Hope Duke — Hope Duke asked for the highest and lowest historical proficiency percentages and English learner data on record, and followed up by noting that even imperfectly comparable historical test results would still provide useful context.
Hope Duke — Hope Duke followed up on concerns about report card data and compliance, asking whether there is flexibility around required reporting, whether ESSA-plan obligations are separate from or incorporated into adequacy requirements, and whether the legislature has the authority to change the ESSA plan. She emphasized that requirements may need to be revisited as circumstances and understanding change, and that the body should ensure it is meeting its commitments while the adequacy study reviews compliance and recommends adjustments as needed.
Hope Duke — Asked for the number of assessments or screeners by grade level and requested high and low results for the reports.
Hope Duke — The chair calls on Representative Duke for a question.
Andrew Collins — Asked about pre-pandemic rates and noted a decline during the pandemic.
Julie Mayberry — Representative Mayberry asked about Arkansas’s recovery and how the state’s 80% goal compares with other states’ goals, whether any other state has met a similar benchmark, and requested comparison data so the committee could understand Arkansas’s progress realistically relative to other states.
Julie Mayberry — Representative Mayberry is recognized following the binder discussion and asks whether handouts should be placed in the binder or taken home.
Stetson Painter — Asked about testing years and the effect of the pandemic on English language proficiency results.
Stetson Painter — Representative Stetson Painter was recognized and then asked why the 2024 report cards did not provide separate Title I school data as required.
Denise Garner — Representative Garner asks follow-up questions about equitable access to educators under ESSA and the related equity labs mentioned in the presentation, continuing the same discussion from the previous section.
Denise Garner — Representative Denise Garner asked for national high and low NAEP scores and then focused on the science-by-grade-level data on slide 84. She followed up by questioning whether the drop in science results was caused by a change in testing or assessment and sought confirmation of the 2025 figures.
Joy Springer — Representative Joy Springer was recognized by the chair and allowed to continue the discussion, continuing the same exchange without any substantive topic change.
Mindy McAlindon — Jasmine Ray introduced herself and explained that, as part of the continuing adequacy evaluation, the legislature is required to review Arkansas’s standing under ESSA. She then responded to a follow-up question by saying she did not know whether the legislature can change the ESSA plan.
Mark McElroy — Representative Barnett is referenced as the next speaker in the sequence.
Mark McElroy — Representative Barnett is recognized and begins asking about graduation rates.
Mark McElroy — The chair recognizes Representative Beck.
Mark McElroy — Representative Painter asks the chairs to consider meeting with the department to answer questions.
Rick Beck — Representative Beck is recognized and shifts the discussion to parental engagement and education success factors.
Leah — Referenced as having discussed the working definition of educational adequacy earlier.
Leah — Leah is referenced as having introduced the topic earlier in the presentation.
Jessie McGruder — Representative Magruder asks whether the binders can be taken with members, following up on the question about the binders and confirming if they may leave with them.
Leah Headley — Identified herself as with the Bureau of Legislative Research.
Elizabeth — Elizabeth is referenced as the presenter who will cover accountability measures, with follow-up mentions noting that she and Taylor discussed the Lakeview decisions yesterday and that Elizabeth had already gone over the accountability system yesterday.
Elizabeth — Elizabeth is identified as the person who will address the accountability piece and long-term goals, including looking into other states’ goals and whether any have been met.
Elizabeth — Elizabeth is cited as having explained that dropout-rate data exists.
Elizabeth — Referenced as having previously explained the Atlas system.
Adrian — Identified as helping provide detailed student achievement results.
Taylor — Referenced as having discussed the Lakeview decisions yesterday; not identified in the member list.
Elizabeth Bynum — Elizabeth Bynum introduced herself as being with the Bureau of Legislative Research.
Adrienne Beck — Identified herself as also with the Bureau of Legislative Research.