text:
List of school districts in Colorado
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An enlargeable map of the 64 counties of the State of Colorado
This is a list of 179 public school districts in the U.S. state of Colorado.
Contents
1 Alphabetical list
2 Contents
3 See also
4 References
5 External links
Alphabetical list[edit]
Contents
[hide]
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Colorado public school districts[1]

Public school district
Students [nb 1]
County
-A-
Academy School District 20 23,119 El Paso
Adams 12 Five Star Schools 41,957 Adams
Broomfield
Adams County School District 14 7,549 Adams
Adams County School District 50 (Westminster School District 50) 10,049 Adams
Adams-Arapahoe School District 28J – see Aurora Public Schools
Agate School District 300 33 Elbert
Aguilar Reorganized School District RE-6 112 Las Animas
Akron School District R-1 381 Washington
Alamosa School District RE-11J 2,081 Alamosa
Archuleta School District 50 JT (Archuleta County School District 50 JT) 1,492 Archuleta
Arickaree School District R-2 111 Washington
Arriba-Flagler Consolidated School District 20 170 Kit Carson
Aspen School District 1 1,727 Pitkin
Ault-Highland School District RE-9 – see Weld County School District RE-9
Aurora Public Schools (Adams-Arapahoe School District 28J) 38,605 Arapahoe
Adams
-B-
Bayfield School District 10 JT-R 1,405 La Plata
Bennett School District 29J 1,150 Adams
Bethune School District R-5 130 Kit Carson
Big Sandy School District 100J 331 Elbert
Boulder Valley School District RE-2 29,526 Boulder
Broomfield
Branson Reorganized School District RE-82 470 Las Animas
Briggsdale School District RE-10J – see Weld County School District RE-10J
Brighton School District 27J 15,089 Adams
Brush Public Schools (Brush School District RE-2(J)) 1,510 Morgan
Buena Vista School District R-31 985 Chaffee
Buffalo School District RE-4J – see Merino School District RE-4J
Burlington Public School District RE-6J 830 Kit Carson
Byers School District 32J 473 Arapahoe
-C-
Calhan School District RJ-1 620 El Paso
Campo School District RE-6 58 Baca
Cañon City Schools (Fremont RE-1 School District) 3,702 Fremont
Centennial School District R-1 248 Conejos
Center Consolidated School District 26 JT 580 Saguache
Rio Grande
Alamosa
Charter School Institute 7,981 statewide
Cheraw School District 31 219 Otero
Cherry Creek School District 5 52,232 Arapahoe
Cheyenne County School District RE-5 206 Cheyenne
Cheyenne Mountain School District 12 4,561 El Paso
Clear Creek School District RE-1 989 Clear Creek
Colorado Springs School District 11 29,498 El Paso
Cotopaxi Consolidated Schools (Fremont RE-3 School District) 222 Fremont
Creede School District 92 Mineral
Cripple Creek-Victor School District RE-1 441 Teller
Crowley County School District RE-1-J 493 Crowley
Custer County School District C-1 454 Custer
-D-
DeBeque School District 49-JT 136 Mesa
Garfield
Deer Trail School District 26J 167 Arapahoe
Del Norte Consolidated School District C-7 567 Rio Grande
Delta County School District 50J 5,301 Delta
Gunnison
Montrose
Mesa
Denver Public Schools (Denver County School District 1) 87,398[2] Denver
Dolores County School District RE-2J 309 Dolores
Dolores School District RE-4A 689 Montezuma
Douglas County School District RE-1 61,465 Douglas
Durango School District 9-R 4,688 La Plata
-E-
Eads School District RE-1 (Kiowa County School District RE-1) 187 Kiowa
Eagle County School District RE-50 6,181 Eagle
East Grand School District 2 1,325 Grand
East Otero School District R-1 1,309 Otero
Eaton School District RE-2 (Weld County School District RE-2) 1,749 Weld
Edison School District 54JT 214 El Paso
Pueblo
Lincoln
El Paso County School District 3 – see Widefield School District 3
Elbert County School District C-1 – see Elizabeth School District C-1
Elbert County School District C-2 – see Kiowa School District C-2
Elbert School District 200 230 Elbert
Elizabeth School District C-1 (Elbert County School District C-1) 2,636 Elbert
Ellicott School District 22 1,003 El Paso
Englewood School District 1 2,992 Arapahoe
Estes Valley Schools (Park School District R-3) 1,159 Larimer
-F-
Falcon School District 49 14,708 El Paso
Fleming School District RE-3 (Frenchman School District RE-3) 200 Logan
Fort Morgan School District RE-3 3,204 Morgan
Fountain-Fort Carson School District 8 (Fountain School District 8) 7,536 El Paso
Fowler School District R4J 421 Otero
Fremont RE-1 School District – see Cañon City Schools
Fremont RE-2 School District 1,600 Fremont
Fremont RE-3 School District – see Cotopaxi Consolidated Schools
Frenchman School District RE-3 – see Fleming School District RE-3
-G-
Garfield County School District 16 (Grand Valley School District 16) 1,133 Garfield
Garfield School District RE-2 4,980 Garfield
Genoa-Hugo School District C-113 178 Lincoln
Gilpin County School District RE-1 386 Gilpin
Granada School District RE-1 244 Prowers
Grand Valley School District 16 – see Garfield School District 16
Greeley-Evans School District 6 – see Weld County School District 6
Gunnison Watershed School District RE1J 1,864 Gunnison
-H-
Hanover School District 28 223 El Paso
Harrison School District 2 11,147 El Paso
Haxtun School District RE-2J 323 Phillips
Hayden School District RE-1 420 Routt
Hi-Plains School District R-23 107 Kit Carson
Hinsdale County School District RE-1 96 Hinsdale
Hoehne Reorganized School District RE-3 334 Las Animas
Holly School District RE-3 292 Prowers
Holyoke School District RE-1J 614 Phillips
Huerfano School District RE-1 575 Huerfano
-I-
Idalia School District RJ-3 157 Yuma
Ignacio School District 11-JT 751 La Plata
-J-
Jeffco Public Schools (Jefferson County School District R-1) 85,979 Jefferson
Broomfield
Johnstown-Milliken School District RE-5J – see Weld County School District RE-5J
Julesburg School District RE-1 1,787 Sedgwick
-K-
Karval School District RE-23 235 Lincoln
Keenesburg School District RE-3J – see Weld County School District RE-3J
Kim Reorganized School District RE-88 58 Las Animas
Kiowa County School District RE-1 – see Eads School District RE-1
Kiowa County School District RE-2 – see Plainview School District RE-2
Kiowa School District C-2 (Elbert County School District C-2) 371 Elbert
Kit Carson County School District R-4 – see Stratton School District R-4
Kit Carson School District R-1 109 Cheyenne
-L-
La Veta School District RE-2 223 Huerfano
Lake County School District R-1 1,188 Lake
Lamar School District RE-2 1,666 Prowers
Las Animas School District RE-1 547 Bent
Lewis-Palmer School District 38 5,977 El Paso
Liberty School District J-4 86 Yuma
Limon Public Schools (Limon School District RE-4J) 435 Lincoln
Littleton Public Schools (Littleton School District 6) 15,733 Arapahoe
Lone Star School District 101 104 Washington
-M-
Mancos School District RE-6 369 Montezuma
Manitou Springs School District 14 1,418 El Paso
Manzanola School District 3J 173 Otero
Mapleton Public Schools (Mapleton School District 1) 7,634 Adams
McClave School District RE-2 305 Bent
Meeker School District RE-1 667 Rio Blanco
Merino School District RE-4J (Buffalo School District RE-4J) 311 Logan
Mesa County Valley School District 51 22,109 Mesa
Miami-Yoder School District JT-60 320 El Paso
Elbert
Lincoln
Moffat Consolidated School District 2 206 Saguache
Moffat County School District RE-1 2,402 Moffat
Monte Vista School District C-8 1,172 Rio Grande
Montezuma-Cortez School District RE-1 2,929 Montezuma
Montrose County School District RE-1J 6,415 Montrose
Mountain Valley School District RE-1 120 Saguache
-N-
North Conejos School District RE-1J 1,030 Conejos
North Park School District R-1 211 Jackson
Norwood Public Schools (Norwood School District R-2J) 257 San Miguel
-O-
Otis School District R-3 209 Washington
Ouray School District R-1 216 Ouray
-P-
Park County School District RE-2 601 Park
Park School District R-3 – see Estes Valley Schools
Pawnee School District RE-12 (Weld County School District RE-12) 75 Weld
Peetz Plateau School District RE-5 (Plateau School District RE-5) 176 Logan
Peyton School District 23-JT 694 El Paso
Plainview School District RE-2 (Kiowa County School District RE-2) 85 Kiowa
Plateau School District RE-5 – see Peetz Plateau School District RE-5
Plateau Valley School District 50 471 Mesa
Platte Canyon School District 1 1,209 Park
Platte Valley School District RE-3 120 Sedgwick
Platte Valley School District RE-7 (Weld County School District RE-7) 1,057 Weld
Poudre School District R-1 26,923 Larimer
Prairie School District RE-11 (Weld County School District RE-11) 174 Weld
Primero Reorganized School District RE-2 221 Las Animas
Pritchett School District RE-3 66 Baca
Pueblo City Schools (Pueblo School District 60) 18,443 Pueblo
Pueblo County School District 70 8,836 Pueblo
-R-
Rangely School District RE-4 480 Rio Blanco
Ridgway School District R-2 350 Ouray
Roaring Fork School District RE-1 5,212 Garfield
Rocky Ford School District R-2 862 Otero
-S-
Saint Vrain Valley School District RE-1J 27,379 Boulder
Weld
Larimer
Broomfield
Salida School District R-32-J 1,071 Chaffee
Sanford School District 6J 346 Conejos
Sangre de Cristo School District RE-22J 312 Alamosa
Sargent School District RE-33J 478 Rio Grande
School District 27J – see Brighton School District 27J
Sheridan School District 2 1,653 Arapahoe
Sierra Grande School District R-30 260 Conejos
Silverton Public Schools (Silverton School District 1) 65 San Juan
South Conejos School District RE-10 237 Conejos
South Routt School District RE-3 409 Routt
Springfield School District RE-4 292 Baca
Steamboat Springs School District RE-2 2,233 Routt
Strasburg School District 31J 1,026 Adams
Stratton School District R-4 (Kit Carson County School District R-4) 215 Kit Carson
Summit School District RE-1 3,124 Summit
Swink School District 33 374 Otero
-T-
Telluride School District R-1 697 San Miguel
Thompson School District R-2J 15,310 Larimer
Trinidad School District 1 1,352 Las Animas
-V-
Valley School District RE-1 2,436 Logan
Vilas School District RE-5 354 Baca
-W-
Walsh School District RE-1 178 Baca
Weld County School District RE-1 1,986 Weld
Weld County School District RE-2 – see Eaton School District RE-2
Weld County School District RE-3J 2,276 Weld
Weld County School District RE-4 4,364 Weld
Weld County School District RE-5J 3,138 Weld
Weld County School District 6 (Greeley School District 6) 19,623 Weld
Weld County School District RE-7 – see Platte Valley School District RE-7
Weld County School District RE-8 2,403 Weld
Weld County School District RE-9 846 Weld
Weld County School District RE-10J 157 Weld
Weld County School District RE-11 – see Prairie School District RE-11
Weld County School District RE-12 – see Pawnee School District RE-12
Weldon Valley School District RE-20J 222 Morgan
West End School District RE-2 347 Montrose
West Grand School District 1-JT 429 Grand
Westminster School District 50 – see Adams County School District 50
Widefield School District 3 (El Paso County School District 3) 8,963 El Paso
Wiggins School District RE-50J 547 Morgan
Wiley School District RE-13-JT 237 Prowers
Windsor School District RE-4 – see Weld County School District RE-4
Woodland Park School District RE-2 2,752 Teller
Woodlin School District R-104 113 Washington
Wray School District RD-2 714 Yuma
-Y-
Yuma School District 1 849 Yuma
Footnotes:
Jump up ^ Student enrollment for the 2010-2011 academic year.
See also[edit]
Education portal
United States portal
Colorado portal
Outline of Colorado
Index of Colorado-related articles
Education in Colorado
School district
State of Colorado
Colorado Department of Education
List of colleges and universities in Colorado
Table of Colorado charter schools
Category:School districts in Colorado
References[edit]
Jump up ^ "Colorado School Districts/Buildings and Personnel" (PDF). Colorado School District Directory. Colorado Department of Education. 2010–2011. Archived from the original (pdf) on December 25, 2010. Retrieved February 2, 2011.
Jump up ^ http://communications.dpsk12.org/aboutdps.html
External links[edit]
State of Colorado
Colorado Department of Education
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Multiple choice
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
For the album by Pork, see Multiple Choice (album).
For the novel by Alejandro Zambra, see Multiple Choice (novel).
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Multiple choice question
Multiple choice is a form of an objective assessment in which respondents are asked to select only correct answers out of the choices from a list.[1] The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.
Although E. L. Thorndike developed an early scientific approach to testing students, it was his assistant Benjamin D. Wood who developed the multiple choice test.[2] Multiple choice testing increased in popularity in the mid-20th century when scanners and data-processing machines were developed to check the results.[3]
Contents
1 Structure
2 Examples
3 Advantages
4 Disadvantages
5 Changing answers
6 Automation
7 Notable multiple-choice examinations
8 See also
9 References
10 Sources
Structure[edit]
Multiple choice items consist of a stem and several alternative answers, among which are the correct ("keyed") answer and one or more incorrect ("distractor") answers. The stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information. The options are the possible answers that the examinee can choose from, with the correct answer called the key and the incorrect answers called distractors.[4] Only one answer can be keyed as correct. This contrasts with multiple response items in which more than one answer may be keyed as correct.
Usually, a correct answer earns a set number of points toward the total mark, and an incorrect answer earns nothing. However, tests may also award partial credit for unanswered questions or penalize students for incorrect answers, to discourage guessing. For example, the SAT Subject tests remove a quarter point from the test taker's score for an incorrect answer.
For advanced items, such as an applied knowledge item, the stem can consist of multiple parts. The stem can include extended or ancillary material such as a vignette, a case study, a graph, a table, or a detailed description which has multiple elements to it. Anything may be included as long as it is necessary to ensure the utmost validity and authenticity to the item. The stem ends with a lead-in question explaining how the respondent must answer. In a medical multiple choice items, a lead-in question may ask "What is the most likely diagnosis?" or "What pathogen is the most likely cause?" in reference to a case study that was previously presented.
The items of a multiple choice test are often colloquially referred to as "questions," but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term "item" is a more appropriate label. Items are stored in an item bank.
Examples[edit]
If a=1 and b=2, what is a+b?
12
3
4
10
8
In the equation 2 x + 3 = 4 {\displaystyle 2x+3=4} , solve for x.
4
10
0.5
1.5
8
Ideally, the multiple choice question should be asked as a "stem", with plausible options, for example:
The IT capital of India is
Bangalore
Mumbai
Mexico
Hyderabad
A well written multiple-choice question avoids obviously wrong or silly distractors (such as Mexico in the example above), so that the question makes sense when read with each of the distractors as well as with the correct answer.
A more difficult and well-written multiple choice question is as follows:
Consider the following:
An eight-by-eight chessboard.
An eight-by-eight chessboard with two opposite corners removed.
An eight-by-eight chessboard with all four corners removed.
Which of these can be tiled by two-by-one dominoes (with no overlaps or gaps, and every domino contained within the board)?
I only
II only
I and II only
I and III only
I, II, and III
Advantages[edit]
There are several advantages to multiple choice tests. If item writers are well trained and items are quality assured, it can be a very effective assessment technique.[5] If students are instructed on the way in which the item format works and myths surrounding the tests are corrected, they will perform better on the test.[6] On many assessments, reliability has been shown to improve with larger numbers of items on a test, and with good sampling and care over case specificity, overall test reliability can be further increased.[7]
Multiple choice tests often require less time to administer for a given amount of material than would tests requiring written responses.
Multiple choice questions lend themselves to the development of objective assessment items, but without author training, questions can be subjective in nature. Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results.[8] Factors irrelevant to the assessed material (such as handwriting and clarity of presentation) do not come into play in a multiple-choice assessment, and so the candidate is graded purely on their knowledge of the topic. Finally, if test-takers are aware of how to use answer sheets or online examination tick boxes, their responses can be relied upon with clarity. Overall, multiple choice tests are the strongest predictors of overall student performance compared with other forms of evaluations, such as in-class participation, case exams, written assignments, and simulation games.[9]
Disadvantages[edit]
The most serious disadvantage is the limited types of knowledge that can be assessed by multiple choice tests. Multiple choice tests are best adapted for testing well-defined or lower-order skills. Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests.[citation needed] However, multiple choice tests are often chosen, not because of the type of knowledge being assessed, but because they are more affordable for testing a large number of students. This is especially true in the United States and India, where multiple choice tests are the preferred form of high-stakes testing and the sample size of test-takers is large respectively.
Another disadvantage of multiple choice tests is possible ambiguity in the examinee's interpretation of the item. Failing to interpret information as the test maker intended can result in an "incorrect" response, even if the taker's response is potentially valid. The term "multiple guess" has been used to describe this scenario because test-takers may attempt to guess rather than determine the correct answer. A free response test allows the test taker to make an argument for their viewpoint and potentially receive credit.
In addition, even if students have some knowledge of a question, they receive no credit for knowing that information if they select the wrong answer and the item is scored dichotomously. However, free response questions may allow an examinee to demonstrate partial understanding of the subject and receive partial credit. Additionally if more questions on a particular subject area or topic are asked to create a larger sample then statistically their level of knowledge for that topic will be reflected more accurately in the number of correct answers and final results.
Another disadvantage of multiple choice examinations is that a student who is incapable of answering a particular question can simply select a random answer and still have a chance of receiving a mark for it. If randomly guessing an answer, there is usually a 25 percent chance of getting it correct on a four-answer choice question. It is common practice for students with no time left to give all remaining questions random answers in the hope that they will get at least some of them right. Many exams, such as the Australian Mathematics Competition and the SAT, have systems in place to negate this, in this case by making it no more beneficial to choose a random answer than to give none.
Another system of negating the effects of random selection is formula scoring, in which a score is proportionally reduced based on the number of incorrect responses and the number of possible choices. In this method, the score is reduced by the number of wrong answers divided by the average number of possible answers for all questions in the test, W/(c – 1) where w is the number of wrong responses on the test and c is the average number of possible choices for all questions on the test.[10] All exams scored with the three-parameter model of item response theory also account for guessing. This is usually not a great issue, moreover, since the odds of a student receiving significant marks by guessing are very low when four or more selections are available.
Additionally, it is important to note that questions phrased ambiguously may confuse test-takers. It is generally accepted that multiple choice questions allow for only one answer, where the one answer may encapsulate a collection of previous options. However, some test creators are unaware of this and might expect the student to select multiple answers without being given explicit permission, or providing the trailing encapsulation options. Of course, untrained test developers are a threat to validity regardless of the item format.
Critics like philosopher and education proponent Jacques Derrida, said that while the demand for dispensing and checking basic knowledge is valid, there are other means to respond to this need than resorting to crib sheets.[11]
Despite being sometimes contested, the format remains popular due to its utility, reliability, and cost effectiveness.[citation needed]
Changing answers[edit]
The theory that students should trust their first instinct and stay with their initial answer on a multiple choice test is a myth worth dispelling. Researchers have found that although some people believe that changing answers is bad, it generally results in a higher test score. The data across twenty separate studies indicate that the percentage of "right to wrong" changes is 20.2%, whereas the percentage of "wrong to right" changes is 57.8%, nearly triple.[12] Changing from "right to wrong" may be more painful and memorable (Von Restorff effect), but it is probably a good idea to change an answer after additional reflection indicates that a better choice could be made. In fact, a person's initial attraction to a particular answer choice could well derive from the surface plausibility that the test writer has intentionally built into a distractor (or incorrect answer choice). Test item writers are instructed to make their distractors plausible yet clearly incorrect. A test taker's first-instinct attraction to a distractor is thus often a reaction that probably should be revised in light of a careful consideration of each of the answer choices. Some test takers for some examination subjects might have accurate first instincts about a particular test item, but that does not mean that all test takers should trust their first instinct.
Automation[edit]
Finding the right answer from multiple choices can be automated using multiple choice question answering systems.[13]
Notable multiple-choice examinations[edit]
ACT
AIEEE in India
AP
ASVAB
AMC
ARRT registry test for student radiologic technologists
Australian Mathematics Competition
CFA
CISSP
COMLEX
CLAT
F = ma
FE
GCE Ordinary Level
GRE
GATE
IB Diploma Programme science subject exams
IIT-JEE in India, which had, until 2006, a high-stakes phase after the initial MCQ based screening phase
Indonesian National Exam
LSAT
MCAT
Multistate Bar Examination
NCLEX
PLAB for non-EEA medical graduates to practise in the UK
PSAT
SAT
Test of English as a Foreign Language
TOEIC
USMLE
NTSE
NET CSIR
See also[edit]
Concept inventory
Extended matching items
Objective test
Test (student assessment)
Closed-ended question
References[edit]
Jump up ^ "Definition of MULTIPLE-CHOICE". www.merriam-webster.com.
Jump up ^ Emmis Communications 1973, p. 36.
Jump up ^ Origins and Purposes of Multiple Choice Tests, San Francisco State University, accessed 2016-04-02
Jump up ^ Kehoe, Jerard (1995). Writing multiple-choice test items Practical Assessment, Research & Evaluation, 4(9). Retrieved February 12, 2008.
Jump up ^ Item Writing Manual by the National Board of Medical Examiners
Jump up ^ Beckert, L., Wilkinson, T. J., & Sainsbury, R. (2003). A needs-based study and examination skills course improves students' performance Medical Education 37 (5), 424–428. doi:10.1046/j.1365-2923.2003.01499.x
Jump up ^ Steven M Downing (2004) Reliability: on the reproducibility of assessment data Medical Education 38 (9), 1006–1012. doi:10.1111/j.1365-2929.2004.01932.x
Jump up ^ DePalma, Anthony (1 November 1990). "Revisions Adopted in College Entrance Tests". New York Times. Retrieved 22 August 2012.
Jump up ^ Bontis, N., Hardie, T., & Serenko, A. (2009). Techniques for assessing skills and knowledge in a business strategy classroom International Journal of Teaching and Case Studies, 2, 2, 162-180.
Jump up ^ "Archived copy" (PDF). Archived from the original (PDF) on 2011-07-21. Retrieved 2011-05-20.
Jump up ^ Jacques Derrida (1990) pp.334-5 Once Again from the Top: Of the Right to Philosophy, interview with Robert Maggiori for Libération, November 15, 1990, republished in Points (1995).
Jump up ^ Benjamin, L. T., Cavell, T. A., & Shallenberger, W. R. (1984). Staying with the initial answers on objective tests: Is it a myth? Teaching of Psychology, 11, 133-141.
Jump up ^ "Versatile question answering systems: seeing in synthesis", Mittal et al., IJIIDS, 5(2), 119-142, 2011.
Sources[edit]
Emmis Communications (May 1973). The Alcalde. Emmis Communications. ISSN 1535-993X.
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