Arkansas House Bill HB1864

Arkansas 2025 Regular Session

• Introduced: 3/19/25
• Refer: 3/20/25

Caption

To Amend Provisions Of The Arkansas Code To Improve Efficiency In Student Instruction; And To Create A Standardized Flexible School Calendar System For Public Schools.

Impact

The bill has potential implications for the distribution of state funding. It allows school districts to receive state foundation funding that is proportional to a twelve-month school operation without exceeding funding that would have been provided for a nine-month operation. This changes how districts may plan and budget for educational programs, aligning more funds with operational days rather than merely student attendance during conventional school months. The legislation aims to facilitate better use of school facilities while mitigating financial disparities related to academic scheduling differences.

Summary

House Bill 1864 proposes amendments to the Arkansas Code aimed at enhancing efficiency in student instruction by creating a standardized flexible school calendar system for public schools. The bill mandates that public school districts establish a school calendar that includes a minimum of one hundred seventy-eight days and one thousand sixty-eight instructional hours. This shift seeks to better utilize school facilities and resources throughout the year, rather than relying on a more traditional academic calendar that spans nine months. The intent is to provide more consistent educational opportunities across districts while adhering to the state's accreditation standards.

Contention

Notably, the bill repeals existing code that allows for provisions around a four-day school week and twelve-month school years, which has raised concerns among educators and stakeholders. Resistance may stem from fears that such a standardized approach could eliminate local control over education, as districts would lose the flexibility to devise calendar systems that cater closely to their communities' specific needs. Moreover, the adjustments regarding instructional hours and make-up days reflect a shift in approach that emphasizes standardized requirements over individualized district preferences.