18 states have enacted laws or policies that restrict or outright ban student cell phone use during the school day. This trend includes seven of the 20 largest
school districts in the United States, which have introduced prohibitions on cell phones throughout the school day. The message is clear: educators are seeking ways to curb cell phone disruptions and prioritize learning.
As cell phone bans and restrictions gain momentum, educators, administrators, and policymakers must work together to craft policies that reflect the needs and priorities of students and schools. These policies can help schools reclaim the classroom as a focused, distraction-free zone where students can fully engage in their education.
83 of NEA members believe cell phone usage should be restricted throughout the day
only 51% of CEA members felt their school’s cell phone policy was effectively enforced
of CEA members said cell phone use is disruptive to the learning environment
18 states have restricted or banned student cellphone use
2025 legislative
agenda
Our 2025 legislative agenda calls on legislators to defend our public school system—serving 95% of our state’s children—by investing in public education, creating conditions where educators are respected as professionals, and ensuring all schools are safe and welcoming. Together we can combat the educator exodus crisis to create stable learning environments for all students.
CEA’s legislative agenda represents the priorities of our members: the people educating the next generation of Coloradans and who are on the front lines of resistance to radical forces.
Protect public education in Colorado.
Our state is uniquely positioned to support public education as a cornerstone of democracy, and we must take bold action now, before it’s too late.
State lawmakers must:
Support state action to protect public school staff and students, particularly those that are most vulnerable and especially those under threat of deportation, from attacks by the federal government.
Encourage and support local resistance to radical policies aimed at disrupting and dismantling public education.
Work to codify current practices into law to ensure educators are protected from anti-worker and anti-public education threats.
Defend against state and local funding and reform attacks.
Public policy that adds burdens and unfunded mandates for educators, redirects funding from public schools to private entities, and underfunds districts is not new, but is likely to intensify in the current political moment.
State lawmakers must:
Fend off any attempt to bring back the Budget Stabilization Factor (BS Factor) or other attempts to cut funding to school districts.
Prioritize stability by resisting public policies, even those that are well-intentioned, that create added burdens and/or unfunded mandates for public school staff.
Defend the public school system against policies that siphon public dollars from the classroom to private companies.
Pursue opportunities to make progress.
Public educators continue to care deeply about educating the next generation of Coloradans, but they need the support of our state to do so effectively.
CEA will continue to advocate for our three key priority issue areas:
Invest: explore strategies to retain public school staff including more affordable health insurance, better pay and protections, and increased staffing.
Respect: support policies that strengthen workers’ rights, pay, and collective bargaining power.
Safety: pursue policy that fends off attacks on public education and keeps students and staff safe in our public schools.
Take Action
EVERYONE HAS A ROLE IN SHAPING PUBLIC EDUCATION
Educators, families, and public education allies—your voice is powerful and essential to shaping the future of Colorado’s public education. Here’s how you can make a difference, stay connected, and help build a bright future for our students and neighborhood schools.
Join CEA: Get Involved and Make an Impact
coloradoea.org/join Text JOIN to 45955
If you’re not yet a member, join CEA to be part of a strong community advocating for Colorado’s public education.
Families and allies, you can join too! Parents and community supporters are vital to this movement. Join us to advocate for the resources our schools and students deserve.
Already a member? Get involved through councils, programs, and advocacy opportunities to help shape the future of public education in your community and across our state.
Advocate for Change:
Join Us at the Capitol
coloradoea.org/lobby-day Text LOBBY to 45955
Be a part of the decision-making process by attending a CEA Lobby Day and advocating for the policies that benefit educators, students, and public schools.
Be Informed: Download the myCEA app
coloradoea.org/mycea Text APP to 45955
Empower yourself with the MyCEA app—connect with others, stay informed with real-time updates, access resources, and take action to advocate for positive change in Colorado’s public education.
Stay Connected: Follow Us and Get Updates
coloradoea.org/connect Text CONNECT to 45955
Get real-time updates on events and opportunities by following @ColoradoEA on social media (Facebook, Instagram, X, and TikTok) or opting into text alerts to receive timely updates on actions, events, and ways to get involved.
Together, we are building a powerful voice for Colorado’s public schools.
CEA stands as the largest union in the state, proudly representing nearly 40,000 teachers, counselors, school nurses, and other special service providers (SSPs), as well as education support professionals (ESPs), higher education staff, retired educators, and aspiring education professionals. coloradoea.org