(1) On or before February 15, 2010, through February 15, 2016, and on or before March 15, 2017, and on or before March 15 each year thereafter, the office shall submit to the state board, to the education committees of the senate and the house of representatives, or any successor committees, and to the governor a report making state policy findings and recommendations to reduce the student dropout rate and increase the student graduation and completion rates. At a minimum, in preparing the findings and recommendations, the office shall: (a) Consider which state statutes and rules may be appropriately amended to provide incentives and support for and remove barriers to reducing the student dropout rate and increasing the student graduation and completion rates, including but not limited to statutes and rules pertaining to funding for local education providers' operating costs, funding for categorical programs, and truancy; (b) Consider research-based dropout prevention and student engagement and re- engagement strategies; (c) Determine the amount of state moneys spent on reducing the dropout rates in schools operated or approved by local education providers in the preceding fiscal year and determine the effects of those expenditures; and (d) Consult with the persons specified in section 22-14-104 (2). (2) Beginning with the report submitted pursuant to this section on February 15, 2012, the office shall add to the report a summary of the actions taken by local education providers statewide to reduce the student dropout rate and increase the graduation and completion rates and the progress made in achieving these goals. At a minimum, the summary shall include: (a) A summary and evaluation of the student graduation and completion plans adopted by the local education providers; (b) A list of the local education providers whose schools have experienced the greatest decrease in student dropout rates and the greatest increase in student graduation and completion rates in the state in the preceding academic year; (c) Identification of local education providers and public schools that are achieving the goals and objectives specified in their student graduation and completion plans and those that are not achieving their goals and objectives; (d) Explanation of the actions taken and strategies implemented by the local education providers with the highest student dropout rates to reduce those rates and by the local education providers with the lowest student graduation and completion rates to increase those rates; (e) Identification of the local education providers that have demonstrated the greatest improvement in reducing their student dropout rates and increasing their student graduation and completion rates and descriptions of the actions taken and strategies implemented by the local education providers operating or approving these schools to achieve these improvements; and (f) An evaluation of the overall progress across the state in meeting the goals specified in section 22-14-101 for reducing the student dropout rate and increasing the student graduation and completion rates. (2.5) (a) Beginning with the report submitted pursuant to this section on March 15, 2026, the office shall include information regarding ninth-grade performance. At a minimum, the following measures must be included: (I) For each public school that serves the ninth grade, the number and percentage of first- time ninth-grade students who at the end of the school year have not earned at least four core credits or have failed one or more core credits, reported for the school in total and disaggregated by race, ethnicity, gender, English language learner status, and whether or not the student has an individualized education program; (II) For each school district, the number and percentage of first-time ninth-grade students who at the end of the school year have not earned at least four core credits or have failed one or more core credits, reported for the school district in total and disaggregated by race, ethnicity, gender, English language learner status, and whether or not the student has an individualized education program; (III) For the charter school institute, the number and percentage of first-time ninth-grade students who at the end of the school year have not earned at least four core credits or have failed one or more core credits, reported for the charter school institute in total and disaggregated by race, ethnicity, gender, English language learner status, and whether or not the student has an individualized education program; and (IV) For the state as a whole, the number and percentage of first-time ninth-grade students who at the end of the school year have not earned at least four core credits or have failed one or more core credits, reported for the state as a whole in total and disaggregated by race, ethnicity, gender, English language learner status, and whether or not the student has an individualized education program. (b) In performing their duties pursuant to this subsection (2.5), the department, the office, each school district, the charter school institute, and each public school shall comply with the federal and state laws regarding privacy, including the federal "Family Educational Rights and Privacy Rights Act of 1974", 20 U.S.C. sec. 1232g, as amended, and its implementing regulations, and the "Student Data Transparency and Security Act" created pursuant to article 16 of this title 22, as amended, and its implementing rules. (3) Notwithstanding the provisions of section 24-1-136 (11), C.R.S., the reporting requirements specified in this article shall not expire but shall continue to be required until repealed by the general assembly.
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