State: Arkansas
Arkansas
Your guide to data and services for Arkansas
SREB works with Arkansas policymakers, colleges and schools to help them improve education. From this page, find independent, accurate data, reliable best practices and ways to share scarce resources — plus details on how Arkansas uses SREB’s targeted programs and services.
Arkansas Members of the Board
Asa Hutchinson, Governor of Arkansas, Little
Rock, ex officio (2023)
Joyce Elliott, State Senator, Little Rock
(2020)
Bill Gossage, Deputy Chief of Staff, Office of
the Governor, Little Rock (2022)
Lori Griffin, Principal, Ballman Elementary
School, Fort Smith (2021)
Teresa Inman, District Instructional Technology
Coordinator, Paris Public Schools (2023)
(Appointments to the Board are made by the Governor. Terms
expire June 30 of the specified year.)
Arkansas Members of the Legislative Advisory Council
Sonia Barker, State Representative,
Smackover
Eddie L. Cheatham, State
Senator, Crossett
Alan Clark, State
Senator, Lonsdale
Bruce Cozart,State Representative, Hot
Springs
Joyce Elliott, State Senator, Little Rock
Jane English, State Senator, North Little
Rock
Mark Lowery, State Representative,
Maumelle
Arkansas
2020 State Workforce Outlook
Data on how automation and the COVID-19 pandemic will affect Arkansas’ workforce.
Shared-Time Technology Centers
A Study of Six State Funding Systems
Students need learning experiences connected with the world of work to equip them to enter the workforce and secure good jobs. This report provides an overview of funding for career and technical education and a detailed look at CTE funding models in Arkansas, Indiana, Ohio, Oklahoma, South Carolina and West Virginia. Produced by SREB for the Kentucky Career and Technical Education Task Force, it also offers considerations for actions to improve CTE.
Arkansas
2019 State Workforce Outlook
Data on how automation will affect Arkansas’s economic outlook.
Arkansas Featured Facts
from the SREB Fact Book on Higher Education
Arkansas-specific data on population, demographic, education attainment, enrollment, graduation rates, workforce, tuition, debt, funding, faculty salaries and more.
Arkansas
College Affordability Profile
To help policymakers assess and improve college affordability in their states, SREB provides tailored reports on the policies, programs and prices that drive affordability. Each member-state profile details net price at different types of institutions, state financial aid based on need or other factors, student borrowing, and percentage of family income needed to pay for college at different income levels.
Arkansas: Looking Closer
Looking Closer is the eighth biennial report to SREB states on their progress in meeting SREB’s Challenge to Lead goals for education. Each customized state report documents progress on both measurable outcomes and state policies. Through effective policy implementation, the goals can help states drive improvements in student achievement, high school graduation, college completion and workforce readiness.
FALs Yield High Dividends
Jeanne Glover, math specialist at the Jonesboro Public Schools district in Jonesboro, Arkansas, was trained in the Mathematics Design Collaborative during the 2013-14 school year with SREB math consultant Amanda Merritt. Glover believes the MDC tools fit well with her K-12 mathematics vision for the district.
So Debbie Blankenship, math teacher at Douglas MacArthur Junior High School, joined two other district teachers for initial MDC training in May 2014.
Visible Leadership Goes Far in Supporting Teacher Growth
Educator Effectiveness Spotlight
At an elementary school in rural Arkansas, principal Rocci Malone works closely with her teachers to set year-long goals and monitor their progress in improving aspects of their teaching.
Blending MDC Strategies with Project-Based Learning in the Algebra Classroom
Adriane Duke is an Algebra 1 teacher at Annie Camp Junior High School. She first learned about the Mathematics Design Collaborative (MDC) during an initial training, led by SREB math consultant Amanda Merritt, in May 2014. Duke’s school had previously trained on project-based learning (PBL) through the Buck Institute. Duke was excited about both initiatives and felt the two complemented each other, so she worked to incorporate them into her lesson plans. PBL and MDC became a major part of her classroom culture.