Education - House and Senate

Everybody will please take their seats we will begin our son said it in house education can be meaning will call that to organ. So we're very pleased today we have a very busy schedule but lots of good information I think and one of the things we have to do is approve meeting minutes from past committee meetings do I hear ocean and second are they make very much okay one of the things we're going to do and think you're all probably noticed that this last week the uh. Department put out of education put out the school score card and so this is afternoon we've asked I don't uh secretary of leaver to come and make a presentation and give us a little more information on the accountability results and the score card so if he would come and hope worship both of these come up please. Result really good information in that score card something we all need to take advantage of and take a look at so viewed both introduce yourselves you'll be recognized sure thank you good afternoon take a leave a secretary of education. How far shame assistant commissioner public school accountability and if you were just pull your microphone to close to you because sometimes the don't speak rule well we go ahead okay thank you and thank you for the opportunity to allow us to come in to committee today and talk a little bit about accountability school resolved school grades and what we'd like to do is just kind of do a little bit in overview of what is it that we measure what goes into determining what's called the set index what is that mean would it school grades what is it measuring and then overall how to students perform and first house ages before I start wanting to thank everybody at the department for their commission or their dedication in hard work into getting all this accountability system up and running typically this data comes out and around october and to to be able to get it out in performance october by the end of september something that our team put a lot of effort in dedication into because we know the sooner that we can give school leaders teachers community the data in their hand and they can start making data informed decisions and help improve outcomes and make those instructional pivots and changes so we're really grateful for everybody that pitched in and when above and they are above and beyond to make sure we get this valuable information out. So the first thing i'd like to kind of take a quick look at is what is made up in the state accountability system in that's really how we make sure that every student has access to high quality education opportunities make sure that students are performing at our brave gray level or making significant progress towards it in making sure that we're getting the outcomes that we see so you can see there's a couple codes that make into the statutes in the rules that we follow as an agency for how we kinda come up with school grays and accountability and in the state of arguments that I will use a thread letter grades and we talk about how does that match up for accreditation and how's that match up for levels of support and also those letter greats that go into recognizing schools that are going above and beyond I could tell you when I first got here and went around and visited every single education cooperative and talked to all the superintendents so the state every one of them asked me what is my opinion on giving schools letter grades in a way the athorpe letter grade system and I can tell you I told every single one of them that I feel very strongly that we should have grades for our schools I think it helps let the community know how schools are doing it helps and foreign parents that helps and form leaders and it helps report how we're seeing in our expectations of student outcomes overall in a manner that everybody knows and everybody knows and understand what the ether effort means what I did here though from a lot of super tennis as they may not have a lot of confidence that the current letter agreed system that we have in place right now reflects the learning that's in happening in school so I felt like that was a different conversation then whether or not we should have a threat letter grades so one of the things that is also important to remember is that our state letter grades also a line with some of our federal requirements which is in our essence school index so every state has to. Meet some of the federal requirements in report on some of the academic performance and outcomes on meeting some of those criteria as far as the percent of students that are tested in the required testing gray levels the different demographics as far as ethnicity and programs are students are participating in how do we monitor student performance by subgroup and how do we make sure that we report that data and then that date is used to to come up with two different categories that we look at for identifying schools and made this a need additional support and those following two categories that we refer to is this and I see s and I which is target as support and improvement in comprehensive support and improvement. So how do these formulas break down and how does the current s calculation over a lay with state requirements and I always like to say I like to surround myself with people a lot smarter than me so when we get into the technical new one's questions I hope or since here from the department in and she's an expert educator and statistician that can help explain these categories prior to much federal level than i'll be able to do but i'm i'm gonna kind of go through and then as as there's questions we'll be happy to respond so you can see when we look at the s calculations it looks at the overall performance of a school district combining the elementary middle grade spans in the high school grace bands collectively to come up with an overall s and index first student performance when we come up with school grades we actually kind of buy frequent into two different systems elementary and middle school spans is one set of accountability and requirements in metrics that we look at for determining that grade then high school has a little bit different instead of calculations the equal that hundred percent mostly because high schools have graduation rates and you don't major graduation rates obviously an elementary middle school so if you look at the left hand column you can see and waited achievement when we talk about waited achievement that is student performance in grades three through ten in english language arts math and science are they meeting readiness expectations historically in fact even in the date in the suspering for the twenty twenty three session which was a seventh year of data that we use this fire that's the assessment that we grab that way to achieve me from to see how the students performed on the acts fire that data also looks into measuring student growth which is called them it's the value added measure in in the value I did growth and that looks at the different student unique student education profile in is a predictive measure to say if a student is performing at a certain level one year. Where they expect that student to perform the following year and whether or not that student met that expectation exceeded that expectation or a came just follow that expectation and that calculation gets aggregated into a state wide score or excuse me a school wide score that determines a positive growth measure or one that was flatter one decade of saw a little bit of a decline so then the kind of third major back in an elementary school is the school quality and students success indicators and we're going to a little bit for overview of what that indicator would that bucket measures and all the different components of that not prilate hope I did in a little bit on that cause it gets a little bit more technical but you can see and the high school everything mirrors what is measured and elementary middle school and then those same indicators are mirrored at the high school level except that there's a a percentage of wait give it to students that graduate with their cohort appears within four years and then the percentage is to say graduate from high school within five years. This next side then takes that sqs bucket that you could see is fifteen percent of the elementary middle school grades and fifteen percent overall for the high school grades in any measures all of these indicators. Collectively and then this is also even by fricated into an elementary middle and then a high school indicator so I hope I don't if you want to go through each one of these. So within sqs hit there for. Box is at the top that you see the top two rose or what we include in elementary school and in the high school and so you can see our science growth and science achievement that's where we calculate capture that assessment there and reading on great level but then at the high school we had other indicators that give us an idea of the quality of a school and what they're offering to student so many of those indicators at the high school are about opportunities for students and allowing advance placement or looking at on time credits ensuring that students are moving through so that they meet their four year graduation rate so each of those categories in the sqs. The. Attribute a portion to the overall susscore and provide opportunities for a students at all levels one of the indicators that we know is there now is the computer community service learning which is in law now and so that is the place where we hope to see schools continue to. I last student I have students. Participate in activities that uh increase their community service there. The other indicator there that is one that we constantly are are looking towards this the act aspirable spark and we look at all students by the end of twelve have they had a nasty tsb score that meets the benchmark which we know is important for students progressing towards post secondary work that's also included there as well as gpa is as a is an area that we look at in assessment. So all of this data you can see how the formula is broken down all of that gets factored into a range of where that range is set of what percentage of points would be earned to be designated as an agrade what percentage of points of your to be AB grade sea grade degree in afghaniso the biggest question was good as well how did our students perform from here over a year and one of the things that we get asked a lot about is that we get back to pre pandemic levels are we making strides to give back the pandemic levels and how did that impact over all learning. So you can see with the school grades that were just released about seventy two and a half percent of the schools retained the same letter grade so when you look at that percent of points that go into determining a letter grade some a lot of the schools may have shown improvement they also showed improvement on their school as the index but they may not have got enough points to quite pump up to the next lower grade but we definitely saw a lot of improvement from you every year in overall state of performance in about fourteen and a half percent of the schools which is almost a hundred fifty of them improved a letter grade from the previous year while fourteen percent actually declined a little bit and earned a lower grade so the following chart is kind of a breakdown of where those schools were if you can see across the board you'll see that we had seventy six schools earning letter great of an a this past year a hundred and ninety nine schools would be foreign sixteen schools are in a sea two hundred and fifty two schools earning the and seventy seven schools are in enough and then i'll at hope kind of explain the the graphic in the range yet so the way to read the charters so where they see the red circle across the middle those with the square schools that have the same letter grade as they had last year indicates the number that had the same letter grade those in green are schools that increased wine to two letter grades we had one score in the skate state that did increase two letter grades this past year and then those in red are the schools that declined to let her grade and so you can see that the hundred and forty eight hundred and forty four represented their both in green and read and then our seven twenty eight that stayed the same. So are our team is made a a portal and has a couple different websites to lose one share of the public end so that you can break down this data because people know how to my school do hatted our community how did our district deal everybody can get all that information in fact there's a a wealth of information that goes into budgets and staffing farming on student roman and demographics in all of the as the school index ratings and public school ratings are available at my school info dot com and we we would be make sure that we can get that information out and then one of the things that we did add this past school year since january is to give access to school their strikes the breakdown of their value added measure data we've been collecting that data as a stayed on how well teachers are getting games and growth out of their students but we didn't have a portal to share that data so and we learned that we had this wonderful data and that could help superintendence and principles and educational cooperative and teachers be reflective on who's getting growth out of it or even exteed exceeded growth out of their student performance we don't have a dashboard or the ability to share that so we we created a portal in house or team realize that this was important to us as as as a state to make sure people have access to high quality data and created an l e a in sights apply forms and now they get two years worth of aggregated data they can get to twenty two twenty three days while it's a twenty one twenty two school your data and that's a game changer for conversations that school districts and leaders are having specially when they're looking at identifying high quality teachers or teachers that may need a little bit extra layers of support and and I could say I like to go through and and look at school grades and see who is a high impact teacher and one of the first things though that I did when we are over the buildings portal prior out value but last february of march is to see do we have any teachers in the state that are what we would consider a high impact meaning they're getting more than a standard deviati. Are worth of growth out of their students as a whole in are they working in any failing schools right so the first thing I sorted was like that do we have any high impact teachers and literacy and f schools and loan behold we found about twenty eight teachers that were getting more than a year and a half worth of growth out of their students and a failing school so there high impact they're bucking the norm so we are at the poll those teachers in over the summer i'm trying to learn from them about what they're doing how they're getting the gains that they're seeing out of their students in fact we work with our partners at the university of arkansas they're doing a qualitative actually kind of a qualitative and qualitative analysis of the expensive methodology research to identify those key characteristics that we're gonna be able to share with school districts here pretty soon so it's really important to make sure we have access is high quite data so we have that date available on l insides and are school districts can log into their single sign on directories to get their credentials. One of their other things that we want to really highlight in we kind of allude you to about the schools that were seeing rapid growth from here after a year and seeing large improvements we have a designation that would call schools on the move and there's a couple different metrics that we look at when we identify them but we're really proud of the work that's happening in these schools and we want to celebrate an elevate those educators and and leaders and students any time that we can and i'll at hope kind of go through the methodology and and explain how these designations were calculating her so we looked at the the buckets that we calculated sqn as excuse me that we are calculator score in so waited achievement growth and then am also overall letter grade and we look across there to see which schools have the biggest gains in all of those areas and so when we look to see we start with features falls to see who who kind of met the criteria and all of those areas so who had high growth highway to achievement and increased a letter grade and we how like those is our featured school sim where in the process of intervene that schools to determine you know what is it that's going on in your district in your building to to attribute to you seeing these gains and scores. Um the we had six featured schools this year and they are a frame across the state which is great to see parts full elementary mountain springs elementary out of the cabinet school district the rural special high and mountain view I have got belong your representative star city and flip and elementary actually had two letter grade increase this year they went from a seat at f to AC this year which is a great improvement across their building there. So then when we break down we we have given you the full report at the scores on the move that was the document that was passed out to us you can see all the schools in your area that met one or more of the criteria so we look just at increasing school that are grade there was a hundred and forty eight districts buildings across the state that has saw a letter grade increase. Five hundred and eighteen of them increased our overall sindex score so that indicates that schools are moving that they are having an increase in their score overall for students that's a large percentage of our buildings across the state that did see that increase and then thirty thirty three had that increase of more than five points which is significant to be able to see that increase. We look at the letter grade increases you can see again across the state we like i'd like to map it just say kind of where are these districts or where are the buildings across our state you can see m cross the south north all across our state we're seeing increases in letter grade and changes in the way the schools are performing. The other thing that we'd look at is just why if it waited achievement increase of that just strictly based on the test how are we moving students and and within our weighted achievement schools get credit for moving students further at the scale I am so if you have more students on the on the top end then you have in the very low end we give you extra extra new points they are so seeing awaited and she achievement increases is significantly in that many schools that indicates does that they are moving their lowest kids out of that lowest level they're doing work to move them up into a higher level and so we had five hundred and twenty four scores that were able to do that this year in twenty four of them are increased by by more than ten points and the the nice thing there is you see across all great spans elementary middle and high school. And lastly we had a five hundred and forty schools that earned eighty points or more with their student growth for value added model for student growth the expected growth is eighty sometimes that's confusing for people but if you look on my mascal info you expect an a score of eighty that means that ask our students met their growth but whenever you see us or about eighty then that indicates that students are growing more than what is expected of them in that year so five hundred and forty of our buildings were able to demonstrate that students are growing more than expected by having tinum or points in student growth this year. So lots of um good work happening across the state lots of students improving a schools improving in the overall percentage of students that are demonstrating growth I don't think we've arrived but we we still want to keep moving we we have some key metrics and indicator special when we look at a percentage of third graders reading out or above gray level we know that we're going to continue to invest heavily in providing resources training as support in this foundational years of literacy as well as provide multiple educational pathways for a students throughout the k twelve experience and in work on focusing on improving graduation rates and students that are performing overall so there's a lot of wonderful work that's going to continue to happen throughout the state but we want to make sure that we keep seeing a positive trend in with that madam chair that concludes our overall presentation on school grace thank you very much so let's see senator chesterfield thank you madame cheering missed the secretary in the young lady here thank you for being here today. You said you brought in the teachers who had shown the ability to move the needle for our children I do as long as you did pay them when you brought them in the summer was that out of the goodness of their heart right now i'm on price there is out of the goodness of the hard but what what I can't tell you and and I can't tell us cerenties because we didn't share this data with teachers and principles previously and when we walked in and we visited some of their classrooms and if you if you want to have a high school classroom nice great ela teacher that's consistently getting soon to learn which you're going to see isn't going to surprise you you're going to see a teacher teaching high expectations you're gonna see a teacher teaching bell the bell you're gonna see a teacher holding every student cowing and see kids with their heads down or with your pots and their phones they are working hard and they were on task but did you pay that's it not to do the consulting work went but when we brought them in what they told us when they shirt where you shared this data with them and told them how I would they told us has this change to her lives they told us first hand they never knew that they were getting that kind of growth ages assumed that everybody was doing what they were doing and when we told them that they were getting special results that were outside of the transit they've they've literally used the words this information has changed my life so I paid them a gratitude on and I know how many bills that play but i'm not opposed to finding some incentive well the reason i'm concerned is because we pay every other consultant in the world. And I know these people do a great job there teachers across the state who do a great job everyday and it's nice that you recognize them but I would hope that in the future we do this that we were not asked them once again to satisfy scarce and time from their family for free second question is how many of these schools are run by solution to. I don't have that information broken down with me through this presentation but we do have that information available in when when you look at the last I receive about six or seven different cohorts we can get that data to look at when the discour participate in which cohort and and how did they perform over the years I didn't know that that was going to be a a question in this presentation that if you have question i'm sure not nobody else wants to know but which is were spending sixteen million dollars i'd like to know that there are part of that group this moving the needle where we are with them we definitely have that date available and we'd be happy to share that record thank you thank you madame sure thank you mister speaker what is your name is worship thank you so very much for taking my questions I appreciate. Let's see representative duke thank you madam chair and I want to think you both I think this was some great information I a big thing of I guess is the elia insights I think that's great information I know a lot teachers that I am. Friends where there are in the field live having that kind of information for them my question I have to if that's alright one is in write it at can school boards access that detailed information you listed off admin and teachers but can a school board access that detail information for it right now as far as the value added measure data is out where you're talking about for suitable performance I believe so the piece that they haven't had access before to see how that specific teacher is doing and growing and moving kids yeah i'd have to check the permissions now i'm i'm not opposed to that II know they have it at the district level super tenant principle level in then when you start getting kind of lower into it you you get into data privacy and concerns but II do think school or members could have access to that measure and if they don't would be able to explore that I mean I think that could be really useful for them they've been a lot more flexibility and things that they can do with paying that they haven't had before or incentives and pains and that could be a great tool for them my second question is in regards I think i'm for the and kind of per kindergarten first i'm i'm sorry that okay for me thank you thank you how do those teachers find out that type of data on their classrooms I know they take some tests but they're not reported their fault and right with the other grades. How do they get but are they able to access that detailed information and receive that same type of recognition when they're doing well and being a part of the conversation as they move forward because obviously they're the building plucks to the reading great question in and i'm guide you ask that right now they can't but one of the great things about learns is that that taste our agency would put in together a unified corner progress mirroring system and kindergarten first this second and they're grade in effect we put out that call for a bid to identify a vendor to work with us on that so that work is moving but we will have that data available for our teachers in the twenty four twenty five school year that could ultimately go back into to measuring the value added measure for ela math. In science as we get they unified corner prior smart system right now teachers that have access to that data but it would be different district I district when they're looking at how students are progression progressing because their redistrict has chosen their own progress monitoring system but we're going to unify and coordinate that so that'll be ready for the next school year thank you appreciate it thank you matter so do we have any other questions here. I don't see any more or so one of the things that are in i've said before that I fingers just really really important is that my school info because I think that for all of us to be able to look out where our school districts are were our schools are how much money they're getting how much property tax they're getting how many teachers are in II just happen to think of some there I have seen before in a in a school how many teachers have been there for one to five years. And I mean there's all kinds of indications of information more than we ever wanted to know but if you want to look at your own school distributors to see I mean it you have to question me I had a question why would a school only have a teachers that had been there for less than three years in you don't have a light of lot of long term teachers who were saying that kind of raises the red flag with me I don't know if in my school this trigger wrong up but there's so much information out there that we all need to be looking out to be able to help. Think more about our local thing and I think that chambers of commerce need to know about this because they're get their community and everybody needs to be involved some thank you very much both of you for being here where were presented makes how the question when I think you may I have a just a general learn's question so I wanted to wait until that topic was done before I jumped in if that's okay. So I had a constituent asked me about something that they had seen in the newspaper about a scholarship for an arkansas student that was actually paid to a school in tennessee I don't know if you're familiar with that case and there were some concern that arkansas tax dollars are going to schools and other states is that can you expound on that little bit that I slightly cases or guidelines and place for that i'm just some more information on that if you can so when you when you look at the legis legislation it's pretty clear that educational freedom accounts can't be used to send students outside of other states but in this incident there was a student that was on a succeed scholarship that rode into that in the reason that decision was made because a proximity for the specialized care and services for that student service really isolated for that in this is a child that had been receiving this funding for several years so as a state it wouldn't have been the more a high ground to just ignore that student and I grandfather the man so they continue getting the services that they received no cars are an isolated about itself thank you. A more questions from any money or comment thank you very much manager when when updates since we talked a little bit about learns and I know there's a lot of interest from the members in the delegation which I appreciate just for reminder that we keep updating our learns portal in on that portal we've got a lot of work groups that are doing a lot of wonderful work and you can click on the work groups and see the different work and every time they meet they post the agenda as if there's videos hand outs dialogue so you can see that progression going on one of the work groups is on accountability and assessment in fact hope is helping to to leave that group in team so they're going under the they are literally going through a deep time of everyone of ourselves and asking themselves asking do we want to make recommendations or updates and are we measuring what we value as a state how can we improve that but one of the things I think is is is really need and I and I think it speaks to your point is that they've even gone through and looked at it doesn't other states portals to see how parent friendly they are how easy the reports are how can we even improve our portals because sometimes in education we use educational jargon and and and not an average constituent apparently it wouldn't know it that means so we're looking at everything to make sure it's user friendly that it's accurate that it's clear it can size in that it's current enough to speed so we're excited about this work and I look forward to having further conversations in providing more updates on this topic I think it's really important thank you thank you very much okay thank you so we have you know we talked a lot during the session maybe about the less legislative session and we've talked about for a number of years about a score funding so we've asked christopher done down come and made all encraged to come from the education commission other states you kindly give us an update of some of the. Funding that's going on the people looking at across the united states we're not going to change funding today I don't talk about that but it would be good for us to have an idea of some of the things that are going on and other parts of the state in and after that representative close art will give us a run down on he is proposed legislation that he had during this less legislative session representative evans did you have any comments you wanted to make. Glad I did introduce yourselves please you'll be recognized. Madeleine creek state relations associate. Chris the downcome education commission at the state's senior policy in aust proceed. Good afternoon madam chair and members of the committee thank you for inviting us here today and I hope everyone is doing well like I said my name is mattel and creek as state relations associate at education commission of the states I serve as arkansas state leaves on so I work directly with education leaders across your state including appointed ecs commissioners so I just wanted to take a moment to think them for their work so senator english and representative but who I think stepped out quickly as well as state board chair share more with us in the audience so thank you for your work we're excited to have the opportunity to share our knowledge today i'm key twelve funding models but before we dig into content I wanted to take a moment to give a bit of background knowledge about what we do at education commission of the states especially for those are you who might not be familiar with us education of the states is a non profit nonpartisan non advocacy education policy research organization formed by the interstate compact for education and we serve as a partner to all state policy education leaders including governors offices state departments of education I education officials practitioners and legislators like yourself and we do this by providing personal support non pertinent information and opportunities for collaboration we also covered the entire education policy spectrum from early education through post secondary and the work force. And we know that informed policy makers make better policy and we believe in learning from experience and using our research of state approaches to different education policy topics to help policy makers determine what might work best in their state. We do this through research and publishing reports on trending education topics. As well as inviting state education leaders to our convenience for a chance to for collaboration and to learn from one another. Like now we also often provide third party testimony on a wide array of education policy topics in the hopes that we can provide some information on state approaches so that you can decide what works best here in arkansas. We have a deep bench of policy professionals ready to assist you all and we look forward to providing this testimony today i'll hand it off to christ uncome now to give you some more information thank you. Thank you and think the chair and members for having used here today as as medal and mentioned education commissioner states i'll be provider wide range of services i'm going to provide some of the research that we've completed here on kate while funding but we also hope this is the beginning of a partnership as you all are going to your adequacy reviews so please do not fit hesitate to reach out with any questions that come up from this presentation the the four topic areas that i'm going to touch on today is first and overview of state k twelve funding models then i'm gonna go into some of the supplemental funding for students and districts with unique needs. Some of the legislative trends that we have identified in k twelve finance and finally a brief overview of the tennessee investment in student chimetac that he sacked and before a representative cozer goes on to explain his legislation. So I most my focus today is going to be on the amount of spending rather than on so most of my focus say is going to be on the mechanisms that state used to provide funding not on on funding amounts but I did want to provide some background contact on on state fine i'm funding models from the national center from education statistics so i'm sure you're all familiar with this type of data nationally are key twelve funding is largely a state and local responsibility this side shows the state local federal share funding over time states are now the primary funding source for k twelve schools and they have been since back in the eighteen eighties and while keep all funding is largely split between the stay and what governments how they divide that cost varies greatly in hampshire and was two thirds of revenues comes from local sources this is a state that does not collect personal income tax on wages or have a statewide sales tax in contrast in huawei almost all revenue comes from the state as the state has only one school district and does not use property taxes to find k twelve. Arkansas is a higher effort state in terms of the share of funding it takes on the state contributes more than half of costs for k twelve. But with spending from all sources the per pupil spending is below the national average the I will note that the dollars on these slides this slide is not adjusted for the cost of living if you account for differences in costa living using the ncs comparable wage index for teachers arkansas compares more favorably at thirteen thousand five hundred ninety four dollars but still below the national average. Similarly compared to many of the neighboring states in arkansas the state takes on a larger share of k twelve costs arkansas has the highest state share for the region at fifty one percent. In terms of per pupil expenditures are considered more middle of the pack above mississippi and tennessee but below louisiana zury and texas. If you adjust for cost of living the graph looks pretty similar so i've not included it here the only state that really moves is texas which drops compared to the other states in the region and if folks are interested in that data or using this index to just cost happy to provide that tany of the members. So the transition does the research that we do at education commission the states one of the policy products that we do is be complete a fifty state comparison on that policy issue we do this in a wide range of different topics we completed our fifty state comparison i'm key to a funding and twenty twenty one and will be updating that product early next year. We try to capture many of the key decisions that the leaders have in designing their cat while funding this includes their primary funding model which is how it is allocated to cover basic k twelve cars state really varies between how much money they flew through that primary model from almost all of their funds to his little as twenty percent arkansas kind of in the middle of that range around sixty percent. We also look at the base amount per student if the state has been out and how states count students for funding purposes and this may seem like a minor decision but given how much aid is allocated on a person basis this decision as major impacts on allocations to districts. We saw this in particular during the pandemic states that use a tendence counts are big focusions in allocations based on changes and enrollment area in attendance excuse me. We also describe how states provide additional resources for specific student populations and small and rural districts. And helps say leaders see the entire landscape we have a steep summary for each state we've printed out are concerned state profile included that for all the members but on our website you can view any state and district a columbia. I'm going to spend a little bit more time going through the primary funding model state takes states take different approaches to allocated to districts and that largely comes down to a decision of whether they choose the allocate aids beast a pine. They allocate it for a student or for resources so state the allocation for students have called student based funding and they'll have a beast amount of funding per student that is defined in statute or the state budget states that allocate funding based upon resources while do so based a pine a series of inputs often times a staffing to student ratio that's defied in state statute. In our most recent fifty state comparison we identified thirty four states and dc that have a student based approach for allocating resources there primary key twelve finding model tennessee is the most recent state to entirely change their funding model starting to school you're the old implement teaser and i'll go through a bit more details on and that transition later in this presentation and also in our resources page we have a web are that we hosted with leaders from the state describing that finding model that encourage you all to view. Nine states use exclusive resource based approach. And five states have a high rate in which some stated in the primary funding model is allocated based on student characteristics and other based on resources these hybrid approaches can be in the most complex finding formers an example is massachusetts in which they allocate their chapter seventy eight by more playing enrollment with ten different weighted enrollment categories and eleven different costs categories. The. And then finally two states we class buyers taking unique approach to funding k twelve vermont is one of the examples as they have a steet administered property tax they are set by the state based upon locally adopted school district budgets. The trend that we've seen in doing this review has been toward student based funding models california adopted the local control finding formula back in two thousand fourteen nevada transition to the people centered funding plan in twenty nineteen and tennessee to t signed twenty twenty two we've also seen states increased investment to support certain student groups. Our mass chooses did that with the student opportunity act in maryland with the blue print for maryland's future. The other trend that we have seen is that states have a limited many of their categorical grants these are grants for specific purposes funding outside of their primary funding formula and moved those fines into that primary finding model about a had more than twenty categorical grants before they transitioned to their student based funding model california had more than fifty of those grants. Student based funding miles are attractive because they offer some distinct advantages. The first being transparency there is a clear dollar amount specified per student and waits to find in large so that it's very clear to district leaders I am the public how much they should be expecting in their district also in terms of aquity because it's easy to adjust finding amounts based on student differences and you need characteristics of that district by mother playing that base amount by a week that's adopted by the state. And local autonomy and flexibility because districts have greater latitude and how they use funds. Some of the challenges that this model can be less oversight of spending decisions from the state. To counter that leaders can improve district reporting on spending that was part of what was done in tennessee with tisa tennessee increased reporting requirements and will be publishing spending data at the district and school level in their annual report. Going to the resource based approach. Some of the advantages is that the state can help ensure that local districts have sufficient resources to meet certain programmatic goals and that can be targeted class sizes sufficient staffing for specialists such as reading specialists or access to mental health services. The challenges being kind of the flip from the previous model and that there's last local flexibility and it can be challenging to provide student weights. Is there is no base student amount. So to put that context. Ah pad that compare those categories in context for arkansas. Arkansas foundation finding formulas a student based model which the state ages to allocate a large share of their aid. I will note that not all these student based models are the same and so while we have kind of group them in this broad category there are differences among them arkinside does have some unique characteristics particularly how resource calculations play such a predominant role in the calculation of the base amount on through the matrix model that the state users. As well as that many of the student groups that are often times funded through the primary finding formula are funded outside of that. The state uses membership average to count students meeting state users enrollment rather than intendence and an average rather than a single point of time this approach is often times considered a best practice. And the base amount is a slightly larger than average from other states I have twenty one twenty two numbers because that's what we have from all fifty states their number is obviously larger now in twenty three twenty four. Uhm and I also will note that it sometimes difficult to compare base amounts because states will find a different portion of their key twelve aid through their primary funding model so I did want to just take a pause before going to the second item on the agenda to see if they're any questions. Senator hammer they come out here i'd like to go back to the slide shows the share of elementary and secondary revenues by source. From nineteen twenty to twenty twenty. And it shows the local at forty five the state of forty seven in the federal at eight percent dollar value is there a way to determine how much in actual dollars that represents. Madam chair is this from a center of representative sorry i'm where is the question right here after the senator say about that yeah II can provide you those dollar amounts I don't have that in this table but I can get that to you immediately after this testimony okay you could get that emily manager. He had another one yes so eight percent is a small if i'm interpreting this rope i'm not you straight me out eight percent seems to be a small portion compared to the forty five percent provider about the local forty seven provided by the state. N ever determined how much it cost us to take federal dollars based on the requirements that the fed's put with the money it comes down. Madame shares senator the question is that costs that it is to the state to follow federal requirements. I mean just the layman looking at this if we are eight percent of the funding is all that makes up the sources for the elementary secondary but it seems like the feds send down a lot of requirements that go with those dollars and i'm just wondering how we ever determine her done in analysis to say you know that eight percent is not worth it considering the attachments that go with it and what they require us to do in some certain areas and which warner have you ever looked at that or you have an opinion or comment about that. Well thank you senator II haven't done an analysis on that I mean I will say that we're talking about a large extremely large investment here across the united states hundreds of billions of dollars going for k twelve education so even eight percent as a relatively small percentage can as to your point earlier be a large dollar amount but I haven't done a direct comparison to see whether if the costs of complaints with federal law how that compares to the total federal aid I would anticipate it would be substantially last but that would be speculation to take some abc will your question need to be an offline conversation. Think we can request that I checked with for that if you have any information on the forward there to emily. Okay and on going to get with the back towards yeah what was that again I just i'll get with him after welcome that's fine question and make sure it goes to you to the chairs and that work but I can work. Representative painter. Yeah that's okay on your side where you were comparing arkansas per pupil expenditures to our border states you mention the the cost of living with it and change I just that those amounts very much but texas is I guess went down because their cost living must be higher did you do that for our fifty states. I am chair representative yes II did. How did how did it compare how to arkansas compare when you've taken off fifty states had still did are you saying it's still there and change very much. It went up two states in terms of thought total ranking okay thank you. Hey do we have any further questions. Anybody have any further it's a weighty topic. Ok thank you very much we appreciate your oh we are more okay yeah in if i'm taking up too much of the time no less advance. So I also wanted to get into information on a house states provide supplemental funds for students and districts with unique characteristics as part of our fifty state comparison this is a product that we collect information on many states of provide additional funds for groups of students that often receive unique services and may require specialized staff things include students with the disability english learner's students from low income backgrounds and gifting towned students. States also provide additional funds for smaller rural districts rural scores and sparsely populated areas of higher transportation costs and and smaller schools will have higher initiative or specialist costs per student and larger districts can distribute these costs over a larger body of students we found in a review that all states are provide in dc provide additional finding a sport students with the disability this is separate from the federal aid that's coming to the states. That most states forty eight states and dec privation of funding for english language learners. Forty four states and dc predict or funds to support seeing some low income backgrounds. This includes arizona that in twenty twenty two adopted the opportunity wait. Thirty six most days have additional funds to support students from gift and town in small rural areas thirty six states. Do gift in town and finding and thirty four states have small size or isolated funding. State leaders have a lot of different choices and determining how to allocate these additional funds. Some states provide um I have on here and it may be hard to to read from the slide rope for in the print out is used here today today just but they have to decide on whether they want to provide these additional funds how they're going to identify students what mechanism to use and then how much to spend and there's wide variation between states i'm and all of these choices. For students for low income backgrounds for example the traditional method for identifying a student has been participation and free reduced price meals the limited availability of this data in many areas due to participation in community eligibility provision and states providing universal free meals has made this lesser reliable of a detailed points of states have transitioned to using direct certification in federal benefit programs as one example and then in terms of funding mechanisms you can see on the slide that most states use a weeded approach to support scenes for low income background this is using either a single weight our multiple weight and when I see the term weight just to kind of clarify what I mean by that means that base amount like an arkansas that foundation dollar amount they will multiply that by a single percentage or by multiple percentages to provide additional funds for each one of those identified students. And and finally you can see here that the variation that exists from less than two hundred dollars per student to more than seven thousand dollars pursuing an additional funds so there's wide variation in how much additional aid states allocate. So the help kind of raise that point I have a slide with the breakdown of the variation of weights for students from long and backgrounds they very from a minimum of additional two point five percent and north dakota to ninety percent of additional funds in maryland's almost twice the funding per student. States with multiple weights similarly there's wide variation from the small sweet in virginia to being additional one percent to the largest way in new york being additional hundred percent which is twice the funding. States what often commission studies to determine what the right amount is given the wide variation in and practice the two of the common methods used by researchers to determine the right amount is either a cost metal modeling where estimates are generated based on quantitative models and soon alcohol data or professional judgment panels were estimates are based on a series of educator panels and resources necessary to achieve stated goals from the state. Another element that's not included in our fifty state comparison but I did one talk about we may include going forward in the future is performance based finding. Some states provide performance based funding this is more common in higher education than k twelve but the most common example is from its base compensation for teachers eleven states require and thirteen states encourage or permit districts consider performance and teacher pay so the secretary mentioned some of the high performing teachers earlier is the possibility of additional compensation for those educators in addition some states have incorporated this approach into their state eight allocations currently florida tennessee in texas do this. Previously arizona ohio arizona and ohio had but repealed their performance based funding streams. These funds can be awarded for a different types of desired outcomes. It can be based on measures of student performance on tesco's typically both proficiency and student gains are factored into warring of funds for example florida's school recognition program provides financial words schools which are prove at least one letter based on the state's grading system. The factors in both proficiency and progress. States may also word issue funds for early post secondary completion or earning an industry certification and example as texas's outcome bonuses their words funds to high schools if a threshold percentage of students meet the college career a military reading a scales. States may also provide additional fin- centered funds for certain student groups for example in tennessee students from low income backgrounds english shares and students with a disability generate alcohol bonus that is twice as much as other students. So I have another comparison slide to arkansas to put a little bit more of count contacts for all of you arkansas provide special education finding through multiple funding streams you do sell through the base finding calculation by calculate calculating in special education and structures as a part of the matrix items used to generate the per people amount are this eat is allocated on overall student enrollment than a count of students with disability so this is somewhat unique it's called a senses based approach. And in arkansas one of seven of one of fourteen states that do that. The state also has high cost services reimbursements to districts that exceed high cost threshold they're one of seventeen states that do that. The state also finds english to a separate categorical grant I mentioned that for low income students it's most often the done through a weighted approach who take any states that have a student based funding stream so are concerned somewhat unique in using a separate categorical grant to find these services. And I will put up low income backgrounds you do that to your enhanced student achievement funding so again kind of a unique approach. Also a separate categorical grant for gift and talented or that this is as a more common approach that states take funding the services and then you have multiple weights for the smart and rural schools which is provided by additional five to twenty percent that's more deployed by your foundation aid. So again happy that pause here if there is any questions on any of those slides before going into legislative trunks. Single hammer they came about chair we am sure I want to back up to the slide of previously reference if that's okay here so I won't go back to their previous slide a reference that showed the forty five forty seven and eight percent is that slide. Arkansas only ears at a set of combination of all the states of the desert missus national data i'm sorry I can get you are consider specific details and like to get architectural specific data if you don't know in in that federal number does that code. Like free and reduced lunch or do you have a break out of which would be included in that eight percent. I can get a breakdown eighty percent so like title one funds for for our feat that for your early reduced final line free reduced lunch idea for special education yeah that their data can be broken down further okay thank you if you would stand at staff so they can to the rest members please thank you. Sender dating thank you madame chair. You had mentioned during your performance based. Incentive funding slide. That a couple of states I think it was arizona and how had previously had some incentive based formulas. That they repealed. Or got rid of what what was the reasoning behind getting rid of that was where then successful what happened with that. Thank you senator mancher the conversations that i've seen in both of those state arizona and ohio there were concerns that a lot of the additional aid was already it was being allocated to a higher wealth communities that did not necessarily need those additional state dollars least that was the conversation I saw in arizona but II haven't spoken with them directly on why all of the reasons that we appeal to that might be a bit simplistic of a summary. Okay and what what do you know what specifically the. Incentive was or the performance based criteria in those particular states by comparison to other states or are they the same all across the board. Thank you senator we do ever a summary memo kind of talking through and comparing all of this information that I can send to you so you can get the breakdown of each one of those states arizona and a higher did that multiple measures similar to the the states that I mentioned in which both proficiency and progress on standardized tests were a central element I do not recall specifically if they also had career ready college or courier at reading a settlements to that as well but I know they did have test scores as one of the the driving makers and were those incentive based or those performance based incentives. Where they for the district for the individual school building or for teachers specifically. There there will for the pay for a performance for teachers that was worried to teachers specifically for the state funding formula adjustments that were made those who rewarded to districts. And in so like an ohio and arizona those were probably more district based if you said it was going to higher wealth areas yeah versus. Specific teacher based in vending performance in my getting that correct or guessing correctly. Yes center thank you. Representative makes the email charities over here to your outright and so my question is on the economies of scales and I think you talked about thinking the you know categorical to the rural are school districts and we know whether some smaller rural school districts that they don't get the economies of scales as the larger school districts how to other states are count for that difference in here in arkansas we've got our prototypical five hundred in all student school district that we find I don't have all those states do they do all waiting on that five hundred student to try to account for those different economies a scale of our what's kind of a best practice you've seen on on that. Yeah. Thank you representative ma'am chair yeah they do wait and that is the most common method is to have multiple weights. That are used but similar to the other examples I provided of states that use weights there is just huge variation and level of support that they choose to use to provide those amounts but it is provided additional waited amount authentic times by a density measure of students per mile capital thank you. Representative mckenzie thank you just had a question because you may not at the beginning of this section relevant to the special education that arkansas unique and then we do it since the space and we also have a high cost what is the prevailing trend with other states on a silly in are in a region is it more of a categorical base for special education or is it. Can you give me what's the thought the largest trend that we're seeing. Thank you representative chair. I states have rather than taking a sense of space approach more states use account of a student where students they are receiving an IP to allocate those funds and then wait those fines I said more states have transitioned to that student based approach so they would award funds for special education through the primary funding form using some type of way based upon account of the students that have an ip but some states will cap the level on there a lot of states that do that approach will cap the percentage of soons that can be identified if there is a concern that too many students are being identified or if there is cost concerns for the state okay thank you. Can go ahead. The. Thank you madame chair and some of the jump to trends and i'll be quicker here so if you want to take up too much of your time. But you see us one of the things that we do is we track education policy in forty different areas in fifty states and dc. I have the pleasure getting to track our key twelve finance bills in twenty twenty three we attract and summarize a hundred and sixty nine pieces of keep off funding legislation and almost every state in the country and this includes appropriation bills so that's why you see it's so universal. For north carolina that'll probably be filled in today when they're budget officially gets an acted. We identified three common trends and are in our research of areas where states have been making a lot of changes the first has been in their funding formulas most authenticing changes to their base level finding pure student factoring in levels of inflation rate we've identified ranges from three to eight percent for inflation. States have also adjusted finding allocations for sure certain student populations the most common was for especial education services six states increased allocations the districts providing the services three states increased finding for soons for low income backgrounds and two states for english learners. And then the last topic area so I went backwards last topic area is for a house seats count soons for funding purposes due to declining enrollment in many district states have helped districts kind of cushion the blow from those decreases over concerns that it could drop level services are staffing in those districts by either providing some type of hold harmless policy or a blended student count over several years. I'm gonna provide a a quick example of each one of those trends we saw in new mexico they changed their funding formula called the state equalization guarantee and they added a new factor that provides additional funding to school districts and charter schools who choose to provide instructional time beyond the required amount in the state law so that's beyond the hundred eighty days for a five day school week. The k twelve plus program generates program units in addition to them out they were normally received so this is what I did different additional weight there is multiplied by their membership based upon the number of additional days the school adds to these are optional incentive funds for districts to increase learning time for students. Another example is nebraska they actually may change to both their student populations and their funding formula. They increased their reimbursement for a special education from sixty to eighty percent they use a reimbursement approach for these services and they revise their foundation aid calculation to provide additional fifteen hundred dollars per student. Nebraska's unique in that previously they did not provide this aid to every district in their entire state and after this revision every single district will receive this equalization funds this is an investment that will cost to stay initial three hundred million dollars and this square. And last night student counts. The. I are utilities acted legislation and a joint resolution that will take a unique approach to declining enrollments in school districts the state will reallocate savings associated with declining enrollment to increase the base per pupil amount provided to all districts so rather than decreasing state aid of enrollment to clients these funds are captured and reallocated increase the base person amount but this changes pending the approval of a constitutional amendment at the external election. And so those are some of the trends we've seen. If there are any additional questions happy to take them or happy to jump into the last discussion on tennessee is funding for me. Colors. Representative did you have oh go ahead. Yeah. So tennessee decided to transition away from their old funding formula that they'd had for thirty years as is due to the complexity of the funding formula and had twenty different was based on almost thirty different staff positions is how they calculated it and seventeen different cost categories and the state did not find that it sufficiently allocated resources based on student needs so in doing this the governor called for a view of the funding formula and twenty twenty one and he proposed a series of goals and priorities to guide their work these priorities were revised after a lengthy public engagement process. To the priorities I have here on the slide which are doing power each student to read professionally by third grade. To prepare each high school graduate to succeed and put a secondary programs. And provide each student with the resources needed a succeed regardless of individual circumstances. These priorities were including the final legislation of the bill and I helped guide the state in the redesign of their funding formula and II point these out because often times we've seen and states that have overhauled their funding formula that they start by identifying a greed upon set of priorities that they used to organize how they redesign their funding formula new mexic- our new battery did that when they revised there are people center funding plan. And as just a quick plug ecs is going to be engaging with state leaders and national experts next year and we're hoping to take to develop an or we are going to release a school funding tool kit to help said leaders redesign their finding formula space to pine a set of criteria. So going back to a teesa after viewing their sick education program tennessee began a wide spread public engagement process to land on their new funding formula this involved forming eighteen funding subcommittees to get early and put and to provide input on review drafts and framework they included participation from a wide range of stay called their state and local officials teachers principles business leaders students advocacy groups charter schools for a secondary institutions and private foundations. They also held sixteen public town halls prior to the release of their draft to get public input and then held regional local match meetings with school leaders prior to the the really set their formula. And partially due to this extensive public outreach the legislation was introduce the start of the twenty two session and passed that legislative session worth the the general assembly passing in april and governor signing it in may. In terms of what's in the funding formula. The this is provided by tennessee department of education as a outline of their funding model and they kind of have it as a pyramid structure you can see the largest amount is the base amount that covers the basics of education needs such as teachers counselor is principles facility operations this is average allocated based upon average daily membership. Building upon that is student weights and they have weights for students from low income backgrounds for concentrated poverty for a small districts for sparse districts and for students with unique learning needs that include students with disability and english lines. The third tier is direct funding for our services that are the state priorities with the focus on reading by third grade reading as being one of the state priorities they allocate the additional aid for literacy gang rants based on admin students in case through three. They also allocate additional aid for creating technical education for a public charter schools and for soon that are taking prosecutory readiness assessments. And then the final element is the outcome space finding our incentive funds that I discussed previously they awarded funds both are proficiency and progress to greet three ingredient yella assessments as well as greedy math assessments as well as our completion of post secondary credits ect test performance or earning an industry credential. One of the trickiest aspects to adapting a new model can be getting support from a wide range of of localities that will be impacted by that. The state took a variety of prochests to do that in addition to having those local match conversations regionally they agreed to a seventy thirty split state wide for those first two levels of the pyramid I showed for the base amount and funding weights. And then the state took on a hundred percent of the costs for the direct services and the outcome based funding. State also included a hold harmless provision in this phase out over a four year period with the state covering the full costs in the first year seventy five percent in the second year and decreasing down. So i'll end with just some quick considerations for yours you're engaging in this work we've seen that states that do this benefit from identifying their the problems and priorities among the committees that they are able to prioritize their decision making. That transparency and public input is really useful for being able to move forward policy ideas and proposals I mention the tennessee model. And that we hope that and navigating all of the categories funding choices that you have before us that are fifty state comparison that we tried to design around some of the biggest decisions that policy makers have will be useful looking at the base amount house students are counted funding rates etc. And then finally planning for the future with concerns of our potential fiscal clear facing districts experiencing enrollment clients and expiration of federal aid that state aid is is not any new state investments are are done intentionally so that they can be funded going forward so that does not compound any challenges at the district bubble with that all conclude maria marks. We have some questions here oh representative duke thank you madam chair I have a quick question do are you able to get priced the data as. For as when these different states change their funding formulas if there was consolidate consolidation that resulted throughout those changes. The. Thank you representing I can look at some of the examples that are provided here to see if that decreased that decrease the number of districts state have also developed consolidation incentives specifically a you know separate from a funding over hall to try to encourage consolidation and I can provide you examples of that if if consolidation is an area of interest. May II think just seeing the impact I think people in our state would like to know you know if we as we begin to look at formulas what that impact could be to the school districts negatively or positively either way. Thank you. Are there any further questions. Like some information for us to absorb that a good thing something that we will be thinking about and working on if somebody else have a question. The. The. Who need her to question. Okay okay thank you very much both for a view for being here we appreciate it thank you representative closer. Yeah. Yeah. The. Your identify yourself you'll be recognized thank you madame chair representative bruce co's art district native one. Horror so i'm start out with reading this whole bill his fifty five pages I don't think so so I have emotion to do away with reading today okay it's always start out with the little or something that you don't want to hear so listed i'm just at we all heard this last year this was a bill that I ran it was hb sixteen eighty nine it did not pay us it was there was a lot of reasons for that I kind of blamed it on a few things at the end it was not real happy but i've kind of slip a few nights since then and and seen some of the reasons why we were really rushed on this bill learns act take a lot of time. And it took a lot of her time for our our bill router so we got this bill really late in the session we didn't have a lot of time to represent it in the length that we should that's why I will probably try to bring this bill back with your graces and and if you want to see it again and I think you want to see it again after hearing what these people are telling us about funding we've got to change our funding we are way behind work deal in the education committee for over ten years now and i've seen that the funding formula that we have is not working it's not what we need and we need to change it so i'm gonna give you just a little brief of what we talked about and dear in a session about this bill this minutes that the tennessee investment in student chief and act that's what we took the guidelines from it has a lot of their things but it doesn't have what they have everything because we're not tennessee so julian adrian back there worked hard with me I will trying to get a lot of this stuff done and we also work to the department a education department to try to get a lot of things done i'm just going to read a briefly what this does I have to hand out last year that I went ahead for everybody but this countertills a lot of the things that I had in that hand out this bill sets up a process of structure for the house of instead of educated committees to use during the upcoming coming adequacy study process to revamp the public school education punic system that we know based on the tennessee model that was put in place to ensure dollars were targeted to the needs of both students and schools create a education system that is able to help each student reach how learning standards this includes being able to reproficiently about third grade to me specific learning targets through their school careers specifically the system recognizes that small schools do not have the efficiencies required to supply adequate resources. And we've been heard that women told that in that is true. The student facing such challenges as poverty language barriers especially education need often. Needs often require more in resources to achieve that same level as their peers who do not face of challenges and we know that it's true we've seen that year after year this bill provides for a new phone structure which each child generator unique amount of funding for the school district first of all students receive a foundation level of funding which provides flows basic elements or students need in their schools and further adequate education second waited funding is applied to the top of that to help me the needs of students learning and schools and schools with castrade poverty and the who themselves have special. Learning needs next there is direct funding for those that go to schools based on their student populations for instance additional fundings provided for a student and right through to pay for those additional resources to ensure those students are par for reading on third grade and additional sum goes though students and four grade who do not meet proficiency by the third grade money for professional lowering communities students and career and technical education tracks nac test ac testing at the high school levels would be considered direct funding finally outcome funding would be provided to reward schools for which their students meet certain performance outcomes such as dark grade scoring professionally in reading and how school students who meet readiness levels on act again recognize the fact that the students were special challenges cost more to support the higher levels of learning outcome rewards would be higher for those students. Schools our school districts who develop an annual plan for spending for their funds all unrestricted along with performance goals there approaches are to produce for students. Department of education and secretary education with korean accountability system based on these goals also ten tenth the official said that because parents are now able to see exactly how much money their students generate for a district they will be able to whole schools accountable for providing those various services to their district or to further their students needed create a local level of accountability and local conversations that were had before. The town would be billed bill the structure about two thousand and twenty six was our timeline there that might change so we'll see some of the questions that were asking we were trying to answer this last year were. That no phones would be unrestricted but school districts. Was i'm sorry are there are there restrictions or how these funds could be spare no the funds would be unrestricted but school districts and charters will have to smith their annual accountability report that requires their student achievement goals how the goals were be met and how their budget and expenditure worked towards that go. Another question what will the unique learning needs wait look like and who is included the eighty the arts output an air and will create up to ten weights for students with unique learning needs and includes disabilities characteristics of dialectsia giftedness and limited english proficient. Language proficiency. Which school districts are chart assistant lose any money by moving to the system the answer was basically just like you heard from the tennessee version and ours was that ninety percent for the first year seventy five fifty and twenty five down to the fourth year. That's open to be changed when we rewrite the bill for the next time. Question will foundation funding come in to be based on the prior year roman no foundation funding will now be retirement on current year enrollment. Question what happens to all the categorical and supplemental funding the answer is these fines along with other select state funding will combine into one part of money to be distributed out on a single per student amount that will vary for each student especial population in rome data that we had for twenty two they're thirty nine thousand seven hundred thirty six english language learner's students across two hundred and thirty two districts there were sixty eight thousand twenty students a special air across the two hundred and fifty seven districts and charters. There were two hundred and eighty one thousand five hundred and ninety five students considered economically disadvantaged in two hundred and fifty four districts there were two thousand one hundred and ninety five students and seven districts considered very small there were fourteen thousand and twenty one students and thirty three gists extra concert considered small districts. And those are you know the i'm not sure that's three thousand three hundred in a very small atm three hundred fifty one to five hundred in a small district and then there was approaching man thousand eight hundred sixty one students at twenty districts concert very sparse districts and especially one point five students per square mile. And there were proxy nine thousand three hundred and sixteen students and thirteen districts compared consider sparse districts and that's one and a half two students per mile and a half. I'm sorry one to two students from all here. Also there were two hundred and ninety one thousand four hundred fifty eight students and in two thirty six total one school districts to earn thirty six panel one school districts and open a roman charters. That is pretty well a brief of what the bill does it like said mostly all had heard it I have a slide i'll tell you a little more things like that but i'm not going to bore you with any more detail today this bill will change when we redo it what my plans are is during the summer when we really get deep into adequacy is working the numbers with the kids the weights and everything and trying to have the numbers that we did not have time to put in that bill to be able to see exactly what the cost are what the changes are for each school district they can do is can be a lot of work I have to have the permission of those two right there are chairs to be able to get staffed to build help me do that and hopefully I will with good graces they will help me without and anyone in this room and out of this room is welcome to work on this. Had a didn't have time to involve a lot of people last time I had a lot of people told me they wanted to I would love to have you helped on it I love have all of you I know this count impossible to get her by together times but anybody wants to help on the next level of this which is coming this next year. Puddle of day of you and i'll be glad to take in questions thank you very much we don't have any other questions but. Oh sko yes representative back sorry as a big blicker thank you mount here so I had a true do like the ideal the concept behind this because I think it does take a lot of the I hate to say this but just a lot of the things that we struggle with the foundation funding that we don't seem to get right sometimes so I like that aspects of it but i'm I just keep it on a couple few things that you said. In and i'm wondering how they are going to be affected or how they will affect if a doctored the arkansas learns program tell you to talk about some of the third grade reading staff in the finest restricted and and those type of things whereas you know arksaw learns actually approaches into some of those areas as far as teacher salaries and insight software than I mean i'm not young at the united states first parts have i'm just trying to put that forward so those are going to happen some things are going to have to be reconsidered I have an answer good walk it a walk side aside with it I think all the learning we have we've already have all this and learns act but this will actually reinforce it everything that we've done in lawrence act the teacher salaries will fold right into the way that we we figure that funding so there's there's nothing that would take away from the learns act we just have to coordinate everything together but all of the the the things that we will do with a career coach is all those things they'll all work into this bill it just hated it stolen weights in the formulas that will have to work out to see how it's going to do because some of that wasn't when we started rightness bill we didn't have that of course tennessee doesn't have loans act but they still have a lot of things like that that they do so were fold all that like said is this bills gown will use it for a background we'll start a new one and will make it all work the ratwe needs to be able to governor's office to be very involved because the spec maybe with learns acts or we will that to stay and we don't want to mess with that unless it needs to be I mean for something that needs to be corrected and we can correct it with this that's fine if we can't then we'll make it work thank you. Representative garner thank you madame chair thank you representative because our I just had a question about some of the same process that tennessee used are we going to skip over the parent and teach your and superintendent input or is that going to be part of the process to look at you know we might have time for that process now if we get started on its internet but we the problem is we won't have a lot of the data till later but yes we can do that if I can get everything and we could get everything together early enough in next year that we could have that we want we want to put that out for for public comment we did not have time to do that because we've rushed to large but an alternative did a lot of the work and i'm sure our kansas will be the same way warning to try to fix these things and do it but yes I want to put it out by the commit because the super tennis school more association all of those were talking with me while we were doing this and we were going on everything and we just couldn't get it all down to the final time so yes thank you very much. Any further questions here. The. Thank you so very much for thank you committee for listening to me thank you it's very important and all of this will be part of our all the farm work that we all are having to do representative evans do you have comments to make. Yes okay yes so just a reminder tomorrow or maybe. I think what the senator was was doing was just kind of going to take care of some housekeeping for our meetings tomorrow we will meet at nine am tomorrow at parnel hall will have a little bit of a group discussion in in just some planning at that point in the end I believe the administrators over at the school for the blind school to better going to buy this up in a two groups that way one group can go see one while the other group goes to these other and then they'll swap us out with on the other side but really looking forward to mar to see the works being done over there with with our students those two facilities and I think you're going to enjoy your time over there i'm not am tomorrow morning partner hall. She know for the business this meeting is adjourned.