Summary:
Zip code 80731 in Haxtun, Colorado is served entirely by Haxtun School District No. Re-2J, a small rural district that enrolls just 297 students across two schools: Haxtun Elementary School (grades PK–6, 155 students) and Haxtun Junior/Senior High School (grades 7–12, 142 students). Both schools have small class sizes with student-teacher ratios around 12:1, and the district serves a moderate proportion of economically disadvantaged students, with 32–41% qualifying for free or reduced lunch.
Haxtun Elementary School is the academic leader in core subjects. Its English Language Arts proficiency reached 52.1% in 2024–2025, above the state's 44.8%, and 5th-grade science proficiency hit 52.4% compared to 39.0% statewide. Haxtun Junior/Senior High School excels at keeping students on track: its graduation rate is 96.2% versus 85.6% statewide, the dropout rate is 0.0%, and PSAT 9 Reading/Writing proficiency is 85%—19 points above the state. However, the secondary school trails the elementary school on state CMAS tests: in 2025–2026, elementary ELA proficiency was 38.2% versus 25.0% at the Jr/Sr High, and elementary math was 30.4% versus 15.6%.
The most pressing challenge is secondary mathematics. Jr/Sr High math proficiency (13.9–15.6%) is less than half the state average (37.3%), and SAT math proficiency sits at just 19–21% versus 32% statewide. Science follows a similar pattern, with strong early results (5th grade 52.4%, 8th grade 47.4%) that fall off sharply by 11th grade (14.7%). Chronic absenteeism is a bright spot—9.2% at the elementary and 12.1% at the high school, far below the state's 28.4%. The elementary school's statewide ranking has fluctuated between the 27th and 55th percentiles, while the high school has stayed consistently near the 36th–44th percentile, reflecting small cohort sizes that can cause year-to-year swings. Overall, the district does an excellent job of keeping students in school and graduating them, but raising secondary math achievement remains the key opportunity for improvement.
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