Education- Senate and House

And appreciate everybody being here this morning a couple different things I know that there are some meetings and scheduled on the broadband issue in your communities if you want to schedule that meeting about broadband broadband access you can contact me and I'll help you get charged get touch with those folks there is an upcoming meeting in green Briar February the tenth at six PM at the city hall another one in Vilonia on February fifteenth at six PM I know we're trying to reschedule a meeting and Jasper Arkansas Newton County that was canceled due to the weather and snow but again those are very important meetings the online survey please take that online survey it's five easy questions and if you need information and want to schedule I'm at a community meeting in your area please get in touch with me and I can help you with that there are some if you have questions and things like that that you want to submit us via email make sure you do that good conversations I had with members last night about the meeting yesterday and so we definitely just appreciate you all being here and again then on these issues and so. Okay with that we will go ahead and get started miss Holt if you'll just introduced everybody at the table then we will go ahead and start your presentation for today okay great we're glad to be back and I will just introduce everybody I'm Julie held with the bureau this is Elizabeth Bynum Adrian back and jasmine rae. And as we continue through our story of adequacy you'll be glad to see that we've really made it after today will have made it through this whole first part so we will have talked about all the pending that you heard about yesterday and today we're going to be going through spending. Today's presentation is going to be structured much like yesterday so we'll have the introduction were real look kind of IT spending overall and wits and the research says how those comparisons are we'll go through those matrix items like we did yesterday we'll also look at where schools are spending Foundation funds on items that are not in the matrix and then we'll go through the categorical and we're going to try to look at what's being spent out of those categorical funds and then we're going to try to capture what's being spent on the special populations that those categorical funds are meant for. And then we'll touch on three of those supplemental and streams of money the spending growth and declining these are plans that are given and. Two schools that are not really targeted so that there to help schools meet at a because adequacy and equity spending and you'll notice the others are not in their their targeted to specific lines in the matrix or categorical so we'll talk about the spending of those funds when we get to those items. So on to our introduction we did want to start with some of the major takeaways that jumped out at us knowing that you may see different things that really and catch your attention as we present today again the research says that just like pending matters spending matters in spending on the right things matters in terms of increasing student achievement we will go through a lot of charts today that compare spending patterns between different types of schools and so you'll see some some variations among that as one of the things that we saw is there are some differences and but the size of the school district that a school is in really has a lot of impact on how much is spent per student. We also and in trying to figure out what some of these differences and spending patterns or that we see realize that having a waiver makes a difference and as you heard to say a couple times yesterday waving Fund funding does not change with waivers yet if you don't have a library and you have a waiver from that you're not going to spend on librarians so even we get to some of those items in the matrix you'll see those differences. Then we also with our successful schools and will wrap this up at the end and and show it all in one piece but we did see where our successful schools release and concentrate more the resources on human capital so the instructional and the student support pieces and also on the resources that directly tied to instruction so you'll see that as we go through this morning. just to touch on the literature review of research that we did the research on spending is really parallel and overlaps the research for pending so we're not going to go quite as deeply into that but these are some of those major trends we mentioned yesterday with spending that also held true with the spending. An. We've got the same comparisons and these are the people spending from national center of education statistics this is the same chart that we showed you last month in that starting site report that we were asked to account for cost of living differences so we've gone through and we've been tested those to represent those cost of living differences they say Wyoming spends the most at seven almost eighteen thousand that's about six thousand more than Arkansas spends we were ranked thirty eight if you'll remember on this category here's how those top is sorry be states compare in terms of spending and how the and continuous states compared. And I did what we're talking about spending also want to go back and answer questions that Senator Irvin I think you and representative Capri by that because for thirty eighth in terms of in C. S. but when we looked at as education week ratings we got an ad in you wanted a better explanation of that so it pulled the methodology and for education week and the NCS rankings are based on those raw dollar expenditures for education so takes out capital spending it takes of adult education and then what education week does is they really build an index and so they've got four different indicators in there and they score states based on those four different measures that you see up there so by compare us to the national average which the national average and is it was about twelve thousand so a little bit more than what we spent and. So that when they and they don't tell me how much weight they give each indicators I don't know how it's combined but any state that gets a sixty or below on this index receives an **** so went through and looked and there were twenty five states that received S. that year so they obviously there's no grading on the curve there. Are those the is that are those are the reasons why those for her people spending adjusted for because that is those are the indicators they use so they go into district level spending and data within CS and then they'd make these comparisons to with the national average so how many of your districts or spending above that how many students are in the districts that spend about the national average how many the representative districts falling below the national average it's M. in a skylight when I worked at US news and World Report and we did our best colleges it was an index of a bunch of different measures that we put together so it's just it's different from what you get when you just line up the raw figures okay this is just spending it's not necessarily on performance now it's just pending it's just that right we got on spending that caught everybody's eye. And so today when we go through the spending patterns we touch all last time last month that we had tried to look at categories of schools where we thought we might see different spending patterns that and you know I might be revealing or shelves and some possible trends so these are the seven categories and we wanted to take just a little bit of time to go through what each of these look like and how the schools divided out so I'll do that right now and when we get into these trends we did see some differences you'll see some differences between the way districts and charters in their money a lot of that I think has to do with charters tend to have more waivers so there's gonna be some differences there the really big thing is the size of district that a school is in has an impact schools in smaller schools into spending more per student just because they have to and there are fewer students to stretch those resources across and in the larger schools you can it's often to see pattern so they're spending more and it was a with thank you for that and we'll show you some staffing stuff next to that I think it's because they have more to spend and so they can afford to spend more in those large schools. We M. also note that the level of poverty can affect how much money a school has to spend because they're getting more those yes a state property funds and also getting more title one funds from the federal government so that has a little impact in the patterns you'll see and then as I said the successful schools on a lot of our staffing categories you're going to see that they're spending a little bit more. When and so as to look at our different categories read one of our first our first when we looked at was okay let's the governance how schools divide up in their districts or charters we just wanted to point out a few things here and charter schools still make up really a minority of our schools five percent of our schools are within charter systems. but if you look at average enrollment there are about the same size they're just a little bit smaller on average and I actually tend to have a higher concentration of poverty students in them. I'm I'm sorry minority students in them in a lower concentration of poverty students in them. We thought it also be interesting to look at urban schools versus rural schools and these are based on designations by the national center of education statistics so there's and districts they can have real schools and urban schools so this is really looking at schools on their level and you can see them not surprisingly most of our schools over all and they tend to be smaller they tend to have fewer minorities and in this case are minorities are everybody but white people so we can get a you know if or kind of measure. And and they tend to have a little bit higher concentrations of property as well. We did get comments from our and superintendents about being or all our educators about being in rural schools and many many comments as you talked about this morning about the broadband situation but those are the only resources that they feel like they're lacking there's a mental health resources and this one mentions drug prevention parenting resources and then One principal mentioned the fact that as we talked about yesterday knowledges a male raises a lot different amounts depending on the district hearing on and this one particular is in a smaller Ince's referrals districts just can't raise as much for their millage is in a lot of cases. I know that I'm just going to comment but you know when you go back to the legend those kinds of things I mean to be really good idea to to look at the sales tax in those areas because what we often find is that you have a really high sales tax where they cannot pass a millage increase and it's because our tax policy has just tax the people out so there's not a there's not a collaborative a partnership between the city the county in the school district oftentimes and so it's hard to pass a millage increase when you're also trying to pass an increase in sales tax for you know explains the at the county level or the city level to be an interesting comparison to look at what and what the percentage of those sales taxes are but the city level on the county level as compared to the millage increase millage for those and then to look at how successful they have in passing those millage increases or not been successful at it. Okay yeah that's interesting we not done not done that but that would be very interesting. To look at so M.. Moving on to looking at the different sizes. We separated by size we tried to this was a little more purposeful and how we did it and we looked at the school districts that are three fifty or below because we know that without a waiver and school districts should be three fifty then we looked at that range from three fifty one to five hundred because our matrix is set on that five hundred level district and then we tried to do logical divisions about that and so the the things that we thought were interesting in this break out of schools is that and when you think about the research talking about deficiencies of a five hundred member school you really have to get up to those school districts of twenty five thousand and twenty five hundred or above to have average schools of size five hundred or more and that's not to say that there aren't some larger schools in the smaller districts but on average they tend to be smaller. The other thing that I think is worth noting is the small schools are dealing with a lot of the poverty and so we know that the spending challenges small schools and schools in small districts base plus the challenges of poverty is kinda like a double whammy for a lot of the schools and that said they do get that extra poverty funding to. So again we showed you some quotes that were similar to this yesterday but that our educators to recognize that there's a difference being in a small school in trying to make those dollars stretch to pay for all the resources that are required in our and standards of accreditation. So I mentioned earlier that and there's spending patterns in their staffing patterns and we got our full time equivalent numbers later so we don't have as much of this analysis bill ten but I think this is kind of a good example to show you how those things can mix. Because here you see if you look in just that expenditures the smallest school district schools and then the schools in the largest school district or the one spending the most for their nurses but when you get over here to the staffing they're both spending just under one full time nurse so I think if we had the salary piece to put in there you might see that our schools are able to pay a larger salary and they may not be hiring more people necessarily so as we go through the spending that's just a cabbie ought that and you might want to keep in mind. Next week compared we thought it be interesting to look at schools by the mental poverty they have and how are they spending their money funds so you can see them. On average Arkansas has about sixty three sixty four percent each year that of students who qualify as and free and reduced lunch student and You can see again at smaller schools and how are minority schools are those high poverty schools but also appeared I don't know if I have a circle don't I think it's interesting to note that that first quintiles so that's the twenty percent of schools with the lowest property in the state but they're even schools in that quintiles were almost half of their student body our students who come from families of poverty so just again it's another way of really seeing that you know poverty something that most of our schools are dealing with. that we had a lot of comments again on hello the challenges that students in poverty based so that getting them in the door ready to learn is really difficult but it's also difficult as you can see from this teacher's comment on the teachers because a lot of behavior problems and and other issues that go along with HIGHPOVERTY that and make teaching hard and I'll just in one quick for personal and it added and my youngest son is this semester is doing some substitute teaching he's trying to get his real job one that and that he was so his first day was in a high poverty high yellow school and I just a few days earlier pull this quote for this presentation and he came home and was just really shocked with how hard it was to get students to focus on what was happening in class and to get them in a spirit where they wanted to learn so it just really brought home this quote to me. This is the map again of the property a school districts that we showed you last month in the starting site report and again just illustrates that so many of our schools the average median household income is below the and twenty nine thousand dollars. So we also wanted to look at regions and honestly am well this is interesting okay out this is one of the categories that we generally find a lot of discernible patterns or trends that jumped out at us but just some interesting things you might wanna see here are larger schools tend to be in northwest and central which is not terribly surprising the most. poverty in the highest level of minorities are in our lower delta and and then the limited school English is actually highest in northwest where we know we have a large Marshallese population in addition to Hispanics. So we wanted dress representative got raise questions from last time about how the shifts were affecting so and we're going to spend just a few slides to quickly go through that you can see here that in the last twenty years Arkansas's population grew by about half a million people and if you look at the map of where that growth occurred and we superimposed our districts on this you can see again it's in that northwest and central so either suburban or urban areas of the state that tended to grow the most if you look at that changes in race and ethnicity you can see and this is At a pretty big difference over the last twenty years and especially in terms of the amount of whites that's gone from eighty percent to seventy percent and twenty twenty you can see the growth and Hispanics over those years and there's also growth that I don't have on here but in people would identify as two or more races. So to look at how some of that shifts look in terms of our regions you can see the white growth over the last ten years was really in the north west or in Jonesborough and suburbs or in the suburbs of Little Rock. The black population it's interesting to see that while their concentration was pretty steady the you can see that growth from rural to urban that occurred among that population and then when you look at Hispanics that there's growth pretty much all over the state that. So from what we heard from our educators we really only got these two comments about regions and its and our that referred to where they were in the state and its was to educators from Southeast Arkansas just noting that they and had fewer resources. To spent. Our next comparison was on minority level we divided this on quintiles so again minority is everybody who wasn't white I think that's about thirty seven percent statewide so you can see M.. And that are referred to. And tiles that so those low as forty percent in terms of the minority only go up to about twenty percent minority and you can also see that limited English rises with minority so we're talking about this panics and African Americans as well as you know many other races that we have nationalities that we have and free and reduced lunch tends to go up as well. Then the finally the last category will be showing you when we get the right taller charts or those successful schools that we identified three that regression formula and that was looking at schools who are scoring and quite a bit higher in statistical terms it's a standard deviation higher than you would expect them to perform based on the number of students that they have an eleven and I don't have a road on this one but you can see that for in terms of enrollment and minority there the differences and and even at the free and reduced levels there are some differences but it's a small difference and then on those other indicators is virtually the same so we think with this chart is saying is that yes the schools are really truly are dealing with the same kinds of kids in the same kinds of issues that kids bring into their schools. Senator Irvin you asked us to put our successful schools on top of that income heatmap so we did that and you can see here that while successful schools that are clustered in those more populated regions and areas where there are some more resources so we think maybe there's some impact that a community's level of income and education and and resources can make on achievement but there's also a lot of a lot of schools that pop up in our lower income school districts so to us this is promising these because I think it does show that what happens in the school can make a big difference for kids. So those are categories and that's going to all make more sense as we get into the next part of this presentation so we're going to start going again through our matrix lines in just a minute just a reminder again that the matrix is your tool it's not in legislation importantly for this report it is a funding model not a spending model so you're not gonna see spending that actually always reflects how the matrix lines or are designated okay we're gonna hold right here it's got a lot of questions I have members one question and let's clear the board I have a quick question definition of free and reduced lunches and what qualifies for the people to be a part of free and reduced lunch do you have that yes it's and families who live at one hundred thirty five percent or below the poverty level there have also been some programs added for schools and can offer free or reduced lunches to all their kids that the numbers used for these counts that accounts for or frozen for four years and at their original levels and then there and recalculated so this is looking at those property kids as a hundred thirty five percent or below at the at the poverty okay well the reason I ask that is you know there there could be we need to be careful about what we define as poverty and people that qualify for free under these lunches to me those are two separate things I mean so you know you have poverty the federal definition of poverty is I think what around twenty nine thousand for a family of four so you know I wanna make sure that we're clear that just because you qualify for free and reduced lunch and are those are this chat again Sir income or those forms checked against England and against income they we we have parents I think it's true that we still have parents fill out forms right and some places do cross checking with if you qualify for snap. That which is called direct certification right that we don't do the trick certification in Arkansas that are based on a form that's filled out by parents and so there's no like a Medicaid we have to verify that income level but there's no verification is that correct on free and reduced lunch and whether they qualify for that or not with there's no income verification on our behalf at I don't know of individual schools to that I don't think that's something that we we require happen so you know that's why I ask these questions because I don't want us to go down this path and say you know we're HIGHPOVERTY yeah I know that we are in a lot of different lot of areas but I'm not sure if free and reduced lunch is an actual indicator of poverty does that make sense because the way those are filled out and how they're not certified. So we just need to be really careful about the way were proceeding and speak about that in my opinion and so. Yeah we want to make sure our policy decisions are based on clear definitions that are consistent in education and Medicaid and and across the board in my opinion I have a lot of questions will go quickly Senator Chesterfield you're recognized yes thank you And I'm pretty sure that there's some way I'd like to hear from the Secretary there's not some way that we do verify that millionaires are not getting free and reduced lunch having been in the system for a long time I'm pretty sure there's some way we verified that one way or the other my question is as districts. A requirement when will waivers of what we have said is important what impact is it head on their performance on the performance of the children with their. being taught by individuals out of their areas of expertise. When we haven't look at that this year yet when I worked at that last year as part of the report on waivers. Of we I've what I've found that the differences seem to occur more we need just looked at those schools he did qualify for the free and reduced lunch and that there was a little less learning there when APA looked at at that they looked at it a different way than than I had analyzed it may use just those twelve forty schools so they could do it before and after and I did not find any meaningful learning loss so. In and when I looked generally there was not much she saw in differences in learning I just find it interesting because when I was called upon to teach English even though I had the required hours. I didn't have that the knowledge that I felt I should have had I'm just wondering how that affects children because preparation is a huge part of success of the other question is you have a map up earlier in in the southwestern part of the state on that map there was an area that was white. It just really bug me need to go back several. On page eight. There it is on. And that is is on the on the income out mmhm and in that in and that is because I've it was having to combine data from the census and and they didn't have every school districts listed in the census and some of them might be too small that in these for the census status five year estimates because that's the only way you can get down to the school level but there were a couple of you're right missing districts from the census okay so that explains it thank you very much for your answer thank you represent that. Thank you ma'am Sir just a curious point you might have the state and you can get to me on the side if you will I when you were talking about the distribution of a committee of schools percentage of schools by their size and lower quadrant that number two and and seven percent are not lower groups to seven percent I'd be curious to see like an overlay on that as to the number of students that are in. Yes as it represents the the population of students in Arkansas it seems like that would be an awful small number of students as far as percentage of students of ours Arkansas is concerned so if you have that data you sent to me on the side or something. And I'll check that may and I can't remember Bob included that in that methodologies report this at the back of your mind drug got some charts when this that I can't right now if I think about included that enrollment thank you. Vaught. I did have a thank you I am I did have the same questions that senator Chesterfield had about that district that's my area I know that area very well and that's why I was so concerned about why it was white and not colored still not sure that I understand your answer at all because I mean I know they did sentences because you know our maps just got re drawn so I know there are some instances is going on and I know those school districts very well in that area also so I'm kind of concerned that that has not been represented in this matter yeah the the income question they don't have that for the twenty twenty census yet so this is going back to each year that's not a census year babies they do the American community survey and that's a sample of population and that's why it takes five years to even put together enough people to have a good estimate so either they didn't have enough for a good estimate for that with which is my guess is that there were I think three districts that we did not have been conveyed even using the five year estimates at thank you. Representive brown. Thank you madam chair my question has to do with the demographics and the identification of the various Races. It's that a matter of self identification or is that a man who determines if somebody is mixed race or if they're Hispanic because. Let's say speak your your ancestry is from Spain are you considered Hispanic are you considered white and is that's what I'm asking is is a matter of self determination because many people are half and half of one thing or the other one race of the other So it is it's just a matter of self identification because it seems kind of arbitrary. If you're talking about the statewide maps that are based on the census the census has very specific definitions and I look at Hispanic or not different from a race although there's it's got very complicated so if you mark that your Hispanic your your Hispanic on it is Hispanic white only or but if you mark like you're from Mexico and your wife or your Mexico in your black then your two or more races so the census is very complicated and this is how the census three senses combines at all and we disease with the sense as set out and try to get into that at the schools it's however the schools record it and so when on our categories we use data from ACT scan so that's was recorded in the apps or in the public school database so the poor child just a follow up so these these maps are based on the census data not what's being used at the school right. Thank you right it's overall population Senator Hammer. Thank you measure unnoticed throughout the presentation yesterday and today that you're using quotes from teachers and from superintendents principals and other people. DO you get anybody. Because all those quotes seem to align with the information that you're presenting and the position that is being taken did you get any quotes that was may be different that said something like it's not as bad or put a different perspective on it or do those quotes represent a hundred percent of the responses that you got that they generally represent the majority of the responses that we got or they reflect the data that we're showing and we didn't ever get one that was a hundred percent the same because people do have different opinions but we did try where because we obviously don't take a position and we're not trying to say anything except we're trying to reflect what we've heard from educators through the surveys and we're trying to show the data they were trying to put it all into context that hopefully is helpful and how do we get access to file as a legislator wanted to see what all those responses were just reading for myself can I can you send those to me here how do I get access to those to see all the responses that were given to the service at a right we have all of the and survey responses which and the members have binders and I already have these okay the. Comments were made at the after each set of questions we said you know do you have any comments in a lot of the comments or explaining why they put what they put OR they're saying you know what we really want people to know this or please share this with with the committees will happen we've not compiled we've compiled those and we've gone through we've had it as an before we could send them out we need to go through and make sure we redact identifying information out of them but we can get those to you okay to be great I feel send them to me we can get amount to members of the committee and to Senator hammer Senate to staff we can do that Thank you Elliott are you finished. Okay Elliott. Yes. I'm. For that the teacher comment I had a question about where the teacher said the behavior issues stresses teaching in high poverty high E. L. L. situation is incredibly training do you have any any any insight into whether that teacher is comparing the situation he or she's and now to one where. this teacher was not in a situation that's high poverty high E. L. L. or is that just a flat statement based on. I I I don't know that we have in any other context with that specific teacher and of course we you know these are anonymous. We don't ask for the teacher's identities when I'm we know which schools there in Thanks in talking I mean in talking with our successful schools personnel we do know that Their kids away or went the one superintendent who I just re listen to this one not long ago but he talked about and he's from HIGHPOVERTY district minutes in southwest part of the state but just talked about how and yes that have have parents who they're out it parties all night and the kids are sleeping in cars so they when that kid comes in and I know that there's behavior problem instead of trying to respond you know as I would remember teacher responding when I was in school that they really do try to take the time to understand you know what the issue is and how they can address that so I. You know I'd at I think it's it's it definitely remember the one that we talked to that's in a high poverty situation. In dealing with those challenges is on top of the teaching role I can appreciate that that there are issues but what I just Republicans consumption what I just want us to be aware of this There are issues that are just as dire because I've taught kids who are very very who well off and kids who are in poverty and this is not something restricted or parents don't or do whatever is not restricted to kids Justin party and and and E. L. L. situations I just want us to be aware of that And and that that's all thank you for your response. I'm not close to have their own credit cards and they had revealed issues so. Yeah and I mean and that's closer great again that is the. That is a very subjective you know perspective amounting to the point of senator Elliots and senator Hammer those are subjective quotes and so I really want to make sure that we're focusing on the research and eggs actually what the spending is no you know then we can just look at the numbers and where the spending as verses the subjective we all know that I mean I've been a substitute teacher for special education as well you know got a cellphone stolen. It is it is hard it's it's not a is it was a resource classroom but you know it those are troubling but again to her point I've also been a professor Hendrix College and dealt with you know a young lady who was. It had real serious issues he came from a very very wealthy family but so you know those are those are things that again now making sure that we just look at the spending I think is is really critically important verses the the opinions I think what representative makes a yesterday if you sent out a survey says you know do you need more money I everybody's going to say yes to that so not quite sure you know that's an indicator so we just you know as we move forward we just need to make sure that we're looking at the the the the data represent a vital question and represent Godfrey that we're going to the next section guys because we're going to we got to see this that representatives fought thank you ma'am I have a request and a question okay so I would like to request that we get the schools on page eleven offer that map the successful schools and school districts by household income if we can get the list of those schools. I think that would be kind of helpful for us to know where they're at and what schools they are. And then my question is to Senator Irvin as comments a minute ago I know in my area and. I don't feel out there. But reduced and free lunch forms I mean it's like pulling teeth FOR kids who actually do need to free or reduced lunches and is that a comment that throughout the state that's kind of common as you're talking to principals and supersaturated or students who their parents are very embarrassed and will not ask for that help and those kids actually are hindered by learning because they're not getting they had what they need to be fed is that common across the state because I don't think that we have a real issue of people I don't think you can compare this to Medicaid and the fact that I don't think we have a lot of fraudulent people doing this I think we have more people who are probably not feeling out you need to be filling out and I want to know if that's kind of across the board if that something that you hear across the board. That's not something I'm aware of we can we can ask into that when we use the data that we get from Afghans identify those numbers so we're not we're not and the ones out there trying to get that from people and and I understand that poverty is a difficult and kinda nebulous concepts and we are limited to the definitions in the way it's it's a good date is out there and that's why we felt as important show both the numbers that the percentages in schools of the schools report as well as that median income from the census N. as in terms of comments I take your and. Your comments and we will you know definitely try to be more mindful of that I think one of the things we've heard in the past is that guilty want to hear from educators we're trying to get more of that in here that will will try to strike a different balance with that thank you ma'am I'm also those lists the schools are successful schools listed in your binder under tab five under methodologies on page. six seven. Eight and nine and how do we define what is successful is there a definition for that. There's also a definition in there in that section lands the myth thank you ma'am yes thank you yes ma'am okay representive Godfrey thank you madam chair I just wanted to actually affirm your methodological choices to to make that that that with some qualitative and quantitative data I I actually think that's really helpful to your point about wanting to hear from educators I think those little snippets and vignettes are particularly eliminating and and provide very important contacts I do think we need to look at the numbers and the trends quantitatively but I please please contextualizing those through that comment again we can take and take them or leave them or make our policy choices based on what we hear and see but I do think it is vital that we hear from educators and their and if. Spent on on how and why they answer the questions the way they did we can look over all that and I do think those Perhaps while subjective they do very much and get the perspective that that's very real for those educators so I just wanted to say I I appreciate that the mixed methods approach. All right thank you let's go on to the next section of the report please okay great so now we will really get into the data we have a lot of data coming your way so like yesterday we went line by line to the matrix on the finding peace and that's what we're going to do today was spending so that first section of the matrix to school level staffing and just as a reminder that includes kindergarten teachers grades one through twelve teachers your elective teachers special education teachers and all of the people that are listed on that slide. I am on this next one you'll see what you'll see an overview and this will be throughout so for each line item we have the foundation funding amount and you can see how that compares to the per pupil expenditures direct from foundation only and then the per pupil expenditure amount for total expenditures you can see the differences there. So here this is showing on top that Tabor is how much was foundation funding and directly underneath you can see the same color represents how much was spent from foundation dollars and so this is one major Saddam or school spent last from offense sources than they received I'm an actual foundation funding but this may be due to significant amounts spent on instructional aids and again instructional aides are not part of the matrix but we will discuss how much goals are spending on instructional aides remember kindergarten classes is that one grade level where they can exceed that twenty that twenty student classroom size if they have an instructional aide. So for spending patterns you can see here that districts spend more than charters role schools spent slightly more than the urban schools dead. I'm spending increased with poverty. And I'm when we say that spending increase with party that of course this is based off of all expenditures but when looking out just expenditures from foundation dollars this also held true spending still increased the poverty just from Foundation finds. So I'm there is some variability in spending based on size you can see the breakouts there by size and how much for people. And then successful school spent significantly door double more than double people I'm on kindergarten teachers. And this is this is something that we really saw again Julie had mentioned previously that are successful schools really you know tend to invest in their human capital especially the early childhood. It. Here's and this shows per pupil expenditures by region and there was a huge differences and that's pretty much the case across the board but and we we did want to provide this type of information for you. So next we have an grades one through twelve teachers and again you can see the differences between the per pupil funding and the expenditures. So schools are not use all other foundation funding for this matrix fine but over all they spend fourteen percent more from offense sources than they received in foundation dollars the spending represented here includes regular instruction as well as spending on an alternative learning education instruction career technical education instruction and gifts and talented Education R. as well as electives and it does not include special education teacher so school spent over eighty one percent on regular elementary and secondary and the other ninety percent can't was spent on that A. L. ECT entities instruction. So again for patterns and district spent more than charters. I'm here urban schools spent more than the role that I mean are huge differences but a little bit more. I am spending increase with poverty and minority populations. And this is one area that when looking at just purely just foundation expenditures spending decreased with poverty. With the exception of the larger schools are schools with lower enrollment spent more per people. And I'm here school successful school spent slightly less than the other schools. In here you again you can see what it looks like by region I'm not huge differences but the northwest was at the highest for people amounts with the upper delta spending at thirty four seventy one. Schizonts that brings us a special education teachers. They can take a look and see that in terms of foundation spending out of their foundation funds are spending right amount right around that amount that when you take into account other fund sources are spending nearly a hundred and forty dollars more per people and as we talked about yesterday we talked about two primary sources of state funding for special education the matrix and high cost and though a notice that a lot of other expenses coming from funds not that not from matrix and I from high cost occurrences so we're not about special education funding a little bit spending today a little bit differently I'm gonna talk about spending for teachers and where those funds are coming from and then all special education expenditures senators rather coming from how they're being spent so you can see here in the left column this is based on total student population that's how student those teachers are funded based on total population and that's how most of the houses going to look from here on out they did want to comply provide a comparison of what that looks like based on the special education population and how much variance there is on that type of spending. So thing are are spending versus funding chart and we can see that districts and charters are pulling and some additional funds to cover the cost of special education teachers roughly about sixty five million dollars more a lot of that coming from federal funding I'm not too surprising appointed from that individuals with disabilities actor idea funding and Medicaid. I'll also note here that the high cost occurrences funding this makes up about less than one percent of total expenses on teachers so a pretty small percentage of that fund sources being used here. The thing is in School level trends and districts are spending more than charters nearly double in this could be in doing that because they just have smaller numbers of students with disabilities. Urban schools are spending more than world by about a hundred dollars for people and then spending is generally increasing and higher poverty and higher minority schools as a result the other is a little bit more variability amongst the concentrations of poverty. And then finally gonna district size we see some variability is largest districts are spending the most compared to the smallest districts by about almost three hundred dollars per people and. Successful schools are spending a little bit less actually here than the other counterparts. Regionally and. We see some variance here as the central region spending the most of five hundred ninety six dollars for people with the lower delta spending about four hundred and twenty five dollars per people. And then this is a place or able to provide some national comparisons using the N. C. S. data and this is adjusted for cost of living as so we can see among the top United States Virginia is at the highest at one thousand twenty five in Utah that the lowest at two hundred eighty six and again I know these numbers are based on total student population because that's how we find these teachers but that's not necessarily how other states are providing this funding. The top as a review states region is at the top again with Texas at the lowest at three hundred and forty two. And that amounts to taking contiguous states of Missouri was at the highest at one hundred one thousand one thirteen Oklahoma at the lowest at three hundred and twelve and nine ounces Arkansas is a four hundred and fifty two dollars per student so towards the lower end of that grouping. And I want to look at all special education expenditures so long as you're at the bottom this is for we take into account all of those expenditures often sources that nearly doubles what we're spending on just special education teachers. At one thousand and eighty two dollars per people and again when a provider comparison with that spending looks like for just students with disabilities not goes up to about seventy seven hundred dollars seventy seven hundred yeah per student and again these expenses as well no later on this includes other services like speech physical occupational therapy transportation costs and other kinds of miscellaneous materials and supplies they may need for those provider services. Most of those funds. A quick question on special education it also depends on how many of your students you have in that that that qualify for special education so again you know you got a qualified that number that expenditure in my opinion like are we do we have the same numbers of students that are in comparison to these other states. And is there a way to qualify that because you may have a student a school that doesn't have as many kids that require special education or specially that require the different therapies and things like that so is there. Anyway I want to make sure that we're viewing this as just like with the ACT scores okay go back to that we have made it a priority that every student in their junior take the ACT well that skews the data completely but it's a good thing that kids are taken ACT because that's their path to go to college or higher education so it's a completely skewed data point you know what I'm saying and and we should be proud of the fact that we pass legislation to ensure that every student has the ability to take a three ACT ACT test to help them understand that that's where we get to college so we got to make sure that whatever data we're looking at that it's not skewed in a way that you know is is particular to us and I go I go back to this level of this definition of poverty okay because if you look at the average median income for the state of Arkansas it's at forty six thousand one hundred twenty dollars for one earner fifty seven thousand seven hundred fifty three dollars for two earners well the Arkansas medium income is less than the qualification for federal poverty level. Arkansas the poor state. But again I mean we got to make sure that we're looking at this through Arkansas numbers Arkansas income in our median income is less you know than the qualification for federal poverty level so. So as we got to make sure we're we're looking at these things clearly given our circumstances in the state of Arkansas I think just as we go forward and how we're defining poverty is is important to me and I think for us as policy makers sorry I just and and then on special at in the spending again you may have students that are really high needs kids and you may have them you know but then they may age out and you may not have more high needs kids so I'm not sure how if we can look at it that way that would be great to. I'll and I I I definitely understand your point and I'll I don't add that it is a little bit tricky looking expenditures because United there is a lot of very ability and those students it's a little bit hard to pin down. How what kinds of expenditures are coming for which type of kid in with him so but looking at other states you know again that comparison is a little tricky to because everyone finds it a little bit differently as well and and there's levels of population of special students disabilities varies with the little trick but I it doesn't if there's a way we can dig into that a little bit more we'd be happy to do that yeah but in terms of going for state funding as well that's how we find our teachers as a primary source it's based on total student population is not based on right hi I understood yeah now I get it I just want to make sure we have with those conversations because we got a we always have to put filters on you know comparing us to other states I think because of our circumstances thank you go go ahead I'm sorry thank you. so again as we go back here so most of the special education spending is coming from state and local sources with federal funds making about thirty one percent as we noted earlier that's the idea and Medicaid funding and I know to get that the high cost occurrences funding is County for about three percent of all state and local funds so again still a pretty small chunk of all special education spending. It is a longer list in your report that details how all these funds are being spent but these are the top five ways that special education expenditures are broken out teachers in resource rooms and self contained classrooms make up a little over half of all those expenditures followed by speech pathology at L. audiology services and physical occupational therapy month some of those other ones. So looking at some district level trance we don't have school level data for these expenditures of this is just strictly at the district level we see that districts are spending more almost double than what charters are. And we see a little more variability in terms of district size though the largest districts are spending more but there's less variability than what what we saw with special education teachers. And then regionally I'm not quite as much variance here the top and the bottom centrals that one thousand one hundred and forty three in the southwest region was at nine hundred eighty nine. And before I wrap up the special education spending I want to note a couple checks and changes and ex and the spending and trends we've seen so again we notice a day there is been a increase in the number of students with disabilities over the years and that's something I'm I talk about in another report I want to focus a bit more on the spending which you can see this is an increase in spending as you would expect with the growth of students but we noticed Annually this kind of and to a person to to for annual percentage growth and each of these groups that was pretty different in twenty twenty one we had a lot less students with disabilities identified in that could be due to co that will get into that another report but at the changing expenditures increased a lot more than what we saw increasing the population and this is due in some part to having increased expenses in pre K. special education and I would get a lot of conversation about pre K. yesterday but. This stems from a change a couple of years ago was a Medicaid policy in which the responsibility of providing a free and appropriate public education to pre K. eight students switch from originally from these early intervention day treatment centers for that yet the tease to the districts in our districts are now the responsible party for running of services previously the Centers for getting the funding and they are providing the services that is now switch to the districts so in some cases they're working with their co ops to provide those services or some kind of hybrid approach to providing the services but now they are getting the federal funding and they're now seven to spend fines and as we've noted before the you know we typically nine could prepare analysis this is an area where we've been able to cleanly pull those out as recently it's been harder and harder to pull those out of regular K. twelve spending this is a really good example of where those pre K. expenses are becoming more embedded amongst you know the total spending in the schools. That'll pass it back to jasmine. Okay so the next one is for instructional facilitators and you can see the overview of the funding amount of people funding announcmenet M. and the expenditures and as a reminder this you know again this is an area where these are. Schools can use this line or have use design rather to pay for assistant principals I have time principal to have time to technology at coordinator as well and here you will see the comparison of funding and expenditures overall school spent about seventeen for seventeen million more than that received. in foundation dollars and here is a break out and like I said yesterday I was going to show you where those positions were actually going and so the the the vast majority is going towards employing assistant principal you can see that then technology assistant over there and instructional facility the actual. In actual instructional facilitator is at the lowest. So for expenditure patterns district spent more than charters it. Urban school spent more than rules. And spending increased with poverty and minority. With one exception setting one up with size I'm here is because the schools did spend a little bit less than others. And this is one area where there was a little bit of a difference between between and the different regions you can see the southwest region spent the most per people at four forty one and north central at that two hundred and seventy eight. Next we have a library media specialist and there you can see the difference between the the funding for people in expenditures for people. And spending for Foundation finds here outpaced funding so this accounts for now you're seeing where this accounts for some other areas where they were not spending as much as their foundation funding on a specific line they're spending more of the foundation funding over here on library media specialist an overall school spent an additional nine million from often sources on library media specialist. District spent significantly more than charters but again as a reminder this is one of those areas where we do see waivers I'm given out and increase spending and I'm sorry role spent more than urban and then spending increase with poverty but it is a decrease of higher minority populations this is another area that it held true for whatever looking at spending using just foundation dollars by poverty they still spending still increased with poverty. And again there is variability was size here. And successful school spent a little bit more than the others. And you can see the differences by direct by region here not not very much of a difference. So next we have guidance counselors. You can see the differences between the per pupil amounts. Spending from foundation finds also outpaced funding here school spent fourteen percent more than that received in foundation funding and total they spent thirty eight percent more than that received and foundation. Again district spent significantly more than charters role spent more than urban's a duck double actually I'm here and spending by poverty and minority very. Spending by size also very here but schools with enrollment between the three hundred fifty the three fifty one five hundred spent the most per people. And successful school spent more. And again with that the regions not a lot of difference between the different regions. Next we have the the line for nurses. And schools but about twenty eight million more from other from all funding sources I'm which is about twenty four percent were they received and foundation funding. Again with the patterns you can see the district spent more than charters and there is absolutely no difference between rural and urban here. In spending increase with poverty and higher minority populations. Schools of the lotus enrollment and. Spent more per people. And successful school spent more than others here as well. And there you can see that central spent the most per people on nurses. And your Central M. hello a little bit lower at one oh four. So now we have other people support. And you know we talk just for the other people support as it makes a what a few different types of positions you can see there the difference between the foundation and the the per pupil amounts for finding and expenditures. And your first spending and you can see that school spent last from foundation friends and they receive it total spending from all sources was significantly more than that received in foundation dollars I'm in seventy nine percent of those additional fines came from federal from federal money. And seventies I know that seventy six percent of all people support expenditures or actually coded to the special education program so that means that the significant amount of this line is going towards factual education needs. I'm sorry that was not taken jobs. Let your you those. As for you get is it not that thanks. Someone to provide a break out re could see that where that the majority of this expenditures for other people support are going and the largest expenditure was for physical and occupational therapy and then you can see followed by speech pathology and audiology charter school expenditures outpaced those of school districts both significantly for and speech pathology and audiology. The charter spent more than districts here this is one area where they spent more than districts Irvin tend to spend more per pupil than the rural areas and spending increase with poverty and higher minority populations. And schools with the lowest enrollment spent the most per people here. As successful school spent more than others. And then lastly can see the break out by region limited difference here with the highest at two OO nine in central Arkansas and one forty five and after delta. So the next making six line is principles and you can see that spending outpaced the funding both in terms of just using foundation expenditures of earth Foundation fence alone and in those total funds so you can see that also clearly here where the rest of that money came from is those other state and local funds which also includes things like the local militants and so forth And if you look at our patterns for people you see that district spent a little bit more on charters I mean I'm principles and charters to spending increased with poverty was lower in urban schools and in rural schools no clear pattern and with minority kind of that C. pattern again. And when you look at size spending per people decreases the school district's got larger and then successful schools tended to spend a little bit more on principles then did the other schools. When you look by region the very ability is about fifty dollars for the low per people in central Arkansas and the higher and costs being incurred in the lower delta per people. Principals as one of those areas where national center of education statistics keep some information this is includes all administrators at a school so the numbers are going to be a little bit higher than that our numbers look like in those previous charts and they include consistent principles and also department heads so you can see that among those top in eight states there was a variability of about five hundred dollars to just over a thousand dollars and that gap decrease a little bit when you get to that sorry be states looks very similar to what our contiguous states look like in our spending was at five hundred and eighty dollars on that measure and these are twenty eighteen dollar figures. we asked several questions on our survey about principles and we don't have another report where this information would go so we thought we'd share it here we had our principles are mostly white non Hispanic they've been principles for about six and a half years sixty five percent have graduate degrees and the A. M. tells they work about fifty two hours a week on average must've amended hated they're very satisfied with their jobs and forty one percent planned to remain principal as long as they're able and then this final point came from our survey of teachers but we thought is important include here and we ask and you'll hear more about this when they talk about teacher recruitment retention but we do ask our teachers a question about what what factor help you decide your school and we have everything from salary and quality of the community health insurance a lot of about eight different things I can choose from but the number one and answer you got was that they choose it due to the leadership at school so again pointing to the importance of that position. The final staffing position is for secretaries which again we said yes rise eighty two dollars this plans one per five hundred kids in the district The foundation expenditures and total expenditures for quite a bit more than what's provided in the matrix as you can see on this chart where the Orange Line extends and when we get to our patterns you see it's pretty similar for almost all the way through no matter what category as school you're looking at districts and charters been exactly the same thing And now real discernible patterns for the rest successful schools and other schools in exactly the same thing but generally if you remember we said yesterday APA recommended last time to principles I mean two secretaries for school and we seem to be coming close to that when we pulled F. T. E. numbers it was just under two F. T. E. secretaries per school on average for the state. When you look by region you can also see there's not a huge amount of variance southwest in this case is spending the lease for people at one thirty eight. And so that's concludes the staffing we can move on into the school level resources or will be glad to take questions. I am please continue I I just just to note I mean I know that It is ten twenty I'd like to be able to get finished by eleven so if you can just sold I mean I know that I've got to go to visitation and and so anyway I'm just saying that another representative Cozart has to be somewhere with his business so okay I don't bill is rice but I just wanna make sure and if not we can do a follow up meeting next week if we have an additional information that we need to do will schedule another meeting to follow at next week okay we'll do we'll do our best to answer this school level resources or these five that we told you yesterday we can go through the spending patterns pretty quickly this is all in your report and technology is one of these places were as servants made a difference you see that purple bar is about a hundred and thirty five million dollars in about seventy five percent of that actually is that one time as are many that was so important during covid when we relied on and that digital learning environment these are your and. Patterns between the various categories of schools technologies mostly an expense coded to the district level so we don't have it between the very schools and then here between the region's second see that variation there. Next line is instructional materials this is a place where foundation expenditures were less than foundation funding but when you add all of the committee together that's been on instructional materials It outpaces within the foundation again at their in twenty twenty one there was this is some overlap with that technology committee and some of its that as our spending that four in its instructional technology and about a third of the purple bar you see here came from S. or funds. Again a lot of spending patterns are very similar except between district and charter that long charter line is really due to you and Elizabeth talked about the growth in the virtual schools in twenty twenty one and these expenditures are for those schools for the most part. And and we can see successful school spent just a bit more than other schools. And the variation between the regions was about a hundred dollars. The major expenditures in this category tend to be text books and reading that breaks down to about eighty nine dollars a student formative assessments we ask about on our survey superintendents told us they spend an average of fifteen thousand on these interim assessments are formative assessments and then technology for instructional materials was a big bunch of that which is the ninety nine million that you see there are also some expenses that teachers spend on their own for instructional materials we had eighty two percent of our respondents said that they did by their own At an average of three hundred forty eight dollars and this included our elementary teachers who do you get that five hundred dollars some teachers remarked to is that it's the money is there but the reimbursement process it's just easier to spend their own money so they don't always go through the reimbursement this was one quote that just included some of the things that teachers do spend and this reflected quite a few quotes that we got from teachers in this area of questioning. But they do have the ability to get that reimbursed they just don't go through the process of doing it up to five hundred dollars. Yes and it's it's and I'm I've got the breakdown of how many told us that they they did they did not go through the process that would be good to know again to qualify that statement. Okay I Nicks Pitsch liner SEG finds these are fines for extracurricular this is an area where you can see it add that districts are spending beyond their foundation at the end the foundation funding amount that they're receiving out of foundation fans and then adding more to that in total expenditures and you can see on the next side and you see that another they're spending and a total of more than a hundred million and I an extra TV fines and you'll see and are spending patterns charters are spending much less at this may be due to the fact that charters are less likely to have large athletic at programs like in many of our districts you and and rule rule schools are spending more in urban schools and and spending is decreasing with poverty and let's see here and that successful schools are spending much less than other schools. And when we look by region and there's a little bit of variance there from three hundred twenty one dollars two hundred ninety five dollars. Our next line is supervisory aids this is one area where at districts are not spending habits that Legislative intent and they receiving fifty dollars and and not spending that much and from foundation or at total and we look at our graph you can see and if they're at they're not spending and everything that they're receiving in foundation funding and they're adding a little bit of committee mostly from and their state and local. And what we look at ari sending patterns again charters are spending less at United. At an event is sending more than will and the schools with the highest minority population are spending that Marist and separate aids and we look at our at size patterns and decision when it three fifty or spinning No committee and supervisory aids and we know from yesterday that these are not required physicians and said these are made at these districts maybe Adam using either physician sick have eighties ease. And we said there's not a lot of variation and energy accuracy. Okay our next line is substitute teachers and and you'll see if we look at our church and that districts are spending a little bit less than they receive in foundation funding and that they are adding additional committee. And at forty four units there's a lot of federal spending their forty four percent in this federal fines are a one time as a fines de deco bad and so that's definitely a change for and twenty names. And again here districts are spending more than charters eleven well is there a oops I rules schools are spending a little bit more than urban schools and again on that spending of charters verses district level they receive a lot less funding so of course they're gonna spend months because they receive lass but maybe looking at that as a percentage also of what they receive persons what they spend might also get us another perspective because you're gonna see that every are you know almost nearly every side because they receive less funding as as district state right is that right there is the same amount foundation okay so all of this nation fans are coming from this state because as traders don't have a tax base simple friend right but there is even the same amount and foundation that got. Right. Okay we'll see an. That successes wasn't a solution in about the same amount and. And there's a little bit of unions here in our regions and when we look at our next slide and this is from our superintendent survey you'll see that there's a wide range of daily rates of pay for services yes and so that may explain some of the variance and that we see geographically. Okay so the last section of the matrix is renewable resources and again just as a reminder that includes the operation and maintenance central office and transportation you can see the differences between the per pupil funding announcmenet expenditure amounts for operations and maintenance and for the spending and I'm school spent about twenty eight percent more from foundation finds in that receives so again this is an area where that accounts for some of the earlier at places where you weren't saying as much foundation funding spending on this particular line items are shifting to your own and your extra duty and your secretaries that's where the vast majority of that's being made at. patterns charter spent more and expenses mostly decrease the size here but spending increased for smaller schools. You can see the breakdown by region I'm not a huge difference there I'm in a dream talk about central office. So yes central office you can see that they're spending no sound ation funds being it's a little bit less than what they're getting but when you look at often sources they are exceeding that for about five hundred seventy three dollars per student which is reflected here a lot of those extra funds are coming from federal sources with a good chunk also coming in from other state and local fines. So at the district level we see that charters are spending more almost two fifty I think more per people and then district side you see a pretty big variants the smallest districts are spending almost three hundred thirteen hundred dollars per student verses the largest districts that are spending just under five hundred dollars which is about three times less than what the smallest districts are spending at a per pupil level. And this is also a space where we were able to some point the national number so again and see estate adjusted for cost of living this is the range amongst the top name states this is the range between the top as a review states. And these are the contiguous states so it's a little bit of variance in those ranges what they're spending and not analysis Arkansas was at two hundred and ninety dollars per people so come in the middle of that grouping. And regionally we still see some variants so um the lower delta spent the most at seven hundred and seventy eight dollars per pupil with the northwest region spending the least at four hundred and ninety nine dollars. For transportation you can see the differences between the per pupil funding and expenditure amounts I'm just a reminder this only includes academic transportation it doesn't include anything for athletics here are the differences between the foundation funding and spending school spent about four percent less than that received in foundation finds but overall spent twenty six percent more than that received in foundation for all funding sources. I think Senator patterns you can see that district spent simply more than charters which is not unusual charter states districts tend to transfer students more than than charter schools do expenses vary by size. And here you're not gonna see and write down because he's or district level expenditures they're not school at the school level so you're not gonna see per people acts like for successful schools and urban Rohlik cetera and there was some differences here as well which makes sense for transportation between regions North central the highest and northwest down there at three fifty seven. So we also provide that enhance transportation money on top of what they get in the matrix to school districts that when she apply that complicated formula qualify and so the N. twenty twenty one there were five billion given out this money is not restricted to transportation although you can see here that most of it does go back into transportation and when we looked at what the other expenses were cut it to a lot of times it was substitutes or classifieds either the elementary or high school level and. So that includes all of our matrix lines in just to try to put it into one big picture for you because we know we've gone through a lot of data points we tried to normalize so if you look at the Orange Line this represents a hundred percent of matrix spending. The read call part of the column shows how much what percentage of that those expenditures were made out of the foundation dollars and the blue columns represents the money that was spent over foundation in so you can see when all those funds are added together often times schools are spending more than is in the matrix and that's to be expected because you provide some extra funds to help them do that to help them meet that level and they only places again as we said that doesn't happen is the supervisory aids. Okay we're gonna stop right there for today and then take questions for the with our remaining time I would like to look at our reading readiness scorers per school district and what they're funding level is per students. Because I'd go back to your slides where you have repeatedly said that you're successful schools are actually spending less. Sorry I write to dig into that a little bit more representative brown you're recognized for a question. Thank you madam chair I have a question about in and understand this is my first time to go through this matrix of how things are. Distributed Say back on Page thirty nine is an example I'm referring to supervisory a sis S.. This is the foundation funding is fifty dollars foundation expenditures for seventeen. Of. Total expenditures are nineteen that may not be the best example there was one one of these where the total expenditures. Was. Was more. What I'm I'm just not clear about is if foundation funding is X. dollars. If this is a funding mechanism and matrix and not a spending matrix. When a school spends you indicate foundation expenditures and then a lot of times other expenditures. I mean how do you know whether they're spending foundation dollars for something or other dollars for it and I mean it's just make it make sense for me place. Yeah we have access to the database for they record their expenditures and there's a very complex financial manual that tells cools these are how you code your expenditures so we trace those codes and and And they're not always directly tied to the matrix so we have consultants in several years ago that tries what spendings would match the lines of the matrix so we could share with the legislature and try to make sense out of that in terms of matrix spending. So if I if you're if you're a matrix yes that just hypothetically hundred dollars for a school bus and you spend of a total of. Seventy five but only fifty dollars of that is considered foundation expenditure. What is this other I mean I don't understand. The differentiation there right and that's If you look at go up to one of our charts like this so we try to show you where those other spending pot are we and may not explain this real well but they're you know schools get federal dollars that come in and outside of this process and that local in other state there's some other State dollars that does and schools also raise millage committee that's above that twenty five mills that they that becomes part of the foundation so that's their own money to spend is they want to there then also those supplemental plans that have been created throughout the years to help schools reach adequacy and equity adequacy and equity so that those are we and they're divided into lots of different sources we've tried to combine them into pots that sort of makes sense in terms of where they're spending it from so we can show you what's coming from Foundation what's coming from other sources. Thank you I think I'm getting it and we'll be glad I'll be glad to sit down is very complicated I agree thank you representative back. Thank you madam chair. So. As we're going through I was just in these are just rounded off to nearest million I would take the things that we didn't spend all the foundation funding for we got you know we're not spend more money in that category but only so much of the foundation funding was used and I got other sources for the rest of it and I was just doing a running total as we went down through there and again just. There's two hundred million turned six million dollars of foundation funding. That was allocated that is. Was not used. so. Where would that money be I I'm not and I don't care I'm not a set the pot of. I'm just saying how do we know where that money went is there some kind of mechanism that such that we can go back maybe like you said the coating or something that would show that this is where now we dispensing these categories that you guys allocated for but this is actually where we. Well when we come back next time that's what the next section of this report gets into you are some of those areas that aren't listed in the matrix but where we see those foundation dollars going okay so thank you will be addressing that a lot of what furniture eagerly wait for your answer. Representative Bragg. Thank you madam chair kind of. Ballinger representative Beck said on on and realize the matrix is a finding out of spending but. Does the funds designated in the matrix have to be spent with in those items within the matrix no that's that's true when we get to the categorical but not for the matrix not for the foundation money it's and it's totally unrestricted okay is there are overall number. Love like Dr representative said that has the total funding for the matrix versus what has been spent just out of the matrix. Yes That's R. one violate very last life okay I know that it's about and see about sixty percent of the spending also comes out of the matrix okay thank you. Senator Elliot. Thank you madam chair madam chair I just want to make a quick clarification question I asked before because I. Don't want my comments to be misconstrued when I ask about the comment from the teachers because I do think they are very important my particular thing on this question was about the use of the term behavior I think this teacher made a response that is totally in keeping with that teachers experience. What I want to be sure is that we are focusing on the assistance that the teacher might need in dealing with children. Rather than being short Rather than somehow will thinking about kids in poverty as behavioral issues but I think it's really important to keep giving us this information and I don't want that to be misunderstood and and I'm as I don't think I answered your question very well either because I think a lot of those behavior issues when we listen to the teachers want that we've interviewed but this year and in previous years it's when kids come in hungry it's when kids come in and I haven't phase because there's no water in their house it's when they and don't feel good because they haven't been able to go to the doctor I mean we hear that that those are the kinds of things that lead to those behavior issues. I just wanted and just wanna be sure it's it's informing us about the needs not so much about that to the right and is not in a bad person or a good person right and I'm so sorry it I did make that it's not you it's just what it said that's all thank you thank you madam chair. Thank you. Representative Devin. Thank you madam chair of Jewish out kind of peak Ford based on a representative that you mentioned in April one of the things are going to be going over is a teacher retention and. One of the slides it mentions that it was on the principal seventy one percent of principles choose their school because of. The administration they they want to be at that school so I saw report back several months ago that that showed that somewhere near sixty percent of the teach of public school teachers in the state of Arkansas are currently employed within forty miles of their home town where they grew up or went to school do you have any data to support that or can you get us before April can we get a look and see if that. We we do ask a question that leads a little bit too that we may have to do one more day games that they have yes seems to me that if the number is that high that the the drawing point is far broader than just. Compensation benefits are certainly other factors that go into why teachers choose to teach what they teach and teach where they teach for hers I think they'll be very good for us to see as we're looking at these different regions across the state why different schools are having problems with retention manager you holding us to wonder you want to follow up VOL five thank you and multiple times of the last two days you you mention the term successful schools I think it would be good a good benefit for the full committee because as representative brown and mention this is our first time to go through you know the study of adequacy and there's there's colleagues here that aren't on education committees could you give us your definition of what successful school is what is a successful school right and and. To reserve statistical model so regression formula where we entered all of the different characteristics that make up student body demographics so we try to look at those things that schools don't have any control of but what their students are bringing in the door and we ended up in this is in your methodologies report and birds and Lamar spelled out but we ended up with a model that was able to predict what scores of and in this was than twenty nineteen because at that time is the most recent testing data we have of what those weighted achievement scores would be for school so they may take those predicted scores and we compared them with actual scores and where the predicted scores were less than what the actual scores are our hypothesis is that well there's something going on in those schools that is making up that difference in wouldn't it be great to know what that is and that's why we've separated them out to just see if we can discern any anything that's happening so we're basing and from understand we're basing a successful school upon test scores yes we we used of that APA when they last year were here two years ago over here they we were using a very similar regression method that they used to identify they had those fifteen schools that they used as test as case studies I went visited and talked with them so we have about a hundred thirty two where where incorporating their data in that group of schools and then we had six that we did our and all those focus groups with to try to get to that qualitative information that doesn't show up in the quantitative so for simplicity would you mind pulling that formula out sending that to the chairs of staff so that each member committee can can have that more readily of. Uble it's our it's and I think it's the tab five in there's that that report caught methodologies and definitions and we've included that with the list of schools thank you thank you manager. Yes and I mean and again I go back to your slides about those schools and their spending and the categories and and what that looks like and they and I guess for me you know the bottom line for a successful school is how well your children are reading. And if the reading that reading this right levels reading is ready what is that value and so I'm gonna go through myself and look at your list of successful schools and then what they're reading writing the score is because I think that is a huge indicator for me and we go through a lot of data we go through a lot of information which I think is very very good but at the end of the day. If we're not if we're not getting kids to where they can read. At the levels they need to be reading at that grade level then we are failing. He said that's not successful to me so we've yeah I want to look at I mean I want to really break this down and go how do we make some improvements and how to we guide our policy decisions and we got to use a standard and for me reading is a huge part of that and and I agree in the research you know definitely backs that up I will say this that the successful schools are not going to be your necessarily your highest performing schools they're not going to have the top grades because it's considering what what those characteristics of the students are so that's factored in and that's why you look at what's expected and and at first is what actually happens to some of their differences there you know is that the be all end all measure I have not but hopefully it's another piece of helpful information or sure but I mean just for example Mountain View school district's my area of the state very very very very poor you look at those transportation costs are high because people live on dirt roads people still don't have indoor plumbing in some instances I know been to their homes eleven thousand three hundred seventy seven dollars per people and they're reading readiness score is at forty one percent if you look at Little Rock School District seventeen thousand six hundred sixty five dollars spent per people and their scores twenty six percent. So you know again you know we've got to understand there are schools that are despite you know the circumstances despite what they're dealing with are really doing an excellent job in curriculum and instruction and I want to drill down to the to understand. How they're doing that why they're doing that and you know making sure that we really focus on that policy and getting that policy right across the state thank you all so much we're gonna stop right here and we're going to put the rest of it on to the next meeting so I appreciate at that and we do have a rule that needs to be reviewed so we're gonna go to the next item on the the list of Laurie free now can come up and present this is exhibit D. one and D. three members of your agenda. When I got to that ladies thank you so much for your work today and we will put the rest of this to the next meeting I apologize we just have members that are having to. Be it other places right now. And we're gonna lose members if we don't keep this at a two hour meeting so thank you your if you'll state your name for the record you're recognized. I you're not on. For a free no from the Arkansas department of education thank you I'm before you today are the divisions rules governing the standards for accreditation of public schools and public school districts in accordance with these rules every two years the department of education has to review the rules make any needed revisions and then promulgate any of those revisions through the Arkansas or through the administrative procedures act process and also by law every two years the Division must bring these rules to the house and Senate education committees for any review and feedback that you all might have and that is why we are here before you today. I'm following the twenty twenty one session the these rules were revised on the State Board release them for public comment in September of twenty twenty one after governor governor's office approval they relate release for a public comment period of thirty days in accordance with the APA there was a public comment hearing held and public comment has cut off at this point the date has been reached so they have proceed there at this point they're ready to go before the State Board for final approval unless there are any there's any written feedback that. This committee would like to offer. And then reviewing it looks like a lot of it are just technical changes yes a lot of them are technical changes and changes that were made as a result of legislation was passed this past session all right. Thank you. Did you provide public comment. To me. Did you provide us with the public yes you should have the public comments yes it is D. three behind it. The three. All right are there any questions regarding these rules. Senator Chesterfield you're recognized for a question thank you this may or may not come under rules I filed legislation to add six as a full course that would not be in here but I would like to know the status of that what what was sent to Senator to add six as a full year course we pulled it down because the department said it was gonna work on it this summer I just like to have an update on where we are with that particular issue. I'm just looking back at. My colleagues to see if anyone has the status of that. I see the civics it has to you must pass this Arkansas that exam with a score of at least sixty percent that's on page two eighty two dash thirteen. Good morning Stacey Smith I'm so the civic standards especially standards as a whole are still being worked on they're doing they're working on the final pieces right now so I will follow up on exactly where they are with that all right thank you so much yes ma'am thank you are there any questions referred regarding these rules. Senator Elliot I'm I'm I am sorry to say that I'm I just totally missed this and have not read the comments from the public but were there changes of any kind of substantial changes that were made because of public comment no Senator there were not changes any substantive changes made as a result of public comment although there were several technical changes made now I can see that in a quick look at it but okay thank you so much appreciated all right thank you any other questions. All right Jesse a motion to review. The motion and a second all those in favor say aye. And oppose ayes have it. Thank you very much thank you thank you for being here all right members thank you for attending today we will the second half of this report to the next meeting and we will have a meeting during the fiscal session with some additional information that I thought would be a good time since we're already going to be here to hear from some groups all right with that we are adjourned thank you.