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EXECUTIVESUMMARYTheArkansasCampaignforGrade-LevelReading(AR-GLR)wasfoundedtohelpensurethatallchildren in our state can read by the end of third grade—a critical predictor for students’success throughout the rest of school and beyond. Arkansas Advocates for Children andFamilies(AACF)hasbeenaproudpartneroftheAR-GLRcampaignsinceitsinception,givenitslong-timeadvocacyforhigh-qualityearlychildhoodeducation(ECE)andout-of-schoollearningopportunitiesforallstudents.TogetherwehaveresearchedtheopportunitiesthenewfederalEveryStudentSucceedsAct(ESSA)mayprovideArkansas’sstudentsandschoolsinthesecriticalareas.IncontrasttothepreviousfederalNoChildLeftBehind(NCLB)legislation,whichfocusedalmost entirely on third grade through high school graduation, ESSA allows Arkansas toleverage its successes in ECE and develop amore coherent birth-to-third-grade system thatwouldincreasethelikelihoodthatallArkansasstudentscanreadbytheendofthirdgrade.Ourrecommendationsforthestate’sESSAplanaresummarizedasfollows:

1) IMPROVEECE&PRE-KQUALITYANDACCESS:Improvethequalityandcapacityofearlychildhood programs, coordinate instruction and policies with the K-12 system, andsupportcommunitiesinexpandingpre-Kaccessformorefamilies.

2) IMPROVE K-3 READING INSTRUCTION AND POLICIES: Use early warning systems toaddressreadingdifficulties;insurethatallelementaryteachershavetheskillsandtoolsthey need to teach children to read; encourage and support schools and districts toprovide differentiated instruction to meet the needs of all students; report K-3assessmentscoresinschoolandstatereportcards;andadoptgradepromotionpoliciesthatuseretentionasalastresort.

3) EXPAND HIGH-QUALITY AFTERSCHOOL AND SUMMER PROGRAMS: Provide fundingandsupportforhigh-qualityout-of-schoolprogramsthathaveproventohelpimprovegrade-levelreading.

4) REDUCECHRONICABSENTEEISMSTARTINGINEARLYGRADES:Definechronicabsencein state statute or rules and regulations and use it as a School Quality and StudentSuccessindicator;requireschoolsanddistrictstopubliclyreportchronicabsenceratesby grade level; promote chronic absenteeism as a diagnostic tool for schoolimprovement;andeducateparentsabouttheimportanceofregularschoolattendance.

5) ADOPT POLICIES TO IMPROVE DISCIPLINE AND REDUCE RACIAL DISPARITIES: Adoptresearch-based discipline policies that keep kids in the classroom and reduce racialdisparitiesindiscipline.

6) PROMOTE AUTHENTIC FAMILY AND COMMUNITY ENGAGEMENT: Define familyengagement and hold districts accountable for implementing effective policies andprograms; provide funding or incentives to expand the Community Schools model;increaseaccesstobooks instudents’homes;andencourageparentsandcaregiverstoreadandtalktotheirchildren.

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7) ADOPT AND REPORT MORE MEANINGFUL MEASURES OF SCHOOL QUALITY: Adoptmultiplemeasures of school success that consider thewhole school and the childrenthey serve—not just a single letter grade; use standardized tests as early diagnostictoolsforstudents,parents,andteachers—notasapunishment;includeschoolclimateandteacherandprincipalturnoverinstateandschoolreportcards;andmaintainfocusonequitybycontinuingtodisaggregatedataandtargetresourcestochildrenwhoneedgreatereducationalinvestment.

Our recommendations are based on extensive research and coordination with the ArkansasDepartment of Human Services’ (DHS) Division of Child Care and Early Childhood Education(DCCECE)andotherstakeholderstocreateanewvisionforbirth-through-thirdgradeeducationinArkansasunderESSA.Thefirsttwosectionsofthiswhitepaperfocusonrecommendationsfortheearlygrades,whilethelatterpartofthereportapplytotheentireeducationsystem.1) IMPROVEECE&PRE-KQUALITYANDACCESSTheECEcommunity inArkansashasbeenworkingtoraisethequalityofallprogramsservingyoung children frombirth to third grade and to improve capacity and coordination betweenand across programs at the state and local level. There are several core components of thiswork, including expanded partnerships for professional development and credentialing;improved connections between community-based programs and schools to align goals andexpectationswithkindergarten readiness standards; andadoptionof thenewArkansasChildDevelopmentandEarlyLearningStandards forchildren frombirth through60months,whichare aligned with Arkansas’s kindergarten standards.1 DCCECE has also brought more ECEprogramsintotheBetterBeginningsqualityratingsystemunderLevel1(“gettingready”)andhelpingandincentivizingthemtomovetothehigher-qualityLevels2and3.2ESSAprovidestheopportunitytobuilduponthisprogressatthestateanddistrict levels, includingthefollowingrecommendations:A) ImprovingECE&ABCProgramQualityandCoordinationwithK-3System

1) ImprovethequalityofArkansasBetterChance(ABC),HeadStartprograms,andotherpre-Kprograms:

a) Requireschooldistricts thatuseavailable funds tooperateABCorotherpre-Kprograms—such as stateNational School Lunch (NSL) poverty funds or federalTitleI,III,orIVfunds—tomeetthehighestqualitylevelsinBetterBeginnings;

1ArkansasDepartmentofHumanServices’(DHS)DivisionofChildCareandEarlyChildhoodEducation(DCCECE).(April2016).ArkansasChildDevelopmentandEarlyLearningStandards:Birththrough60Months:http://asuchildhoodservices.org/docs/AR%20CDELS%20April%202016.pdf2SeeBetterBeginnings’websiteathttp://arbetterbeginnings.com

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b) EnsurethatallkindergartenscreenersapprovedbyADEaccuratelyassessschoolreadinessontherangeofdomainscoveredbythenewChildDevelopmentandEarlyLearningStandards(e.g.,cognitive,social-emotional,andphysicalhealth),andincludetheseresultsinstateandschoolreportcards;and

c) Identifypromisingpracticesthatsupportschoolreadinessandprovidetechnicalassistancetoschoolsanddistrictstoreplicatethesemodels.

2) Improvecoordinationbetweenstateagencies,schooldistricts,andECEproviders:a) Develop ADE’s ESSA plan in coordination with various other agencies and

federally-fundedprograms,includingtheIndividualswithDisabilitiesAct(IDEA),theChildCareandDevelopmentBlockGrant(CCDBG)Act,theMcKinney-VentoHomeless Assistant Act, and the Adult Education and Family Literacy Act. Thestate’s ESSA plan should clearly demonstrate how ADE has engaged thesestakeholdersandincorporatedotherfederalprograms,aswellashowfundsarebeing leveraged to meet the state’s goals, including joint professionaldevelopment (PD) opportunities (e.g., Title III, CCDBG PD plan); services foryoungchildrenwhoarehomeless(e.g.,TitlesIandIX,McKinney-Vento,CCDBG);andservicesforpreschoolchildrenwithdisabilities;

b) Clearly indicate theareasof coordinationwithDCCECEand theArkansasHeadStart State CollaborationOffice (HSSCO), including PD for child care andHeadStart workers; templates for transition planning and development of formalMOUswithlocalHeadStartagenciesandschools,aswellasotherECEprograms;and inclusionofchildrenwithdisabilitiesandtheirproviders indatacollection,PDplanning,andexpandingaccesstohigh-qualityECEslots;and

c) Require districts to create grade transition plans in collaboration with ECEprograms,schools,administrators,andfamilies,withasharedunderstandingofand joint professional development on what children should expect in theirtransitionsfromECEtokindergarten,firstgrade,andsecondgrade.

B)BuildingECECapacity

1) Createanintegratedsystemofprofessionaldevelopmentunitingtheearlychildhoodsectors.UsingTitle I, Title II, andTitle III funds,ADE,andschooldistricts shouldworkwithDCCECEandHeadStart to implement jointPDopportunities forchildcare,HeadStart, and pre-K teachers; elementary school administrators and teachers; and earlyinterventionandspecialeducationprovidersinthefollowingareas:

a) Appropriate instructional and assessment practices, tied to the ChildDevelopmentandEarlyLearningStandards,thatfosterlearningacrosstherangeofdevelopmentaldomains,includingsocialandemotional;

b) Transitionpracticesforchildrenfromearlychildhoodprogramstokindergartenandbetweentheearlyelementarygrades(K-1,1-2,2-3);

c) Identifyingandsupportingchildrenwithspecialneeds;d) Understandingandimplementingstandardsforsocial-emotionallearning;e) Effectiveparentandfamilyengagementstrategiesandbestpractices;and

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f) IdentifyingandsupportingchildrenwhoareEnglishlanguagelearners(ELL).

2) Apply for all competitive funds available to the state through ESSA. Several stateinitiativescanbesupportedthroughopportunitiesinthenewlaw,andthestateshoulddedicate resources and engage in public-private partnerships to develop strong,successfulapplicationsforliteracygrantsthroughtheLiteracyEducationforAll,Resultsfor the Nation (LEARN) program and for statewide coordination of early learningprograms through the revisedPreschoolDevelopmentGrants (PDG). School readinessteamsshouldbe includedinallplanningandneedsassessmentsforgrantapplicationsthroughTitleIVandschoolsidentifiedasinneedofimprovement(comprehensiveandtargetedsupportschools).

3) UseTitleIandTitleIIorotherfundstohelpeducatorsearntheirChildDevelopment

Associate (CDA) credential, bachelor’s degree, or other advanced degree. Arkansasalready requires all lead teachers in the ABC program to have earned at least abachelor’s degree. ESSA funds should be used to help all non-lead teachers andparaprofessionals earn at least the CDA or Birth to Pre-K credential, especially thoseworking in rural communities or working with students who have special needs, areEnglishlanguagelearners,orareconsideredat-risk.

4) Increasethenumberandcapacityoflocalschoolreadinessteams.InpartnershipwithDHS’ DCCECE and HSSCO, ADE can use Title I and II funds to helpmore local schoolreadiness teams provide technical assistance in collecting and using data, developingneeds assessments, providing PD to ECE providers and school leaders, and creatingtransition plans. This strategy may be particularly effective if focused on schoolsreceivingcomprehensiveortargetedsupportunderschoolimprovement.

C)IncreasingAccesstoQualityPre-K

1) EncourageschooldistrictstouseTitleIfundsorstateNSLfundsforhigh-qualityECE.ADE, DHS’ DCCECE, and HSSCO can provide technical assistance to help districts useavailable funds for ECE from birth through kindergarten. These can include directservices or comprehensive supports such as pre-K, home visiting, developmentalassessments, joint PD, or resources to improve quality or extend the day or year forexistingprograms.

2) Include ECE in needs assessments. ESSA requires school districts to develop a needsassessmentforschoolsandthedistrict inseveralareas, includingStudentSupportandAcademicEnrichmentGrants(SSAEG)grantsandwhenschoolsareidentifiedasinneedof improvement. ADE’s plan should include the criteria for these needs assessments,including:

a) Informationfromexistingneedsassessments,includingthosefromHeadStart;b) Populationinformation,suchasinEarlyDevelopmentInstruments(EDI)orother

inventories;and

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c) AdescriptionofthelandscapeofECEopportunitiesforchildreninthecatchmentareawithinformationanddataon:• Where are the ECE programs in the area served by the low-performing

school?• What is the quality of those programs (as defined by a Better Beginnings,

accreditation, funding source such as Head Start or state pre-K, licensing,etc.)?

• Whoisserved,includingage,income,neighborhood,raceandethnicity?• What other ECE resources (home visiting, early intervention, library

programs, book access programs, kindergarten readinessmeasures, beforeandafter-schoolprograms,etc.)areavailableinthatcommunity?

• WhataretheratesofchronicabsenteeisminECEprogramsinthearea?• How can Title I resources be used most effectively through community

programsorschoolstoprovideincreasedaccesstoqualityECE?

3) Gatherdata tobetterunderstandwhereyoungchildrenarebeing served.Stateanddistrict report cards will now be required to include the number and percentage ofstudents enrolled in preschool programs. As “preschool” is not defined, using thebroadestallowabledefinitioninthedenominatortodefinethelevelofneed(includingdistrict pre-K programs, other ABC programs, Head Start, etc.) will require morecomprehensive data collection and provide a better understanding ofwhere childrenareenrolled, thetypesofprogramstheyareattending,andtheexistenceofpotentialservicegaps.

4) Requireschooldistricts, localagencies,andtheirpartnersapplyingforgrantfundingunder Title IV (including 21st Century Community Learning Centers, SSAEG, andPromise Neighborhoods) to adopt evidence-based models that increase access tohigh-qualityECE.DHS’DCCECEandADEshouldprovidealistofevidence-basedmodelsthat school districts can fund through Title IV grants. These may include qualityafterschool and summer programs, the Community Schoolsmodel, and home visitingprogramsusingMaternal,Infant,andEarlyChildhoodHomeVisiting(MIECHV)funds.

2) IMPROVEK-3READINGINSTRUCTION&POLICIESWe strongly support the Governor’s new campaign, R.I.S.E. (Reading Initiative for StudentExcellence) Arkansas. Our organizations, along with the National Campaign for Grade-LevelReading(GLR)3,recommendthefollowing,whicharereflectedinandbuildontheGovernor’sinitiative: 3TheCampaignforGrade-LevelReading.(2016,September2).“StateESSAImplementationPlanning:Grade-LevelReadingPolicyPriorityChecklist.”http://gradelevelreading.net/wp-content/uploads/2016/09/ESSA-checklist-9_2_16.pdf

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a) Implement earlywarning systems. Includeearlywarning and intervention systems in

the state’s accountability plan for students in K-3, and use these systems to helpdistrictsandteachersidentifystrugglingreadersandprovidetimelyintervention.Withinthese early warning systems should be measures that gather data on a students’readiness forschool in termsofhealth, languagedevelopment,social-emotionalskills,and participation in high-quality ECE programs (see Title I, Section 111, State Plans).ESSAplansalsoshouldbeintentionallydesignedtoconnecttootherstateplansworkingon healthy development, including prenatal care; primary health care; vision, dental,andmental health care; comprehensive screenings; follow-up and early intervention;asthmamanagement;andnutrition(TitleI,Section1013,CoordinationRequirements).

b) Adopt grade promotion policies that use retention as a last resort. The ESSA planshouldrequirethatschoolsprovideearlyinterventionforstrugglingreaders,alongwithcontinuousparentengagement,beforeconsideringgraderetentioninearlygrades.4

c) Require coursework for licensure and ongoing PD in the science of reading. Allteachers,particularlyattheelementarylevel,needdeeper,ongoingtrainingonhowtoteach reading, identify reading difficulties, and use Response to Intervention (RTI) toprovidetheindividualizedsupportstohelpthemcatchup.ADEmustalsoholdschoolsaccountableforimplementingthestate’sdyslexialaw.

d) ImproveservicesandsupportsforEnglishlanguagelearners(ELL).ProvidetrainingsothatearlyEnglishlanguagelearners’screeningmeasuresaredesignedtoappropriatelydetermine languageproficiency, improve identification, andprovide targeted support;and use Title II and III funds to provide PD for teachers to help build language andliteracyskillsandpromoteculturally-appropriatefamilyengagementstrategies.

3) EXPANDHIGH-QUALITYAFTERSCHOOLANDSUMMERPROGRAMSResearch shows that high-quality afterschool and summer programs have proven to helpimprovegrade-level reading,amongmanyotherpositiveacademicandbehavioral indicators.WerecommendthatADEemphasizethefollowingopportunitiesinitsESSAplan:

a) Maximizeexistingfunding.EncouragedistrictstousestateNSLandfederalTitleIfundsoneffectiveafterschoolandsummerprograms.

b) Promote as an essential tool in improving grade-level reading. Promote summerprogramsasanopportunitytoaddressearly literacygaps,especially for lower-incomechildren, and use summer programs as an opportunity to quickly get ELL students toEnglishfluency(TitleIII).

c) TrackdataanddisseminatebestpracticesandPDopportunities.Developsystems totrack and share data and best practices between summer learning providers and

4Seethe“InterimStudyonGrade-LevelReading”(ISP2013-01):http://www.ar-glr.net/media/1283/interimglr_report_resource.pdf

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districts. Shared professional development is also an effective strategy for aligningschool-based and community-based programming during summermonths to connectlearningyear-round(TitleIII,3115(c)).

d) Engageparents. Includeeffectiveparentengagementandsupportinrelatedstateanddistrict policies to ensure that families have information about the “summer slide”(whenkidslosegroundinreadingproficiencyoverthelongthree-monthsummerbreak)and how they can find the best learning opportunities for their children during thesummer(TitleI,Section1010,ParentandFamilyEngagement).

4) REDUCECHRONICABSENTEEISMSTARTINGINTHEEARLYGRADESESSArequiresstatestoaddat leastonemeasureof“schoolqualityorstudentsuccess”to itsstatewide accountability system.We recommend that ADE adopt chronic absenteeism as atleastoneadditionalmeasureofsuccess.AttendanceWorks,anationalandstateinitiativethatraisesawarenessontheimportanceofregularschoolattendance,defineschronicabsenteeismasmissing10percentoftheschoolyearforanyreason,whetherthoseabsencesareexcusedorunexcused. Mirroring the findings of other state and national studies, AACF and AR-GLR’srecentreportfoundthatchronicabsenteeismisawidespreadprobleminArkansas,andithasasignificantimpactonourstate’seducationaloutcomes.5AsexplainedinarecentreportbytheHamiltonProject,“Whenstudentsareabsent fromschool, regardlessof reason, theyarenotlearningwhat isbeing taught—resulting in lowerperformanceoncoursework, courseexams,andstandardizedtestsandlowerratesofhighschoolgraduation.”6Therefore,Arkansas’sESSAplanshouldincorporatethefollowingelements:

a) Define chronic absence in state statute or rules and regulations.Based on researchconductedinArkansasandaroundthecountryinrecentyears,werecommendusing10percentoftheschoolyearastheconsistentdefinitionofchronicabsence.

b) Promotechronicabsenteeismasadiagnostictoolforschoolimprovement.Measuringand addressing chronic absence is a critical part of any early warning system thatidentifies students and schools in need of early intervention. We recommend thatchronicabsencebeusedasanadditionalSchoolQualityandStudentSuccessindicatorinArkansas’sESSAplan(TitleI,Section200.14).7

c) Monitor and publicly report school- and district-level chronic absence rates. ADEshouldrequireschoolsanddistrictstoreportthisdatabeginninginpre-kindergarten,by

5SeeAACFandAR-GLR’s2016report,MakeEveryDayCount:StrategiestoReduceChronicAbsenceinArkansasSchools:http://www.aradvocates.org/publications/make-every-day-count-strategies-to-reduce-chronic-absence-in-arkansas-schools6TheHamiltonProject.(2016).LessonsforBroadeningSchoolAccountabilityundertheEveryStudentSucceedsAct:“http://www.hamiltonproject.org/papers/lessons_for_broadening_school_accountability_under_the_every_student_succee7SeesectionC-2ofU.S.DOE’sESSAguidanceonstatereportcards:https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf

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gradelevelandstudentsubgroups.AccordingtoAttendanceWorks,reportingbygrade-level is important, because thehighest ratesof chronic absence typicallyoccur in theearlygradesandhighschool,particularlyninthgrade.Notsurprisingly,reasonsforandsolutionstochronicabsencevarywidelybygrade–absencesinKindergartenoftenpointto unmet family needs, while those inmiddle schoolmore likely to require student-focused interventions appropriate for early adolescents. Thus, to reduce chronicabsenceandimproveachievement,schoolsanddistrictneeddatathatwillhelpthemtodevelopfocusareasandtailorstrategies.

d) Educate parents about the importance of regular school attendance. PreventingchronicabsenteeismshouldbeacorepartofparentengagementactivitiesunderESSA.

5) ADOPTPOLICIESTOIMPROVEDISCIPLINEANDREDUCERACIALDISPARITIESTraditionaldisciplinaryactions(suchasexpulsions,suspensions,orin-schoolsuspensions)keepstudentsfromprogressingacademicallyandincreasetheirlikelihoodofdroppingoutofschoolorenteringthecriminaljusticesystem.Tomakemattersworse,researchshowsthattherearesignificantracialdisparitiesinschooldisciplineinArkansasandacrossthecountry.8Thestate’sESSAplan should requireor incentivize schools to implement restorative justice andpositivediscipline practices to reduce racial disparities in suspensions/expulsions, increase schoolattendance,andstoptheschool-to-prisonpipeline.

a) Adoptschooldisciplinepolicies thatkeepkids in theclassroom,starting in theearlygrades. Research shows that in-school and out-of-school suspensions do not helpimprove student behavior and hurt students’ chances of being able to read on gradelevel.More effective practices, such as positive discipline and restorative justice, canbetteraddressbothbehavioralandacademicdifficultiesandkeepkidsinschoolandontracktobetterfutures.9

b) Includeschooldisciplinedataasameasureofschoolquality.Stateandschoolreportcards should also include suspension and expulsion rates, disaggregated by students’age, grade, race, ethnicity, and income level, as well as reason for suspension orexpulsion.

6) PROMOTEAUTHENTICFAMILY&COMMUNITYENGAGEMENT

8SeeAACF’sKeepingKidsinClass:FixingRacialDisparitiesinSchoolDiscipline(2013):http://www.aradvocates.org/publications/keeping-kids-in-class-fixing-racial-disparities-in-school-discipline9DukeCenterforChildandFamilyPolicy.(2015).InsteadofSuspension:AlternativeStrategiesforEffectiveSchoolDiscipline:https://law.duke.edu/childedlaw/schooldiscipline/downloads/instead_of_suspension.pdf

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Effective family and community engagement is a key feature of all high-performing schools.Successful implementationofESSAandprogress towardseducationalequityalsodependsonmeaningfulinclusionofparentsandcommunities,especiallythosethatrepresentstudentswhoareracialorethnicminorities,fromlow-incomehouseholds,areEnglishlearners,orwhohaveadisability.WerecommendthatADE’sESSAplanaddressesthefollowing:

a) Define and implement effective parent engagement. Establish a definition of andstandardsforeffectiveparentengagementandparentsupportthatfocusesonprovenandpromisingpracticesinengagingparentsasessentialpartnersintheirownchildren’seducation, starting in early childhood (see Title I, Section 1010, Parent and FamilyEngagement).10

b) Hold districts accountable for effective, culturally-appropriate parent engagement.ADE can use the state’s ESSA plan to require school districts to demonstrate thestrategiestheyareusingtopromoteeffectiveparentengagementandencouragethemto adopt the family worker/parent advocate models used in Head Start or otherprograms, aswell as collaborationwith local evidence-based home visiting programs.Theplancanalsoencouragethealignmentofthefamilyengagementapproachesacrossthebirthtothirdgradespectrumthroughrequiredlocalcoordinationagreementswithlocalearlychildhoodprograms.

c) Encourage districts to use Title I, Title IV, and other funding to implement theCommunity Schools model or hire community liaisons. These models have shownpromisingresultsinotherstatesandcanhelpconnectschoolsinneedofimprovementwith the community organizations and resources they need to turnaround theirperformance.

7) ADOPTANDREPORTMOREMEANINGFULMEASURESOFSCHOOLQUALITYPreviousfederalandstateaccountabilitypolicieshavefocusedonnarrowmeasuresofschoolsuccess,suchasasnapshotofstandardizedtestscoresinreadingandmath,withouttakingthegrowth of the whole school and whole child into consideration. As stated above, werecommendthatADEadoptchronicabsenteeismasatleastoneadditionalmeasureofsuccess,inadditiontothefollowing:

a) Adoptmeasures of school success that consider thewhole school and the childrentheyserve—not justa single lettergrade. Standardized tests shouldbeusedasearlydiagnostictoolsforstudents,parents,andteachers—notasamethodofpunishmentforeducatorsorschools.

10SeeAACF’s2016report,HelpingYourChildSucceedinSchool:AGuideforParents:http://www.aradvocates.org/publications/helping-your-child-succeed-in-school-a-guide-for-parentsandAACF’s2015report,Parents’GuidetoPre-KAdvocacy:http://www.aradvocates.org/publications/parents-guide-to-pre-k-advocacy

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b) Includeandteacherandprincipalturnoveraspartoftheneedsassessmentforschoolsidentified for comprehensive or targeted improvement. These indicators provide amorewell-roundedpictureoftheoverallhealthofschools.Thisinformationshouldalsobereportedinreportcardsforallschoolsanddistricts.

c) Maintainthestate’sfocusonequityintheaccountabilityrubric.ADEshouldcontinueto disaggregate data and target resources to children who need greater educationalinvestment,includinglower-incomechildren,Englishlanguagelearners(ELL),homelesschildren,childreninthechildwelfaresystem,andchildrenwithlearningdifferencesanddisabilities.11

d) Include data on English Language Arts (ELA) progress for K-2 students in the stateaccountability indicator. Currently the state does not provide accountability data forstudents below third grade; therefore, parents and other stakeholders do not have aclearunderstandingofhowourstudentsareperforming inreadinguntil it is farmoredifficulttointervene.

e) LinkADE’s longitudinaldata system toearly childhooddata sources forbirth-to-fivewhere possible. The state should require this data (including information on chronicabsence, suspensions and expulsions, and quality indicators such as group size andratios)tobedisaggregatedbyageandraceinstateandschoolreportcards.

CONCLUSIONWhileourrecommendationsarenotexhaustive,wehopethattheywillprovidepolicymakerswith a strong place to start in developing a more coherent, effective birth-to-third gradeeducation system that sets students up for college and career readiness. Manyrecommendations appear to be aligned with Governor Hutchinson’s new R.I.S.E. Arkansasinitiative,are lowornocost to thestateor schools,andcanhavean immediate impact.WelookforwardtoworkingwithADEandotherpolicymakerstohelpshapeourstate’svisionforexcellenceineducation.

11SeeU.S.DOE’sguidanceonreportcards:https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf

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