Arkansas House Bill HB1722

Arkansas 2023 Regular Session

• Introduced: 3/27/23
• Refer: 3/27/23
• Failed: 5/1/23

Caption

To Require The Division Of Elementary And Secondary Education To Amend The Current School Rating System; And To Require The Division Of Elementary And Secondary Education To Create A Private School Rating System.

Impact

The introduction of HB1722 is expected to significantly impact how both public and participating private schools are evaluated in Arkansas. The intended outcome is to enhance accountability across educational institutions by providing a more nuanced understanding of school performance. By employing a diverse array of performance metrics, the bill seeks to address various aspects of student success and educational equity. Moreover, it aims to ensure that the changes will allow different types of schools to be compared more fairly under the same standards, which could influence enrollment decisions for parents and guardians.

Summary

House Bill 1722 aims to amend the current public school rating system in Arkansas by requiring the Division of Elementary and Secondary Education to develop a new rating framework. This framework will employ a multiple-measures approach, focusing on academic achievement, student growth, graduation rates, and English language acquisition. Additionally, the bill mandates the creation of a private school rating system for schools that participate in the Arkansas Children's Educational Freedom Account Program, which utilizes a similar set of performance indicators.

Contention

While supporters argue that this bill will create a more robust and equitable school assessment system, potential points of contention may arise regarding the implementation of the rating system, particularly in balancing the measurement of academic achievement with other performance indicators. Some education stakeholders may be concerned about the additional burden that establishing such a system could place on schools, which may require extensive data collection and reporting. Additionally, debates could occur over the weighting of various indicators and how they align with broader educational goals, such as inclusivity and resource equity.