Ark. Code Ann. § 6-15-1601 — AR Code / Title 6 / Chapter 15 / Subchapter 16 / Section 6-15-1601
Establishment of Commission on Closing the Achievement Gap in Arkansas - Members
Status: in_force

(a) There is established a commission to be known as the "Commission on Closing the Achievement Gap in Arkansas". (b) The commission shall consist of eleven (11) members representing the racial and ethnic diversity of Arkansas as follows: (1) (A) Five (5) persons appointed by the Governor. (B) (i) One (1) of the Governor's appointees shall be a representative of business and industry in Arkansas, a representative of health and human services, or a public school teacher. (ii) (a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts. (b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American. (c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic; (2) (A) Three (3) persons appointed by the President Pro Tempore of the Senate. (B) (i) One (1) of the President Pro Tempore of the Senate's appointees shall be a member of the school of education faculty of an historically black college in the state with an accredited school of education. (ii) One (1) of the President Pro Tempore of the Senate's appointees shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the President Pro Tempore of the Senate's appointees shall be a public school teacher with a special expertise in closing the achievement gap; and (3) (A) Three (3) persons appointed by the Speaker of the House of Representatives. (B) (i) One (1) of the appointees of the Speaker of the House of Representatives shall be a person who has experience working with children from low income families. (ii) One (1) of the appointees of the Speaker of the House of Representatives shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the appointees of the Speaker of the House of Representatives shall be a public school administrator with a special expertise in closing the achievement gap. (c) (1) Upon taking office, the initial members shall draw lots to determine the length of their terms. (2) The term of office shall be for no more than four (4) years. (3) Appointments shall be for a term of four (4) years. (d) (1) If a vacancy occurs in an appointed position for any reason, the vacancy shall be filled in the same manner as the original appointment. (2) The new appointee shall serve for the remainder of the unexpired term. (e) (1) The Governor shall designate one (1) of his or her appointees to serve as chair for the first year. (2) Thereafter, the commission members shall annually elect a chair from among themselves. (f) (1) The commission shall meet at times and places the chair deems necessary but no fewer than four (4) times per calendar year. (2) (A) Commission members shall attend all meetings with no more than two (2) unexcused absences in a period of eighteen (18) months. (B) Commission members with more than two (2) unexcused absences in a period of eighteen (18) months shall be automatically removed from the commission, and the original nominating entity for the position shall be notified to fill the vacancy. (3) No meetings shall be held outside the State of Arkansas. (4) A majority of the members of the commission shall constitute a quorum for the purpose of transacting business. (5) All actions of the commission shall be by a majority vote of the full membership of the commission. (6) A minimum of one (1) meeting shall be held in each of the four (4) congressional districts every thirty-six (36) months. (g) The commission shall: (1) Develop a plan for the state designed to enable all public school students to meet the state's student academic achievement standards while working toward the goal of narrowing the achievement gaps in public schools for the following subgroups: (A) Economically disadvantaged students; and (B) Students from major racial and ethnic groups; (2) Monitor the Division of Elementary and Secondary Education's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (3) (A) Monitor the division's identification of population groups to be motivated in closing the achievement gap efforts. (B) The commission may expand the role and scope of the commission to cover specific population groups as identified by the division as target groups for closing the achievement gaps; (4) Receive national school lunch data and reports biennially from the division; (5) Interface with local school district achievement gap task forces created under § 6-15-1603 to provide data on the achievement gap and achievement gap intervention strategies; (6) Present a report to the House Committee on Education, the Senate Committee on Education, the Governor, and the State Board of Education no later than November 1 of each year, which shall include without limitation: (A) Profiles of underachieving students; (B) Profiles of schools identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (C) A review of policies and programs approved by the division for national school lunch expenditures on closing the achievement gap; (D) Child poverty statistics in the state and the impact poverty has on education; (E) Successful strategies with students of poverty; (F) Best practices for teacher preparation for student and language diversity; (G) A review of leadership challenges in closing the achievement gap; and (H) Suggested policy changes to improve the achievement gap at the legislative, division, school district, and other levels; and (7) Create a website that contains without limitation: (A) Notices of upcoming meetings; (B) The state plan for closing the achievement gap; (C) A school district plan for closing the achievement gap from each school district; (D) The membership and contact information for members of the commission and each local school district achievement gap task force; (E) The minutes from commission meetings; (F) A clearinghouse for research and other information the commission identifies as important or useful for understanding the achievement gap in the state; and (G) Other information that the commission deems appropriate. (h) At the discretion of the Commissioner of Elementary and Secondary Education, the state shall provide resources necessary for the following: (1) Relevant training for commission members in research-based strategies to close the achievement gap; (2) Relevant technical experts to assist in drafting and monitoring the division's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (3) Travel reimbursements for meetings; (4) Space and resources to conduct public forums; and (5) Printing and copying costs. (i) The commission may study and address topics, including, but not limited to: (1) Understanding children of poverty; (2) Successful strategies with students of poverty; (3) Teacher preparation for student diversity; (4) Response to language diversity; (5) Methods of closing the achievement gap; (6) Success stories; (7) Obstacles to overcome in closing the achievement gap; (8) Alternative intervention strategies for closing the achievement gap; (9) Leadership challenges in closing the achievement gap; (10) The role of parents, families, and caregivers in closing the achievement gap; (11) Parental and community diversity; (12) The relationship of school to environment and student; (13) The role of school and class size in achievement; (14) Conditional barriers to student access to additional learning opportunities; and (15) The profile of underachieving students. (j) The commission may fund a study on research-based and proven strategies that close achievement gaps among racial, ethnic, and high-poverty groups. (k) (1) The division shall provide meeting space and clerical support as needed by the commission. (2) (A) Members of the commission shall serve without pay. (B) Members of the commission may receive expense reimbursement in accordance with § 25-16-902 , to be paid with funds allocated by the state for that purpose. (l) The commission may accept gifts, grants, and donations for use in carrying out the purpose and duties of the commission. Amended by Act 2019, No. 631,§ 1, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1232, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1231, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1230, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1229, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1228, eff. 7/1/2019. Amended by Act 2017, No. 745,§ 18, eff. 8/1/2017. Amended by Act 2017, No. 745,§ 17, eff. 8/1/2017. Acts 2003, No. 1777, § 1; 2003 (2nd Ex. Sess.), No. 33, § 1; 2007, No. 1002, § 1; 2009, No. 1314, §§ 1-3.

(a) There is established a commission to be known as the "Commission on Closing the Achievement Gap in Arkansas".

(b) The commission shall consist of eleven (11) members representing the racial and ethnic diversity of Arkansas as follows: (1) (A) Five (5) persons appointed by the Governor. (B) (i) One (1) of the Governor's appointees shall be a representative of business and industry in Arkansas, a representative of health and human services, or a public school teacher. (ii) (a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts. (b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American. (c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic; (2) (A) Three (3) persons appointed by the President Pro Tempore of the Senate. (B) (i) One (1) of the President Pro Tempore of the Senate's appointees shall be a member of the school of education faculty of an historically black college in the state with an accredited school of education. (ii) One (1) of the President Pro Tempore of the Senate's appointees shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the President Pro Tempore of the Senate's appointees shall be a public school teacher with a special expertise in closing the achievement gap; and (3) (A) Three (3) persons appointed by the Speaker of the House of Representatives. (B) (i) One (1) of the appointees of the Speaker of the House of Representatives shall be a person who has experience working with children from low income families. (ii) One (1) of the appointees of the Speaker of the House of Representatives shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the appointees of the Speaker of the House of Representatives shall be a public school administrator with a special expertise in closing the achievement gap.

(1) (A) Five (5) persons appointed by the Governor. (B) (i) One (1) of the Governor's appointees shall be a representative of business and industry in Arkansas, a representative of health and human services, or a public school teacher. (ii) (a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts. (b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American. (c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic;

(A) Five (5) persons appointed by the Governor.

(B) (i) One (1) of the Governor's appointees shall be a representative of business and industry in Arkansas, a representative of health and human services, or a public school teacher. (ii) (a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts. (b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American. (c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic;

(i) One (1) of the Governor's appointees shall be a representative of business and industry in Arkansas, a representative of health and human services, or a public school teacher.

(ii) (a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts. (b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American. (c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic;

(a) Four (4) of the Governor's appointees shall be minority or low-income parents concerned about the achievement gap with one (1) representative from each of the four (4) congressional districts.

(b) A minimum of two (2) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be African-American.

(c) A minimum of one (1) of the individuals appointed under subdivision (b)(1)(B)(ii) (a) of this section shall be Hispanic;

(2) (A) Three (3) persons appointed by the President Pro Tempore of the Senate. (B) (i) One (1) of the President Pro Tempore of the Senate's appointees shall be a member of the school of education faculty of an historically black college in the state with an accredited school of education. (ii) One (1) of the President Pro Tempore of the Senate's appointees shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the President Pro Tempore of the Senate's appointees shall be a public school teacher with a special expertise in closing the achievement gap; and

(A) Three (3) persons appointed by the President Pro Tempore of the Senate.

(B) (i) One (1) of the President Pro Tempore of the Senate's appointees shall be a member of the school of education faculty of an historically black college in the state with an accredited school of education. (ii) One (1) of the President Pro Tempore of the Senate's appointees shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the President Pro Tempore of the Senate's appointees shall be a public school teacher with a special expertise in closing the achievement gap; and

(i) One (1) of the President Pro Tempore of the Senate's appointees shall be a member of the school of education faculty of an historically black college in the state with an accredited school of education.

(ii) One (1) of the President Pro Tempore of the Senate's appointees shall be a minority who has demonstrated a commitment to education.

(iii) One (1) of the President Pro Tempore of the Senate's appointees shall be a public school teacher with a special expertise in closing the achievement gap; and

(3) (A) Three (3) persons appointed by the Speaker of the House of Representatives. (B) (i) One (1) of the appointees of the Speaker of the House of Representatives shall be a person who has experience working with children from low income families. (ii) One (1) of the appointees of the Speaker of the House of Representatives shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the appointees of the Speaker of the House of Representatives shall be a public school administrator with a special expertise in closing the achievement gap.

(A) Three (3) persons appointed by the Speaker of the House of Representatives.

(B) (i) One (1) of the appointees of the Speaker of the House of Representatives shall be a person who has experience working with children from low income families. (ii) One (1) of the appointees of the Speaker of the House of Representatives shall be a minority who has demonstrated a commitment to education. (iii) One (1) of the appointees of the Speaker of the House of Representatives shall be a public school administrator with a special expertise in closing the achievement gap.

(i) One (1) of the appointees of the Speaker of the House of Representatives shall be a person who has experience working with children from low income families.

(ii) One (1) of the appointees of the Speaker of the House of Representatives shall be a minority who has demonstrated a commitment to education.

(iii) One (1) of the appointees of the Speaker of the House of Representatives shall be a public school administrator with a special expertise in closing the achievement gap.

(c) (1) Upon taking office, the initial members shall draw lots to determine the length of their terms. (2) The term of office shall be for no more than four (4) years. (3) Appointments shall be for a term of four (4) years.

(1) Upon taking office, the initial members shall draw lots to determine the length of their terms.

(2) The term of office shall be for no more than four (4) years.

(3) Appointments shall be for a term of four (4) years.

(d) (1) If a vacancy occurs in an appointed position for any reason, the vacancy shall be filled in the same manner as the original appointment. (2) The new appointee shall serve for the remainder of the unexpired term.

(1) If a vacancy occurs in an appointed position for any reason, the vacancy shall be filled in the same manner as the original appointment.

(2) The new appointee shall serve for the remainder of the unexpired term.

(e) (1) The Governor shall designate one (1) of his or her appointees to serve as chair for the first year. (2) Thereafter, the commission members shall annually elect a chair from among themselves.

(1) The Governor shall designate one (1) of his or her appointees to serve as chair for the first year.

(2) Thereafter, the commission members shall annually elect a chair from among themselves.

(f) (1) The commission shall meet at times and places the chair deems necessary but no fewer than four (4) times per calendar year. (2) (A) Commission members shall attend all meetings with no more than two (2) unexcused absences in a period of eighteen (18) months. (B) Commission members with more than two (2) unexcused absences in a period of eighteen (18) months shall be automatically removed from the commission, and the original nominating entity for the position shall be notified to fill the vacancy. (3) No meetings shall be held outside the State of Arkansas. (4) A majority of the members of the commission shall constitute a quorum for the purpose of transacting business. (5) All actions of the commission shall be by a majority vote of the full membership of the commission. (6) A minimum of one (1) meeting shall be held in each of the four (4) congressional districts every thirty-six (36) months.

(1) The commission shall meet at times and places the chair deems necessary but no fewer than four (4) times per calendar year.

(2) (A) Commission members shall attend all meetings with no more than two (2) unexcused absences in a period of eighteen (18) months. (B) Commission members with more than two (2) unexcused absences in a period of eighteen (18) months shall be automatically removed from the commission, and the original nominating entity for the position shall be notified to fill the vacancy.

(A) Commission members shall attend all meetings with no more than two (2) unexcused absences in a period of eighteen (18) months.

(B) Commission members with more than two (2) unexcused absences in a period of eighteen (18) months shall be automatically removed from the commission, and the original nominating entity for the position shall be notified to fill the vacancy.

(3) No meetings shall be held outside the State of Arkansas.

(4) A majority of the members of the commission shall constitute a quorum for the purpose of transacting business.

(5) All actions of the commission shall be by a majority vote of the full membership of the commission.

(6) A minimum of one (1) meeting shall be held in each of the four (4) congressional districts every thirty-six (36) months.

(g) The commission shall: (1) Develop a plan for the state designed to enable all public school students to meet the state's student academic achievement standards while working toward the goal of narrowing the achievement gaps in public schools for the following subgroups: (A) Economically disadvantaged students; and (B) Students from major racial and ethnic groups; (2) Monitor the Division of Elementary and Secondary Education's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (3) (A) Monitor the division's identification of population groups to be motivated in closing the achievement gap efforts. (B) The commission may expand the role and scope of the commission to cover specific population groups as identified by the division as target groups for closing the achievement gaps; (4) Receive national school lunch data and reports biennially from the division; (5) Interface with local school district achievement gap task forces created under § 6-15-1603 to provide data on the achievement gap and achievement gap intervention strategies; (6) Present a report to the House Committee on Education, the Senate Committee on Education, the Governor, and the State Board of Education no later than November 1 of each year, which shall include without limitation: (A) Profiles of underachieving students; (B) Profiles of schools identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (C) A review of policies and programs approved by the division for national school lunch expenditures on closing the achievement gap; (D) Child poverty statistics in the state and the impact poverty has on education; (E) Successful strategies with students of poverty; (F) Best practices for teacher preparation for student and language diversity; (G) A review of leadership challenges in closing the achievement gap; and (H) Suggested policy changes to improve the achievement gap at the legislative, division, school district, and other levels; and (7) Create a website that contains without limitation: (A) Notices of upcoming meetings; (B) The state plan for closing the achievement gap; (C) A school district plan for closing the achievement gap from each school district; (D) The membership and contact information for members of the commission and each local school district achievement gap task force; (E) The minutes from commission meetings; (F) A clearinghouse for research and other information the commission identifies as important or useful for understanding the achievement gap in the state; and (G) Other information that the commission deems appropriate.

(1) Develop a plan for the state designed to enable all public school students to meet the state's student academic achievement standards while working toward the goal of narrowing the achievement gaps in public schools for the following subgroups: (A) Economically disadvantaged students; and (B) Students from major racial and ethnic groups;

(A) Economically disadvantaged students; and

(B) Students from major racial and ethnic groups;

(2) Monitor the Division of Elementary and Secondary Education's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95;

(3) (A) Monitor the division's identification of population groups to be motivated in closing the achievement gap efforts. (B) The commission may expand the role and scope of the commission to cover specific population groups as identified by the division as target groups for closing the achievement gaps;

(A) Monitor the division's identification of population groups to be motivated in closing the achievement gap efforts.

(B) The commission may expand the role and scope of the commission to cover specific population groups as identified by the division as target groups for closing the achievement gaps;

(4) Receive national school lunch data and reports biennially from the division;

(5) Interface with local school district achievement gap task forces created under § 6-15-1603 to provide data on the achievement gap and achievement gap intervention strategies;

(6) Present a report to the House Committee on Education, the Senate Committee on Education, the Governor, and the State Board of Education no later than November 1 of each year, which shall include without limitation: (A) Profiles of underachieving students; (B) Profiles of schools identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (C) A review of policies and programs approved by the division for national school lunch expenditures on closing the achievement gap; (D) Child poverty statistics in the state and the impact poverty has on education; (E) Successful strategies with students of poverty; (F) Best practices for teacher preparation for student and language diversity; (G) A review of leadership challenges in closing the achievement gap; and (H) Suggested policy changes to improve the achievement gap at the legislative, division, school district, and other levels; and

(A) Profiles of underachieving students;

(B) Profiles of schools identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95;

(C) A review of policies and programs approved by the division for national school lunch expenditures on closing the achievement gap;

(D) Child poverty statistics in the state and the impact poverty has on education;

(E) Successful strategies with students of poverty;

(F) Best practices for teacher preparation for student and language diversity;

(G) A review of leadership challenges in closing the achievement gap; and

(H) Suggested policy changes to improve the achievement gap at the legislative, division, school district, and other levels; and

(7) Create a website that contains without limitation: (A) Notices of upcoming meetings; (B) The state plan for closing the achievement gap; (C) A school district plan for closing the achievement gap from each school district; (D) The membership and contact information for members of the commission and each local school district achievement gap task force; (E) The minutes from commission meetings; (F) A clearinghouse for research and other information the commission identifies as important or useful for understanding the achievement gap in the state; and (G) Other information that the commission deems appropriate.

(A) Notices of upcoming meetings;

(B) The state plan for closing the achievement gap;

(C) A school district plan for closing the achievement gap from each school district;

(D) The membership and contact information for members of the commission and each local school district achievement gap task force;

(E) The minutes from commission meetings;

(F) A clearinghouse for research and other information the commission identifies as important or useful for understanding the achievement gap in the state; and

(G) Other information that the commission deems appropriate.

(h) At the discretion of the Commissioner of Elementary and Secondary Education, the state shall provide resources necessary for the following: (1) Relevant training for commission members in research-based strategies to close the achievement gap; (2) Relevant technical experts to assist in drafting and monitoring the division's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95; (3) Travel reimbursements for meetings; (4) Space and resources to conduct public forums; and (5) Printing and copying costs.

(1) Relevant training for commission members in research-based strategies to close the achievement gap;

(2) Relevant technical experts to assist in drafting and monitoring the division's efforts to comply with federal guidelines on improving the academic achievement of the disadvantaged, specifically including without limitation the Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95;

(3) Travel reimbursements for meetings;

(4) Space and resources to conduct public forums; and

(5) Printing and copying costs.

(i) The commission may study and address topics, including, but not limited to: (1) Understanding children of poverty; (2) Successful strategies with students of poverty; (3) Teacher preparation for student diversity; (4) Response to language diversity; (5) Methods of closing the achievement gap; (6) Success stories; (7) Obstacles to overcome in closing the achievement gap; (8) Alternative intervention strategies for closing the achievement gap; (9) Leadership challenges in closing the achievement gap; (10) The role of parents, families, and caregivers in closing the achievement gap; (11) Parental and community diversity; (12) The relationship of school to environment and student; (13) The role of school and class size in achievement; (14) Conditional barriers to student access to additional learning opportunities; and (15) The profile of underachieving students.

(1) Understanding children of poverty;

(2) Successful strategies with students of poverty;

(3) Teacher preparation for student diversity;

(4) Response to language diversity;

(5) Methods of closing the achievement gap;

(6) Success stories;

(7) Obstacles to overcome in closing the achievement gap;

(8) Alternative intervention strategies for closing the achievement gap;

(9) Leadership challenges in closing the achievement gap;

(10) The role of parents, families, and caregivers in closing the achievement gap;

(11) Parental and community diversity;

(12) The relationship of school to environment and student;

(13) The role of school and class size in achievement;

(14) Conditional barriers to student access to additional learning opportunities; and

(15) The profile of underachieving students.

(j) The commission may fund a study on research-based and proven strategies that close achievement gaps among racial, ethnic, and high-poverty groups.

(k) (1) The division shall provide meeting space and clerical support as needed by the commission. (2) (A) Members of the commission shall serve without pay. (B) Members of the commission may receive expense reimbursement in accordance with § 25-16-902 , to be paid with funds allocated by the state for that purpose.

(1) The division shall provide meeting space and clerical support as needed by the commission.

(2) (A) Members of the commission shall serve without pay. (B) Members of the commission may receive expense reimbursement in accordance with § 25-16-902 , to be paid with funds allocated by the state for that purpose.

(A) Members of the commission shall serve without pay.

(B) Members of the commission may receive expense reimbursement in accordance with § 25-16-902 , to be paid with funds allocated by the state for that purpose.

(l) The commission may accept gifts, grants, and donations for use in carrying out the purpose and duties of the commission.

Amended by Act 2019, No. 631,§ 1, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1232, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1231, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1230, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1229, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1228, eff. 7/1/2019.

Amended by Act 2017, No. 745,§ 18, eff. 8/1/2017.

Amended by Act 2017, No. 745,§ 17, eff. 8/1/2017.

Acts 2003, No. 1777, § 1; 2003 (2nd Ex. Sess.), No. 33, § 1; 2007, No. 1002, § 1; 2009, No. 1314, §§ 1-3.
Ark. Code Ann. § 6-5-1203 — AR Code / Title 6 / Chapter 5 / Subchapter 12 / Section 6-5-1203
Components and goals of Advanced Placement Training and Incentive Program
Status: in_force

(a) The Advanced Placement Training and Incentive Program shall: (1) Provide advanced placement content directors to work, mentor, and provide resources to advanced placement and pre-advanced placement teachers in the areas of: (A) Mathematics; (B) Science; and (C) English; (2) Provide nationally recognized professional development for advanced placement and pre-advanced placement teachers that will enhance the knowledge and pedagogical skills of the teachers; and (3) Develop and provide materials and resources for advanced placement and pre-advanced placement teachers. (b) The overall goal of the Advanced Placement Training and Incentive Program is to: (1) Increase the number of students enrolled in Advanced Placement mathematics, science, and English; (2) Increase the number of students who score three (3) or more on Advanced Placement exams; (3) Reduce the participation gaps and performance gaps in Advanced Placement classes between African-American, Hispanic, and Caucasian students; (4) Help public high schools develop strong and successful Advanced Placement programs; (5) Enhance and augment Advanced Placement policies and initiatives in Arkansas; (6) Provide the Advanced Placement Training and Incentive Program in every public high school that elects to participate and strengthen its Advanced Placement program; and (7) Increase the number of students prepared to enter science, technology, engineering, and mathematics fields in higher education or related training and occupations. Added by Act 2013, No. 625,§ 1, eff. 8/16/2013.

(a) The Advanced Placement Training and Incentive Program shall: (1) Provide advanced placement content directors to work, mentor, and provide resources to advanced placement and pre-advanced placement teachers in the areas of: (A) Mathematics; (B) Science; and (C) English; (2) Provide nationally recognized professional development for advanced placement and pre-advanced placement teachers that will enhance the knowledge and pedagogical skills of the teachers; and (3) Develop and provide materials and resources for advanced placement and pre-advanced placement teachers.

(1) Provide advanced placement content directors to work, mentor, and provide resources to advanced placement and pre-advanced placement teachers in the areas of: (A) Mathematics; (B) Science; and (C) English;

(A) Mathematics;

(B) Science; and

(C) English;

(2) Provide nationally recognized professional development for advanced placement and pre-advanced placement teachers that will enhance the knowledge and pedagogical skills of the teachers; and

(3) Develop and provide materials and resources for advanced placement and pre-advanced placement teachers.

(b) The overall goal of the Advanced Placement Training and Incentive Program is to: (1) Increase the number of students enrolled in Advanced Placement mathematics, science, and English; (2) Increase the number of students who score three (3) or more on Advanced Placement exams; (3) Reduce the participation gaps and performance gaps in Advanced Placement classes between African-American, Hispanic, and Caucasian students; (4) Help public high schools develop strong and successful Advanced Placement programs; (5) Enhance and augment Advanced Placement policies and initiatives in Arkansas; (6) Provide the Advanced Placement Training and Incentive Program in every public high school that elects to participate and strengthen its Advanced Placement program; and (7) Increase the number of students prepared to enter science, technology, engineering, and mathematics fields in higher education or related training and occupations.

(1) Increase the number of students enrolled in Advanced Placement mathematics, science, and English;

(2) Increase the number of students who score three (3) or more on Advanced Placement exams;

(3) Reduce the participation gaps and performance gaps in Advanced Placement classes between African-American, Hispanic, and Caucasian students;

(4) Help public high schools develop strong and successful Advanced Placement programs;

(5) Enhance and augment Advanced Placement policies and initiatives in Arkansas;

(6) Provide the Advanced Placement Training and Incentive Program in every public high school that elects to participate and strengthen its Advanced Placement program; and

(7) Increase the number of students prepared to enter science, technology, engineering, and mathematics fields in higher education or related training and occupations.

Added by Act 2013, No. 625,§ 1, eff. 8/16/2013.
Ark. Code Ann. § 6-48-104 — AR Code / Title 6 / Chapter 48 / Section 6-48-104
Division of Elementary and Secondary Education responsibilities
Status: in_force

(a) The Division of Elementary and Secondary Education shall promulgate rules to implement this chapter, including without limitation rules that establish: (1) (A) The criteria for distributing state funding for alternative learning environment programs. (B) The criteria shall identify the characteristics of students who may be counted for the purpose of funding an alternative learning environment program including without limitation that a student is educated in the alternative learning environment for a minimum of twenty (20) consecutive days. (C) If a student is educated in the alternative learning environment for fewer than twenty (20) days, the division may provide funding to a school district based on the actual number of days the student is educated in the alternative learning environment if the student: (i) Leaves the school district to transfer to another alternative learning environment; or (ii) Is placed in a residential treatment program. (D) The division may provide funding in a proportionate manner and upon special request to the division by a school district for an alternative learning environment program in excess of the limit of six (6) hours per day for alternative learning environment programs that operate for more than twelve (12) hours per day; (2) (A) The criteria for teacher training for teachers in alternative learning environments, including without limitation: (i) In-service training in classroom management; and (ii) Training in additional areas related to the specific needs and characteristics of students who are educated in alternative learning environments. (B) The division shall award professional development credit for the training under this subdivision (a)(2); and (3) Measures of effectiveness for alternative learning environments that measure: (A) For the students educated in the alternative learning environment the effect on the students': (i) School performance; (ii) Need for intervention; and (iii) School attendance and dropout rate; and (B) Any other characteristic of alternative learning environments deemed necessary by the division. (b) (1) As part of the division's accreditation review of a school district under § 6-15-202 , the division shall evaluate each alternative learning environment to ensure that the alternative learning environment is: (A) Established and operated in compliance with this chapter; and (B) Effective under the measurements established by the division under this section. (2) The division shall identify a school district's noncompliance with this chapter on the school district's annual report card. (c) The division shall identify information concerning best practices for educating students in alternative learning environments and disseminate that information to teachers and administrators working in alternative learning environments. (d) Annually by September 15, the division shall provide to the House Committee on Education and the Senate Committee on Education a report on: (1) The information reported to it under § 6-48-102 ; and (2) The effectiveness of alternative learning environments evaluated under this chapter. Amended by Act 2023, No. 572,§ 22, eff. 7/1/2023. Amended by Act 2019, No. 910,§ 1847, eff. 7/1/2019. Acts 2011, No. 1118, § 4.

(a) The Division of Elementary and Secondary Education shall promulgate rules to implement this chapter, including without limitation rules that establish: (1) (A) The criteria for distributing state funding for alternative learning environment programs. (B) The criteria shall identify the characteristics of students who may be counted for the purpose of funding an alternative learning environment program including without limitation that a student is educated in the alternative learning environment for a minimum of twenty (20) consecutive days. (C) If a student is educated in the alternative learning environment for fewer than twenty (20) days, the division may provide funding to a school district based on the actual number of days the student is educated in the alternative learning environment if the student: (i) Leaves the school district to transfer to another alternative learning environment; or (ii) Is placed in a residential treatment program. (D) The division may provide funding in a proportionate manner and upon special request to the division by a school district for an alternative learning environment program in excess of the limit of six (6) hours per day for alternative learning environment programs that operate for more than twelve (12) hours per day; (2) (A) The criteria for teacher training for teachers in alternative learning environments, including without limitation: (i) In-service training in classroom management; and (ii) Training in additional areas related to the specific needs and characteristics of students who are educated in alternative learning environments. (B) The division shall award professional development credit for the training under this subdivision (a)(2); and (3) Measures of effectiveness for alternative learning environments that measure: (A) For the students educated in the alternative learning environment the effect on the students': (i) School performance; (ii) Need for intervention; and (iii) School attendance and dropout rate; and (B) Any other characteristic of alternative learning environments deemed necessary by the division.

(1) (A) The criteria for distributing state funding for alternative learning environment programs. (B) The criteria shall identify the characteristics of students who may be counted for the purpose of funding an alternative learning environment program including without limitation that a student is educated in the alternative learning environment for a minimum of twenty (20) consecutive days. (C) If a student is educated in the alternative learning environment for fewer than twenty (20) days, the division may provide funding to a school district based on the actual number of days the student is educated in the alternative learning environment if the student: (i) Leaves the school district to transfer to another alternative learning environment; or (ii) Is placed in a residential treatment program. (D) The division may provide funding in a proportionate manner and upon special request to the division by a school district for an alternative learning environment program in excess of the limit of six (6) hours per day for alternative learning environment programs that operate for more than twelve (12) hours per day;

(A) The criteria for distributing state funding for alternative learning environment programs.

(B) The criteria shall identify the characteristics of students who may be counted for the purpose of funding an alternative learning environment program including without limitation that a student is educated in the alternative learning environment for a minimum of twenty (20) consecutive days.

(C) If a student is educated in the alternative learning environment for fewer than twenty (20) days, the division may provide funding to a school district based on the actual number of days the student is educated in the alternative learning environment if the student: (i) Leaves the school district to transfer to another alternative learning environment; or (ii) Is placed in a residential treatment program.

(i) Leaves the school district to transfer to another alternative learning environment; or

(ii) Is placed in a residential treatment program.

(D) The division may provide funding in a proportionate manner and upon special request to the division by a school district for an alternative learning environment program in excess of the limit of six (6) hours per day for alternative learning environment programs that operate for more than twelve (12) hours per day;

(2) (A) The criteria for teacher training for teachers in alternative learning environments, including without limitation: (i) In-service training in classroom management; and (ii) Training in additional areas related to the specific needs and characteristics of students who are educated in alternative learning environments. (B) The division shall award professional development credit for the training under this subdivision (a)(2); and

(A) The criteria for teacher training for teachers in alternative learning environments, including without limitation: (i) In-service training in classroom management; and (ii) Training in additional areas related to the specific needs and characteristics of students who are educated in alternative learning environments.

(i) In-service training in classroom management; and

(ii) Training in additional areas related to the specific needs and characteristics of students who are educated in alternative learning environments.

(B) The division shall award professional development credit for the training under this subdivision (a)(2); and

(3) Measures of effectiveness for alternative learning environments that measure: (A) For the students educated in the alternative learning environment the effect on the students': (i) School performance; (ii) Need for intervention; and (iii) School attendance and dropout rate; and (B) Any other characteristic of alternative learning environments deemed necessary by the division.

(A) For the students educated in the alternative learning environment the effect on the students': (i) School performance; (ii) Need for intervention; and (iii) School attendance and dropout rate; and

(i) School performance;

(ii) Need for intervention; and

(iii) School attendance and dropout rate; and

(B) Any other characteristic of alternative learning environments deemed necessary by the division.

(b) (1) As part of the division's accreditation review of a school district under § 6-15-202 , the division shall evaluate each alternative learning environment to ensure that the alternative learning environment is: (A) Established and operated in compliance with this chapter; and (B) Effective under the measurements established by the division under this section. (2) The division shall identify a school district's noncompliance with this chapter on the school district's annual report card.

(1) As part of the division's accreditation review of a school district under § 6-15-202 , the division shall evaluate each alternative learning environment to ensure that the alternative learning environment is: (A) Established and operated in compliance with this chapter; and (B) Effective under the measurements established by the division under this section.

(A) Established and operated in compliance with this chapter; and

(B) Effective under the measurements established by the division under this section.

(2) The division shall identify a school district's noncompliance with this chapter on the school district's annual report card.

(c) The division shall identify information concerning best practices for educating students in alternative learning environments and disseminate that information to teachers and administrators working in alternative learning environments.

(d) Annually by September 15, the division shall provide to the House Committee on Education and the Senate Committee on Education a report on: (1) The information reported to it under § 6-48-102 ; and (2) The effectiveness of alternative learning environments evaluated under this chapter.

(1) The information reported to it under § 6-48-102 ; and

(2) The effectiveness of alternative learning environments evaluated under this chapter.

Amended by Act 2023, No. 572,§ 22, eff. 7/1/2023.

Amended by Act 2019, No. 910,§ 1847, eff. 7/1/2019.

Acts 2011, No. 1118, § 4.
Ark. Code Ann. § 6-81-1817 — AR Code / Title 6 / Chapter 81 / Subchapter 18 / Section 6-81-1817
Osteopathic Rural Medical Practice Student Loan and Scholarship Program Administrator
Status: in_force

(a) There is established an Osteopathic Rural Medical Practice Student Loan and Scholarship Program Administrator. (b) The administrator shall: (1) Be employed by the Division of Higher Education; (2) Serve as liaison between osteopathic rural medical practice student loan recipients and rural communities by: (A) Working with the communities to identify their unique needs, to develop profiles of their ideal candidates, and to prepare for recruitment visits; and (B) Assisting medical students and residents to identify medically underserved and other rural communities that suit their personal and medical practice needs and to meet their contractual obligations; (3) Collect and monitor Osteopathic Rural Medical Practice Student Loan and Scholarship Program data, including demographic data of participants and communities, service completion rates, retention rates beyond service completion, satisfaction of obligated physicians and communities, and other information; (4) Prepare annual program evaluations and present the evaluations to the Osteopathic Rural Medical Practice Student Loan and Scholarship Board; (5) Assist with preparation and submission of program reports; (6) Attend board meetings in a nonvoting capacity; and (7) Perform other functions assigned by the board. Added by Act 2019, No. 857,§ 1, eff. 7/1/2019.

(a) There is established an Osteopathic Rural Medical Practice Student Loan and Scholarship Program Administrator.

(b) The administrator shall: (1) Be employed by the Division of Higher Education; (2) Serve as liaison between osteopathic rural medical practice student loan recipients and rural communities by: (A) Working with the communities to identify their unique needs, to develop profiles of their ideal candidates, and to prepare for recruitment visits; and (B) Assisting medical students and residents to identify medically underserved and other rural communities that suit their personal and medical practice needs and to meet their contractual obligations; (3) Collect and monitor Osteopathic Rural Medical Practice Student Loan and Scholarship Program data, including demographic data of participants and communities, service completion rates, retention rates beyond service completion, satisfaction of obligated physicians and communities, and other information; (4) Prepare annual program evaluations and present the evaluations to the Osteopathic Rural Medical Practice Student Loan and Scholarship Board; (5) Assist with preparation and submission of program reports; (6) Attend board meetings in a nonvoting capacity; and (7) Perform other functions assigned by the board.

(1) Be employed by the Division of Higher Education;

(2) Serve as liaison between osteopathic rural medical practice student loan recipients and rural communities by: (A) Working with the communities to identify their unique needs, to develop profiles of their ideal candidates, and to prepare for recruitment visits; and (B) Assisting medical students and residents to identify medically underserved and other rural communities that suit their personal and medical practice needs and to meet their contractual obligations;

(A) Working with the communities to identify their unique needs, to develop profiles of their ideal candidates, and to prepare for recruitment visits; and

(B) Assisting medical students and residents to identify medically underserved and other rural communities that suit their personal and medical practice needs and to meet their contractual obligations;

(3) Collect and monitor Osteopathic Rural Medical Practice Student Loan and Scholarship Program data, including demographic data of participants and communities, service completion rates, retention rates beyond service completion, satisfaction of obligated physicians and communities, and other information;

(4) Prepare annual program evaluations and present the evaluations to the Osteopathic Rural Medical Practice Student Loan and Scholarship Board;

(5) Assist with preparation and submission of program reports;

(6) Attend board meetings in a nonvoting capacity; and

(7) Perform other functions assigned by the board.

Added by Act 2019, No. 857,§ 1, eff. 7/1/2019.
Ark. Code Ann. § 6-71-131 — AR Code / Title 6 / Chapter 71 / Section 6-71-131
Sale to best bidder or district
Status: in_force

(a) The property shall be offered to the person who will pay the assessment, penalty, and costs for the least amount of the land. (b) (1) If none should offer the amount of the assessment, penalty, and costs, then the delinquent land shall be stricken to the special improvement district, and a deed shall be made to it in like manner as to an individual purchaser. (2) It shall be lawful for the district to hold the land until such time as it may be sold advantageously in the judgment of the commission. Acts 1949, No. 260, § 29; A.S.A. 1947, § 80-3631.

(a) The property shall be offered to the person who will pay the assessment, penalty, and costs for the least amount of the land.

(b) (1) If none should offer the amount of the assessment, penalty, and costs, then the delinquent land shall be stricken to the special improvement district, and a deed shall be made to it in like manner as to an individual purchaser. (2) It shall be lawful for the district to hold the land until such time as it may be sold advantageously in the judgment of the commission.

(1) If none should offer the amount of the assessment, penalty, and costs, then the delinquent land shall be stricken to the special improvement district, and a deed shall be made to it in like manner as to an individual purchaser.

(2) It shall be lawful for the district to hold the land until such time as it may be sold advantageously in the judgment of the commission.

Acts 1949, No. 260, § 29; A.S.A. 1947, § 80-3631.
Ark. Code Ann. § 6-18-515 — AR Code / Title 6 / Chapter 18 / Subchapter 5 / Section 6-18-515
Use of personal electronic devices - Definition
Status: in_force

(a) As used in this section, "personal electronic device" means without limitation a: (1) Cellular telephone; (2) Paging device; (3) Beeper; (4) Mobile telephone that offers advanced computing and internet accessibility; (5) Digital media player; (6) Portable game console; (7) Tablet, notebook, or laptop computer; (8) Digital camera; and (9) Digital video or audio recorder. (b) A school district may establish a written student discipline policy and exemptions concerning the possession and use by a student of a personal electronic device: (1) On school property; (2) At an after-school activity; or (3) At a school-related function. (c) The policy may, without limitation: (1) Allow or restrict the possession and use of a personal electronic device; (2) Allow the use of a personal electronic device in school for instructional purposes at the discretion of a teacher or administrator; (3) Limit the times or locations in which a personal electronic device may be used to make telephone calls, send text messages or emails, or engage in other forms of communication; (4) Allow or prohibit the use of any photographic, audio, or video recording capabilities of a personal electronic device while in school; (5) Exempt the possession or use of a personal electronic device by a student who is required to use such a device for health or another compelling reason; (6) Exempt the possession or use of a personal electronic device after normal school hours for extracurricular activities; and (7) Include other relevant provisions deemed appropriate and necessary by the school district. Added by Act 2013, No. 71,§ 2, eff. 8/16/2013.

(a) As used in this section, "personal electronic device" means without limitation a: (1) Cellular telephone; (2) Paging device; (3) Beeper; (4) Mobile telephone that offers advanced computing and internet accessibility; (5) Digital media player; (6) Portable game console; (7) Tablet, notebook, or laptop computer; (8) Digital camera; and (9) Digital video or audio recorder.

(1) Cellular telephone;

(2) Paging device;

(3) Beeper;

(4) Mobile telephone that offers advanced computing and internet accessibility;

(5) Digital media player;

(6) Portable game console;

(7) Tablet, notebook, or laptop computer;

(8) Digital camera; and

(9) Digital video or audio recorder.

(b) A school district may establish a written student discipline policy and exemptions concerning the possession and use by a student of a personal electronic device: (1) On school property; (2) At an after-school activity; or (3) At a school-related function.

(1) On school property;

(2) At an after-school activity; or

(3) At a school-related function.

(c) The policy may, without limitation: (1) Allow or restrict the possession and use of a personal electronic device; (2) Allow the use of a personal electronic device in school for instructional purposes at the discretion of a teacher or administrator; (3) Limit the times or locations in which a personal electronic device may be used to make telephone calls, send text messages or emails, or engage in other forms of communication; (4) Allow or prohibit the use of any photographic, audio, or video recording capabilities of a personal electronic device while in school; (5) Exempt the possession or use of a personal electronic device by a student who is required to use such a device for health or another compelling reason; (6) Exempt the possession or use of a personal electronic device after normal school hours for extracurricular activities; and (7) Include other relevant provisions deemed appropriate and necessary by the school district.

(1) Allow or restrict the possession and use of a personal electronic device;

(2) Allow the use of a personal electronic device in school for instructional purposes at the discretion of a teacher or administrator;

(3) Limit the times or locations in which a personal electronic device may be used to make telephone calls, send text messages or emails, or engage in other forms of communication;

(4) Allow or prohibit the use of any photographic, audio, or video recording capabilities of a personal electronic device while in school;

(5) Exempt the possession or use of a personal electronic device by a student who is required to use such a device for health or another compelling reason;

(6) Exempt the possession or use of a personal electronic device after normal school hours for extracurricular activities; and

(7) Include other relevant provisions deemed appropriate and necessary by the school district.

Added by Act 2013, No. 71,§ 2, eff. 8/16/2013.
Ark. Code Ann. § 6-2-109 — AR Code / Title 6 / Chapter 2 / Section 6-2-109
Corporate power and government
Status: in_force

(a) Unless otherwise provided in its charter or by the governing body of the church or denomination under whose control the institution is organized and maintained, the corporation thus formed shall: (1) Have perpetual succession; (2) Be empowered to fill all vacancies occurring in the corporation by removal, death, resignation, or expiration of term of office; (3) Have power to sue and be sued, to contract and be contracted with, to make and to use a common seal and to alter it at pleasure; (4) Have power to buy and to sell real and personal property and to take by gift, conveyance, devise, or bequest real and personal property, and to hold them; (5) Have power to enter into cooperative relations with other educational institutions for the establishment and maintenance of such departments or schools as they may agree to correlate; and (6) Have power to make rules for the government of such departments or schools as they may deem proper. (b) The board of trustees of the corporation: (1) Shall be charged with the government of the institutions established by its agency and the appointment of all officers and instructors therefor and the compensation of them; and (2) May delegate their powers of government to the president and faculty of any such institutions or to an executive committee composed of three (3) or more of its members. Acts 1911, No. 375, § 5; C. & M. Dig., § 1768; A.S.A. 1947, § 64-1405.

(a) Unless otherwise provided in its charter or by the governing body of the church or denomination under whose control the institution is organized and maintained, the corporation thus formed shall: (1) Have perpetual succession; (2) Be empowered to fill all vacancies occurring in the corporation by removal, death, resignation, or expiration of term of office; (3) Have power to sue and be sued, to contract and be contracted with, to make and to use a common seal and to alter it at pleasure; (4) Have power to buy and to sell real and personal property and to take by gift, conveyance, devise, or bequest real and personal property, and to hold them; (5) Have power to enter into cooperative relations with other educational institutions for the establishment and maintenance of such departments or schools as they may agree to correlate; and (6) Have power to make rules for the government of such departments or schools as they may deem proper.

(1) Have perpetual succession;

(2) Be empowered to fill all vacancies occurring in the corporation by removal, death, resignation, or expiration of term of office;

(3) Have power to sue and be sued, to contract and be contracted with, to make and to use a common seal and to alter it at pleasure;

(4) Have power to buy and to sell real and personal property and to take by gift, conveyance, devise, or bequest real and personal property, and to hold them;

(5) Have power to enter into cooperative relations with other educational institutions for the establishment and maintenance of such departments or schools as they may agree to correlate; and

(6) Have power to make rules for the government of such departments or schools as they may deem proper.

(b) The board of trustees of the corporation: (1) Shall be charged with the government of the institutions established by its agency and the appointment of all officers and instructors therefor and the compensation of them; and (2) May delegate their powers of government to the president and faculty of any such institutions or to an executive committee composed of three (3) or more of its members.

(1) Shall be charged with the government of the institutions established by its agency and the appointment of all officers and instructors therefor and the compensation of them; and

(2) May delegate their powers of government to the president and faculty of any such institutions or to an executive committee composed of three (3) or more of its members.

Acts 1911, No. 375, § 5; C. & M. Dig., § 1768; A.S.A. 1947, § 64-1405.
Ark. Code Ann. § 6-51-404 — AR Code / Title 6 / Chapter 51 / Subchapter 4 / Section 6-51-404
[Repealed]
Status: repealed

Repealed by Act 2021, No. 545,§ 19, eff. 7/28/2021. Acts 1975, No. 394, § 2; A.S.A. 1947, § 80-2588.

Repealed by Act 2021, No. 545,§ 19, eff. 7/28/2021.

Acts 1975, No. 394, § 2; A.S.A. 1947, § 80-2588.
Ark. Code Ann. § 6-15-2701 — AR Code / Title 6 / Chapter 15 / Subchapter 27 / Section 6-15-2701
Closing achievement gap program - Definition
Status: in_force

(a) As used in this section, "school in need of support" means a public school identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95. (b) (1) A school district that has a school in need of support shall use its Enhanced Student Achievement Funding under § 6-20-2305(b)(4) to evaluate the impact of educational strategies used by the school in need of support to address the achievement gaps among students in the school in need of support. (2) The evaluation shall: (A) Identify the categories of programs and intervention strategies used with Enhanced Student Achievement Funding; and (B) Report the progress made towards meeting the established goals for the school in need of support for the end of the immediately preceding school year and for the end of the current school year of students involved in the programs and intervention strategies identified under this subdivision (b)(2). (c) The Division of Elementary and Secondary Education shall: (1) Promulgate rules necessary to implement this section, including without limitation establishing the categories by which a school in need of support shall identify programs and intervention strategies under subsection (b) of this section; and (2) In a comprehensive school-level improvement plan, direct the use of Enhanced Student Achievement Funding for strategies to close gaps in academic achievement, including without limitation: (A) Using disaggregated school data to set academic improvement targets in reading, writing, mathematics, and science; (B) Using improvement targets to define professional development needs related to content, instruction, differentiation, and best practices in educating special education students, gifted and talented students, English learners, and other student subgroups as needed; (C) Developing interim building-level assessments to monitor student progress toward proficiency on the state benchmark assessments; (D) Developing a plan to immediately address gaps in learning; (E) Examining and realigning, as needed, school scheduling, academic support systems, and assignments of personnel; and (F) Designing a plan for increasing parental knowledge and skill to support academic objectives. (d) The division shall identify the schools with the largest achievement gaps among students and give to those schools in need of support the division's highest priority for: (1) Monitoring school-level improvement plans as required under § 6-15-2914 ; and (2) Providing support under this subchapter. Amended by Act 2023, No. 793,§ 3, eff. 8/1/2023. Amended by Act 2019, No. 1083,§ 1, eff. 7/24/2019. Amended by Act 2019, No. 757,§ 30, eff. 7/24/2019. Amended by Act 2019, No. 757,§ 31, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1285, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1284, eff. 7/1/2019. Amended by Act 2019, No. 631,§ 2, eff. 7/24/2019. Acts 2009, No. 949, § 1.

(a) As used in this section, "school in need of support" means a public school identified as in need of comprehensive support and improvement, additional targeted support, or targeted support and improvement under the Elementary and Secondary Education Act, Pub. L. No. 89-10, as reauthorized by the Every Student Succeeds Act, Pub. L. No. 114-95.

(b) (1) A school district that has a school in need of support shall use its Enhanced Student Achievement Funding under § 6-20-2305(b)(4) to evaluate the impact of educational strategies used by the school in need of support to address the achievement gaps among students in the school in need of support. (2) The evaluation shall: (A) Identify the categories of programs and intervention strategies used with Enhanced Student Achievement Funding; and (B) Report the progress made towards meeting the established goals for the school in need of support for the end of the immediately preceding school year and for the end of the current school year of students involved in the programs and intervention strategies identified under this subdivision (b)(2).

(1) A school district that has a school in need of support shall use its Enhanced Student Achievement Funding under § 6-20-2305(b)(4) to evaluate the impact of educational strategies used by the school in need of support to address the achievement gaps among students in the school in need of support.

(2) The evaluation shall: (A) Identify the categories of programs and intervention strategies used with Enhanced Student Achievement Funding; and (B) Report the progress made towards meeting the established goals for the school in need of support for the end of the immediately preceding school year and for the end of the current school year of students involved in the programs and intervention strategies identified under this subdivision (b)(2).

(A) Identify the categories of programs and intervention strategies used with Enhanced Student Achievement Funding; and

(B) Report the progress made towards meeting the established goals for the school in need of support for the end of the immediately preceding school year and for the end of the current school year of students involved in the programs and intervention strategies identified under this subdivision (b)(2).

(c) The Division of Elementary and Secondary Education shall: (1) Promulgate rules necessary to implement this section, including without limitation establishing the categories by which a school in need of support shall identify programs and intervention strategies under subsection (b) of this section; and (2) In a comprehensive school-level improvement plan, direct the use of Enhanced Student Achievement Funding for strategies to close gaps in academic achievement, including without limitation: (A) Using disaggregated school data to set academic improvement targets in reading, writing, mathematics, and science; (B) Using improvement targets to define professional development needs related to content, instruction, differentiation, and best practices in educating special education students, gifted and talented students, English learners, and other student subgroups as needed; (C) Developing interim building-level assessments to monitor student progress toward proficiency on the state benchmark assessments; (D) Developing a plan to immediately address gaps in learning; (E) Examining and realigning, as needed, school scheduling, academic support systems, and assignments of personnel; and (F) Designing a plan for increasing parental knowledge and skill to support academic objectives.

(1) Promulgate rules necessary to implement this section, including without limitation establishing the categories by which a school in need of support shall identify programs and intervention strategies under subsection (b) of this section; and

(2) In a comprehensive school-level improvement plan, direct the use of Enhanced Student Achievement Funding for strategies to close gaps in academic achievement, including without limitation: (A) Using disaggregated school data to set academic improvement targets in reading, writing, mathematics, and science; (B) Using improvement targets to define professional development needs related to content, instruction, differentiation, and best practices in educating special education students, gifted and talented students, English learners, and other student subgroups as needed; (C) Developing interim building-level assessments to monitor student progress toward proficiency on the state benchmark assessments; (D) Developing a plan to immediately address gaps in learning; (E) Examining and realigning, as needed, school scheduling, academic support systems, and assignments of personnel; and (F) Designing a plan for increasing parental knowledge and skill to support academic objectives.

(A) Using disaggregated school data to set academic improvement targets in reading, writing, mathematics, and science;

(B) Using improvement targets to define professional development needs related to content, instruction, differentiation, and best practices in educating special education students, gifted and talented students, English learners, and other student subgroups as needed;

(C) Developing interim building-level assessments to monitor student progress toward proficiency on the state benchmark assessments;

(D) Developing a plan to immediately address gaps in learning;

(E) Examining and realigning, as needed, school scheduling, academic support systems, and assignments of personnel; and

(F) Designing a plan for increasing parental knowledge and skill to support academic objectives.

(d) The division shall identify the schools with the largest achievement gaps among students and give to those schools in need of support the division's highest priority for: (1) Monitoring school-level improvement plans as required under § 6-15-2914 ; and (2) Providing support under this subchapter.

(1) Monitoring school-level improvement plans as required under § 6-15-2914 ; and

(2) Providing support under this subchapter.

Amended by Act 2023, No. 793,§ 3, eff. 8/1/2023.

Amended by Act 2019, No. 1083,§ 1, eff. 7/24/2019.

Amended by Act 2019, No. 757,§ 30, eff. 7/24/2019.

Amended by Act 2019, No. 757,§ 31, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1285, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1284, eff. 7/1/2019.

Amended by Act 2019, No. 631,§ 2, eff. 7/24/2019.

Acts 2009, No. 949, § 1.
Ark. Code Ann. § 6-64-710 — AR Code / Title 6 / Chapter 64 / Subchapter 7 / Section 6-64-710
[Repealed]
Status: repealed

Repealed by Act 2015, No. 1065,§ 1, eff. 7/22/2015. Acts 1937, No. 361, § 1; Pope's Dig., § 13201; A.S.A. 1947, § 80-3021.

Repealed by Act 2015, No. 1065,§ 1, eff. 7/22/2015.

Acts 1937, No. 361, § 1; Pope's Dig., § 13201; A.S.A. 1947, § 80-3021.
Ark. Code Ann. § 6-62-1103 — AR Code / Title 6 / Chapter 62 / Subchapter 11 / Section 6-62-1103
Definitions
Status: in_force

As used in this subchapter: (1) "Athletic facilities" means facilities used primarily for intercollegiate or intramural sports; (2) "Bonds" means the State of Arkansas Higher Education General Obligation Bonds as authorized in this subchapter; (3) "Debt service" means all amounts required for the payment of principal, interest, and premium, if any, due with respect to the bonds in any fiscal year, along with all associated costs, including the fees and costs of paying agents and trustees, remarketing agent fees, credit enhancement costs, arbitrage rebate costs, administrative costs, and other amounts necessary in connection with the repayment of and security for the bonds; (4) "Develop" or "development" means the construction, repair, renovation, design, expansion, improvement, acquisition, installation, or equipping of any lands, buildings, improvements, machinery, equipment, or other properties of whatever nature, real, personal, or mixed; (5) "Facility improvement projects" means any lands, buildings, improvements, machinery, equipment, or other property, real, personal, or mixed or any combination of property developed in pursuance of all or any of the purposes of this subchapter as promulgated by the rules established by the Arkansas Higher Education Coordinating Board that are not technology projects as defined in this subchapter; (6) "General revenues" means the general revenues defined in § 19-6-201 ; (7) "Project costs" means all or any part of the costs of developing any projects under this subchapter, costs of refunding bonds issued under this subchapter or under the Arkansas College Savings Bond Act of 1989, § 6-62-701 et seq., costs incidental or appropriate to the projects or bonds, and costs incidental or appropriate to the financing of the projects or bonds, including, without limitation, costs of issuance of the bonds, capitalized interest, liquidity facility fees, appropriate reserves, credit enhancement, bond insurance or surety bond premiums, the administrative fees of the issuer, and fees and costs for engineering, legal, and other professional, administrative, and consultant services; (8) "State institution of higher education" means any public university, college, technical college, or community college established or authorized by the General Assembly; and (9) "Technology projects" means any lands, buildings, improvements, machinery, equipment, or other property, real, personal, tangible or intangible, or mixed, or any combination thereof, developed in pursuance of all or any of the purposes of this subchapter but specifically for the purpose of upgrading or expanding this state's higher education technology equipment and facilities as promulgated by the rules established by the Arkansas Higher Education Coordinating Board. Acts 2005, No. 1282, § 1.

As used in this subchapter:

(1) "Athletic facilities" means facilities used primarily for intercollegiate or intramural sports;

(2) "Bonds" means the State of Arkansas Higher Education General Obligation Bonds as authorized in this subchapter;

(3) "Debt service" means all amounts required for the payment of principal, interest, and premium, if any, due with respect to the bonds in any fiscal year, along with all associated costs, including the fees and costs of paying agents and trustees, remarketing agent fees, credit enhancement costs, arbitrage rebate costs, administrative costs, and other amounts necessary in connection with the repayment of and security for the bonds;

(4) "Develop" or "development" means the construction, repair, renovation, design, expansion, improvement, acquisition, installation, or equipping of any lands, buildings, improvements, machinery, equipment, or other properties of whatever nature, real, personal, or mixed;

(5) "Facility improvement projects" means any lands, buildings, improvements, machinery, equipment, or other property, real, personal, or mixed or any combination of property developed in pursuance of all or any of the purposes of this subchapter as promulgated by the rules established by the Arkansas Higher Education Coordinating Board that are not technology projects as defined in this subchapter;

(6) "General revenues" means the general revenues defined in § 19-6-201 ;

(7) "Project costs" means all or any part of the costs of developing any projects under this subchapter, costs of refunding bonds issued under this subchapter or under the Arkansas College Savings Bond Act of 1989, § 6-62-701 et seq., costs incidental or appropriate to the projects or bonds, and costs incidental or appropriate to the financing of the projects or bonds, including, without limitation, costs of issuance of the bonds, capitalized interest, liquidity facility fees, appropriate reserves, credit enhancement, bond insurance or surety bond premiums, the administrative fees of the issuer, and fees and costs for engineering, legal, and other professional, administrative, and consultant services;

(8) "State institution of higher education" means any public university, college, technical college, or community college established or authorized by the General Assembly; and

(9) "Technology projects" means any lands, buildings, improvements, machinery, equipment, or other property, real, personal, tangible or intangible, or mixed, or any combination thereof, developed in pursuance of all or any of the purposes of this subchapter but specifically for the purpose of upgrading or expanding this state's higher education technology equipment and facilities as promulgated by the rules established by the Arkansas Higher Education Coordinating Board.

Acts 2005, No. 1282, § 1.
Ark. Code Ann. § 6-13-1704 — AR Code / Title 6 / Chapter 13 / Subchapter 17 / Section 6-13-1704
Powers and duties of institutional law enforcement officer
Status: in_force

(a) An institutional law enforcement officer appointed under this subchapter, except to the extent limited by the executive head who appointed the institutional law enforcement officer, shall: (1) Protect property; (2) Preserve and maintain proper order and decorum; (3) Address and prevent unlawful assemblies; (4) Address and prevent disorderly conduct; (5) Exclude or eject an individual who is deemed by the institution to be detrimental to the well-being of the institution; (6) Address and prevent trespass; (7) Regulate the operation and parking of motor vehicles on and in the grounds, buildings, improvements, streets, alleys, and sidewalks that are under the control of the institution for which the institutional law enforcement officer works; and (8) Exercise police supervision on behalf of the institution for which the institutional law enforcement officer works. (b) An institutional law enforcement officer may: (1) Arrest, if necessary, an individual who commits an offense that violates a: (A) Law; or (B) City ordinance of the city in which the institution is located; (2) Deliver a person that the institutional law enforcement officer has arrested under subdivision (b)(1) of this section before a court of competent jurisdiction; and (3) Summon a posse comitatus if necessary to keep the peace. (c) An institutional law enforcement officer may make an arrest for an offense that violates a law outside of his or her primary jurisdiction if the institutional law enforcement officer is: (1) Summoned by another law enforcement agency to provide assistance; (2) Assisting another law enforcement agency; and (3) (A) Traveling to or from a location within the state for purposes of official business. (B) Official business under subdivision (c)(3)(A) of this section includes without limitation: (i) Engaging in intelligence-gathering activities related to security on property under the control of the institution that employs the institutional law enforcement officer; (ii) Investigating a crime committed on property under the control of the institution that employs the institutional law enforcement officer; (iii) Transporting money, securities, or other items of value on behalf of the institution that employs the institutional law enforcement officer; (iv) Providing security or protective services for students, officials, or visiting dignitaries of the institution; and (v) Pursuing an individual in a continuous and immediate manner for an offense the individual committed on property under the control of the institution that employs the institutional law enforcement officer or in view of the institutional law enforcement officer. (d) (1) When an arrest is made outside of an institutional law enforcement officer's primary jurisdiction under subsection (c) of this section, the law enforcement agency that has jurisdiction in the location in which the arrest occurred shall be notified promptly and shall receive a written report that is forwarded by the institutional law enforcement officer no later than the institutional law enforcement officer's next working day. (2) A law enforcement agency that has jurisdiction under subdivision (d)(1) of this section may: (A) Take over the investigation of the offense for which the arrest was made; or (B) Allow the institutional law enforcement officer to bring the arrested individual before a court of competent jurisdiction. Added by Act 2019, No. 629,§ 1, eff. 7/24/2019.

(a) An institutional law enforcement officer appointed under this subchapter, except to the extent limited by the executive head who appointed the institutional law enforcement officer, shall: (1) Protect property; (2) Preserve and maintain proper order and decorum; (3) Address and prevent unlawful assemblies; (4) Address and prevent disorderly conduct; (5) Exclude or eject an individual who is deemed by the institution to be detrimental to the well-being of the institution; (6) Address and prevent trespass; (7) Regulate the operation and parking of motor vehicles on and in the grounds, buildings, improvements, streets, alleys, and sidewalks that are under the control of the institution for which the institutional law enforcement officer works; and (8) Exercise police supervision on behalf of the institution for which the institutional law enforcement officer works.

(1) Protect property;

(2) Preserve and maintain proper order and decorum;

(3) Address and prevent unlawful assemblies;

(4) Address and prevent disorderly conduct;

(5) Exclude or eject an individual who is deemed by the institution to be detrimental to the well-being of the institution;

(6) Address and prevent trespass;

(7) Regulate the operation and parking of motor vehicles on and in the grounds, buildings, improvements, streets, alleys, and sidewalks that are under the control of the institution for which the institutional law enforcement officer works; and

(8) Exercise police supervision on behalf of the institution for which the institutional law enforcement officer works.

(b) An institutional law enforcement officer may: (1) Arrest, if necessary, an individual who commits an offense that violates a: (A) Law; or (B) City ordinance of the city in which the institution is located; (2) Deliver a person that the institutional law enforcement officer has arrested under subdivision (b)(1) of this section before a court of competent jurisdiction; and (3) Summon a posse comitatus if necessary to keep the peace.

(1) Arrest, if necessary, an individual who commits an offense that violates a: (A) Law; or (B) City ordinance of the city in which the institution is located;

(A) Law; or

(B) City ordinance of the city in which the institution is located;

(2) Deliver a person that the institutional law enforcement officer has arrested under subdivision (b)(1) of this section before a court of competent jurisdiction; and

(3) Summon a posse comitatus if necessary to keep the peace.

(c) An institutional law enforcement officer may make an arrest for an offense that violates a law outside of his or her primary jurisdiction if the institutional law enforcement officer is: (1) Summoned by another law enforcement agency to provide assistance; (2) Assisting another law enforcement agency; and (3) (A) Traveling to or from a location within the state for purposes of official business. (B) Official business under subdivision (c)(3)(A) of this section includes without limitation: (i) Engaging in intelligence-gathering activities related to security on property under the control of the institution that employs the institutional law enforcement officer; (ii) Investigating a crime committed on property under the control of the institution that employs the institutional law enforcement officer; (iii) Transporting money, securities, or other items of value on behalf of the institution that employs the institutional law enforcement officer; (iv) Providing security or protective services for students, officials, or visiting dignitaries of the institution; and (v) Pursuing an individual in a continuous and immediate manner for an offense the individual committed on property under the control of the institution that employs the institutional law enforcement officer or in view of the institutional law enforcement officer.

(1) Summoned by another law enforcement agency to provide assistance;

(2) Assisting another law enforcement agency; and

(3) (A) Traveling to or from a location within the state for purposes of official business. (B) Official business under subdivision (c)(3)(A) of this section includes without limitation: (i) Engaging in intelligence-gathering activities related to security on property under the control of the institution that employs the institutional law enforcement officer; (ii) Investigating a crime committed on property under the control of the institution that employs the institutional law enforcement officer; (iii) Transporting money, securities, or other items of value on behalf of the institution that employs the institutional law enforcement officer; (iv) Providing security or protective services for students, officials, or visiting dignitaries of the institution; and (v) Pursuing an individual in a continuous and immediate manner for an offense the individual committed on property under the control of the institution that employs the institutional law enforcement officer or in view of the institutional law enforcement officer.

(A) Traveling to or from a location within the state for purposes of official business.

(B) Official business under subdivision (c)(3)(A) of this section includes without limitation: (i) Engaging in intelligence-gathering activities related to security on property under the control of the institution that employs the institutional law enforcement officer; (ii) Investigating a crime committed on property under the control of the institution that employs the institutional law enforcement officer; (iii) Transporting money, securities, or other items of value on behalf of the institution that employs the institutional law enforcement officer; (iv) Providing security or protective services for students, officials, or visiting dignitaries of the institution; and (v) Pursuing an individual in a continuous and immediate manner for an offense the individual committed on property under the control of the institution that employs the institutional law enforcement officer or in view of the institutional law enforcement officer.

(i) Engaging in intelligence-gathering activities related to security on property under the control of the institution that employs the institutional law enforcement officer;

(ii) Investigating a crime committed on property under the control of the institution that employs the institutional law enforcement officer;

(iii) Transporting money, securities, or other items of value on behalf of the institution that employs the institutional law enforcement officer;

(iv) Providing security or protective services for students, officials, or visiting dignitaries of the institution; and

(v) Pursuing an individual in a continuous and immediate manner for an offense the individual committed on property under the control of the institution that employs the institutional law enforcement officer or in view of the institutional law enforcement officer.

(d) (1) When an arrest is made outside of an institutional law enforcement officer's primary jurisdiction under subsection (c) of this section, the law enforcement agency that has jurisdiction in the location in which the arrest occurred shall be notified promptly and shall receive a written report that is forwarded by the institutional law enforcement officer no later than the institutional law enforcement officer's next working day. (2) A law enforcement agency that has jurisdiction under subdivision (d)(1) of this section may: (A) Take over the investigation of the offense for which the arrest was made; or (B) Allow the institutional law enforcement officer to bring the arrested individual before a court of competent jurisdiction.

(1) When an arrest is made outside of an institutional law enforcement officer's primary jurisdiction under subsection (c) of this section, the law enforcement agency that has jurisdiction in the location in which the arrest occurred shall be notified promptly and shall receive a written report that is forwarded by the institutional law enforcement officer no later than the institutional law enforcement officer's next working day.

(2) A law enforcement agency that has jurisdiction under subdivision (d)(1) of this section may: (A) Take over the investigation of the offense for which the arrest was made; or (B) Allow the institutional law enforcement officer to bring the arrested individual before a court of competent jurisdiction.

(A) Take over the investigation of the offense for which the arrest was made; or

(B) Allow the institutional law enforcement officer to bring the arrested individual before a court of competent jurisdiction.

Added by Act 2019, No. 629,§ 1, eff. 7/24/2019.
Ark. Code Ann. § 6-10-101 — AR Code / Title 6 / Chapter 10 / Section 6-10-101
Title
Status: in_force

This act shall be known as the "School Law". Acts 1931, No. 169, § 1; Pope's Dig., § 11440; A.S.A. 1947, § 80-101.

This act shall be known as the "School Law".

Acts 1931, No. 169, § 1; Pope's Dig., § 11440; A.S.A. 1947, § 80-101.
Ark. Code Ann. § 6-67-104 — AR Code / Title 6 / Chapter 67 / Section 6-67-104
Participation in federal and state aid authorized
Status: in_force

In order to qualify for federal aid to education in its several phases and at different levels of training and activities, the University of Central Arkansas is designated and directed to provide for and to participate in the educational training activities which have been or may be designated, and in the funds appropriated therefor by the United States Government, for the support of educational programs, for the improved preparation of teachers, both general and vocational, for transportation of children, for improved housing, for night schools, for noncredit educational service, for rural libraries, for vocational guidance, for experimentation and research, for educational planning and demonstrations, and such other federal and state funds as may be provided for the improvement of the administration and facilities of education in the schools of Arkansas at the elementary, secondary, and collegiate levels. Acts 1943, No. 349, § 3.

In order to qualify for federal aid to education in its several phases and at different levels of training and activities, the University of Central Arkansas is designated and directed to provide for and to participate in the educational training activities which have been or may be designated, and in the funds appropriated therefor by the United States Government, for the support of educational programs, for the improved preparation of teachers, both general and vocational, for transportation of children, for improved housing, for night schools, for noncredit educational service, for rural libraries, for vocational guidance, for experimentation and research, for educational planning and demonstrations, and such other federal and state funds as may be provided for the improvement of the administration and facilities of education in the schools of Arkansas at the elementary, secondary, and collegiate levels.

Acts 1943, No. 349, § 3.
Ark. Code Ann. § 6-41-219 — AR Code / Title 6 / Chapter 41 / Subchapter 2 / Section 6-41-219
[Repealed]
Status: repealed

Repealed by Act 2017, No. 874,§ 6, eff. 8/1/2017. Acts 1973, No. 102, § 20; A.S.A. 1947, § 80-2134.

Repealed by Act 2017, No. 874,§ 6, eff. 8/1/2017.

Acts 1973, No. 102, § 20; A.S.A. 1947, § 80-2134.
Ark. Code Ann. § 6-61-229 — AR Code / Title 6 / Chapter 61 / Subchapter 2 / Section 6-61-229
[Repealed]
Status: repealed

Repealed by Act 2017, No. 148,§ 5, eff. 8/1/2017. Acts 2005, No. 1760, § 1; 2007, No. 591, § 1; 2011, No. 1203, §§ 5, 6.

Repealed by Act 2017, No. 148,§ 5, eff. 8/1/2017.

Acts 2005, No. 1760, § 1; 2007, No. 591, § 1; 2011, No. 1203, §§ 5, 6.
Ark. Code Ann. § 6-17-1413 — AR Code / Title 6 / Chapter 17 / Subchapter 14 / Section 6-17-1413
Carriers
Status: in_force

(a) School districts may provide workers' compensation coverage either through private carriers, municipal self-funding groups, or one (1) or more self-funding groups. (b) Self-funding groups established for this purpose shall meet the following requirements: (1) Any such group established to provide such coverage only to school districts shall offer coverage to any school district in the state that applies for such coverage; (2) (A) Any group established to provide workers' compensation coverage to school districts shall offer such coverage at rates established by the NCCI Holdings, Inc. and approved by the State Insurance Department. (B) Premiums for school districts participating in any such group shall be revised annually based on the loss experience of the particular school district or group of school districts; and (3) (A) (i) (a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers. (b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally. (ii) Each board governing a self-funded group shall be permitted to declare dividends or give credits against renewal premiums based on annual loss experience. (iii) All self-funded groups shall obtain excess reinsurance from an admitted or approved insurance company doing business in Arkansas. (B) However, in lieu of the reinsurance requirements in subdivision (b)(3)(A)(iii) of this section, any self-funded group under this section with one million five hundred thousand dollars ($1,500,000) or more in annually collected premiums may provide excess reserves of twenty percent (20%) of annual premiums by any one (1) of the following ways: (i) Cash or certificates of deposit in Arkansas banks; or (ii) Letters of credit from an Arkansas bank. Amended by Act 2019, No. 315,§ 236, eff. 7/24/2019. Acts 1993, No. 862, § 3.

(a) School districts may provide workers' compensation coverage either through private carriers, municipal self-funding groups, or one (1) or more self-funding groups.

(b) Self-funding groups established for this purpose shall meet the following requirements: (1) Any such group established to provide such coverage only to school districts shall offer coverage to any school district in the state that applies for such coverage; (2) (A) Any group established to provide workers' compensation coverage to school districts shall offer such coverage at rates established by the NCCI Holdings, Inc. and approved by the State Insurance Department. (B) Premiums for school districts participating in any such group shall be revised annually based on the loss experience of the particular school district or group of school districts; and (3) (A) (i) (a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers. (b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally. (ii) Each board governing a self-funded group shall be permitted to declare dividends or give credits against renewal premiums based on annual loss experience. (iii) All self-funded groups shall obtain excess reinsurance from an admitted or approved insurance company doing business in Arkansas. (B) However, in lieu of the reinsurance requirements in subdivision (b)(3)(A)(iii) of this section, any self-funded group under this section with one million five hundred thousand dollars ($1,500,000) or more in annually collected premiums may provide excess reserves of twenty percent (20%) of annual premiums by any one (1) of the following ways: (i) Cash or certificates of deposit in Arkansas banks; or (ii) Letters of credit from an Arkansas bank.

(1) Any such group established to provide such coverage only to school districts shall offer coverage to any school district in the state that applies for such coverage;

(2) (A) Any group established to provide workers' compensation coverage to school districts shall offer such coverage at rates established by the NCCI Holdings, Inc. and approved by the State Insurance Department. (B) Premiums for school districts participating in any such group shall be revised annually based on the loss experience of the particular school district or group of school districts; and

(A) Any group established to provide workers' compensation coverage to school districts shall offer such coverage at rates established by the NCCI Holdings, Inc. and approved by the State Insurance Department.

(B) Premiums for school districts participating in any such group shall be revised annually based on the loss experience of the particular school district or group of school districts; and

(3) (A) (i) (a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers. (b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally. (ii) Each board governing a self-funded group shall be permitted to declare dividends or give credits against renewal premiums based on annual loss experience. (iii) All self-funded groups shall obtain excess reinsurance from an admitted or approved insurance company doing business in Arkansas. (B) However, in lieu of the reinsurance requirements in subdivision (b)(3)(A)(iii) of this section, any self-funded group under this section with one million five hundred thousand dollars ($1,500,000) or more in annually collected premiums may provide excess reserves of twenty percent (20%) of annual premiums by any one (1) of the following ways: (i) Cash or certificates of deposit in Arkansas banks; or (ii) Letters of credit from an Arkansas bank.

(A) (i) (a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers. (b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally. (ii) Each board governing a self-funded group shall be permitted to declare dividends or give credits against renewal premiums based on annual loss experience. (iii) All self-funded groups shall obtain excess reinsurance from an admitted or approved insurance company doing business in Arkansas.

(i) (a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers. (b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally.

(a) Any self-funding group of participating school districts shall be subject to the rules of the Workers' Compensation Commission applicable to self-insured groups or providers.

(b) However, school districts shall not be required to enter into an indemnity agreement binding them jointly and severally.

(ii) Each board governing a self-funded group shall be permitted to declare dividends or give credits against renewal premiums based on annual loss experience.

(iii) All self-funded groups shall obtain excess reinsurance from an admitted or approved insurance company doing business in Arkansas.

(B) However, in lieu of the reinsurance requirements in subdivision (b)(3)(A)(iii) of this section, any self-funded group under this section with one million five hundred thousand dollars ($1,500,000) or more in annually collected premiums may provide excess reserves of twenty percent (20%) of annual premiums by any one (1) of the following ways: (i) Cash or certificates of deposit in Arkansas banks; or (ii) Letters of credit from an Arkansas bank.

(i) Cash or certificates of deposit in Arkansas banks; or

(ii) Letters of credit from an Arkansas bank.

Amended by Act 2019, No. 315,§ 236, eff. 7/24/2019.

Acts 1993, No. 862, § 3.
Ark. Code Ann. § 6-16-152 — AR Code / Title 6 / Chapter 16 / Subchapter 1 / Section 6-16-152
Computer Science Education Advancement Act of 2021
Status: in_force

(a) This section shall be known and may be cited as the "Computer Science Education Advancement Act of 2021". (b) (1) Beginning with the entering ninth grade class of 2022-2023, a public high school student shall be required to earn one (1) unit of credit in a Department of Education-approved high school computer science or computer science-related career and technical education course before the student graduates. (2) The one (1) unit required in subdivision (b)(1) of this section may be earned in grades eight through twelve (8-12). (3) A computer science or computer science-related career and technical education course offered by a public high school shall: (A) Be of high quality; (B) Meet or exceed the curriculum standards and requirements established by the State Board of Education; and (C) Be made available in a traditional classroom setting, a blended learning environment, an online-based or other technology-based format that is tailored to meet the needs of each participating student. (4) The Division of Career and Technical Education within the Department of Education shall work with the Arkansas Computer Science Initiative within the Department of Education to establish by rule the minimum criteria by which a career and technical education course may be approved as a computer science-related career and technical education course. (c) (1) The department shall designate at least four (4) state board-approved computer science or computer science-related career and technical education courses that students in grade eight (8) may take for high school credit. (2) If a student in grade eight (8) wishes to take a course not designated, a school district shall comply with any existing course approval requirements. (d) Beginning in August 2022, the department shall make available to all public schools high-quality digital content aligned to state board-approved computer science courses. (e) (1) Beginning with the 2023-2024 school year, a public school district may employ a computer science teacher at each high school in the public school district. (2) A computer science teacher employed in accordance with subdivision (e)(1) of this section shall hold a license approved by the state board. (f) The state board may adopt rules to administer this section, including rules for flexible options to license computer science teachers, which may include without limitation, approval codes, technical permits, ancillary licenses, and standard licenses. Amended by Act 2023, No. 654,§ 4, eff. 8/1/2023. Amended by Act 2023, No. 635,§ 1, eff. 8/1/2023. Added by Act 2021, No. 414,§ 1, eff. 7/28/2021.

(a) This section shall be known and may be cited as the "Computer Science Education Advancement Act of 2021".

(b) (1) Beginning with the entering ninth grade class of 2022-2023, a public high school student shall be required to earn one (1) unit of credit in a Department of Education-approved high school computer science or computer science-related career and technical education course before the student graduates. (2) The one (1) unit required in subdivision (b)(1) of this section may be earned in grades eight through twelve (8-12). (3) A computer science or computer science-related career and technical education course offered by a public high school shall: (A) Be of high quality; (B) Meet or exceed the curriculum standards and requirements established by the State Board of Education; and (C) Be made available in a traditional classroom setting, a blended learning environment, an online-based or other technology-based format that is tailored to meet the needs of each participating student. (4) The Division of Career and Technical Education within the Department of Education shall work with the Arkansas Computer Science Initiative within the Department of Education to establish by rule the minimum criteria by which a career and technical education course may be approved as a computer science-related career and technical education course.

(1) Beginning with the entering ninth grade class of 2022-2023, a public high school student shall be required to earn one (1) unit of credit in a Department of Education-approved high school computer science or computer science-related career and technical education course before the student graduates.

in a Department of Education-approved high school computer science or computer science-related career and technical education course before the student graduates.

(2) The one (1) unit required in subdivision (b)(1) of this section may be earned in grades eight through twelve (8-12).

(3) A computer science or computer science-related career and technical education course offered by a public high school shall: (A) Be of high quality; (B) Meet or exceed the curriculum standards and requirements established by the State Board of Education; and (C) Be made available in a traditional classroom setting, a blended learning environment, an online-based or other technology-based format that is tailored to meet the needs of each participating student.

(A) Be of high quality;

(B) Meet or exceed the curriculum standards and requirements established by the State Board of Education; and

(C) Be made available in a traditional classroom setting, a blended learning environment, an online-based or other technology-based format that is tailored to meet the needs of each participating student.

(4) The Division of Career and Technical Education within the Department of Education shall work with the Arkansas Computer Science Initiative within the Department of Education to establish by rule the minimum criteria by which a career and technical education course may be approved as a computer science-related career and technical education course.

(c) (1) The department shall designate at least four (4) state board-approved computer science or computer science-related career and technical education courses that students in grade eight (8) may take for high school credit. (2) If a student in grade eight (8) wishes to take a course not designated, a school district shall comply with any existing course approval requirements.

(1) The department shall designate at least four (4) state board-approved computer science or computer science-related career and technical education courses that students in grade eight (8) may take for high school credit.

(2) If a student in grade eight (8) wishes to take a course not designated, a school district shall comply with any existing course approval requirements.

(d) Beginning in August 2022, the department shall make available to all public schools high-quality digital content aligned to state board-approved computer science courses.

(e) (1) Beginning with the 2023-2024 school year, a public school district may employ a computer science teacher at each high school in the public school district. (2) A computer science teacher employed in accordance with subdivision (e)(1) of this section shall hold a license approved by the state board.

(1) Beginning with the 2023-2024 school year, a public school district may employ a computer science teacher at each high school in the public school district.

(2) A computer science teacher employed in accordance with subdivision (e)(1) of this section shall hold a license approved by the state board.

(f) The state board may adopt rules to administer this section, including rules for flexible options to license computer science teachers, which may include without limitation, approval codes, technical permits, ancillary licenses, and standard licenses.

Amended by Act 2023, No. 654,§ 4, eff. 8/1/2023.

Amended by Act 2023, No. 635,§ 1, eff. 8/1/2023.

Added by Act 2021, No. 414,§ 1, eff. 7/28/2021.
Ark. Code Ann. § 6-20-2508 — AR Code / Title 6 / Chapter 20 / Subchapter 25 / Section 6-20-2508
Academic Facilities Catastrophic Program
Status: in_force

(a) There is established the Academic Facilities Catastrophic Program under which the Division of Public School Academic Facilities and Transportation shall award state financial participation to a school district based on a school district's academic facilities wealth index for eligible catastrophic repair and new construction projects for the purpose of supplementing insurance or other public or private emergency assistance received by or payable to the school district. (b) A school district may apply for state financial participation in a catastrophic project if an academic facility in the district is damaged due to an act of God or violence that could not have been prevented by reasonable maintenance, repair, or renovation of the building. (c) As part of its application for state financial participation in a catastrophic project, the school district shall provide the Division of Public School Academic Facilities and Transportation with evidence of: (1) The estimated cost of the project; (2) The availability of insurance and any other public or private emergency assistance to pay for the project; (3) How the catastrophic project supports the prudent and resourceful expenditure of state funds and improves the school district's ability to deliver an adequate and equitable education to public school students in the district; and (4) Proof of full replacement value insurance to include a provision requiring code upgrades. (d) (1) The Division of Public School Academic Facilities and Transportation shall evaluate a school district's application for catastrophic assistance and may conduct an on-site inspection before making a decision on the application as it deems necessary. (2) The Division of Public School Academic Facilities and Transportation shall notify the school district of the Division of Public School Academic Facilities and Transportation's decision on the application and, if applicable, the amount of state financial participation. The Division of Public School Academic Facilities and Transportation shall base its decision on several factors, including, without limitation: (A) Compliance with appropriate academic facility standards, including, without limitation, appropriate space utilization; (B) The amount and availability of insurance or other public or private emergency assistance; (C) The academic facilities wealth index of the school district; and (D) The prudent and resourceful expenditure of state funds with regard to public school academic facilities. (e) (1) (A) If a school district qualifies for state financial participation under this section, the Division of Public School Academic Facilities and Transportation shall certify the amount of state financial participation to the Commission for Arkansas Public School Academic Facilities and Transportation. (B) The amount of state financial participation under this section shall not exceed the amount resulting from the application of the academic facilities wealth index to the cost necessary to bring the academic facility into compliance with the Arkansas Public School Academic Facility Manual, less any withholding or reduction imposed by the commission under § 6-21-114(d) for a school district's failure to comply with the commission's insurance requirements, including without limitation, the failure to carry replacement cost coverage, if applicable, on all buildings and facilities. (2) (A) The commission shall certify the amount to the Division of Elementary and Secondary Education for payment. (B) For tracking purposes, the school district shall account for the funds received as state financial participation under this section as restricted funds and shall account for the funds in accordance with provisions of law, including, without limitation, the Arkansas Educational Financial Accounting and Reporting Act of 2004, § 6-20-2201 et seq., and rules established by the State Board of Education and the commission. (f) Every effort shall be made to conform a catastrophic project to current academic facilities standards, including appropriate space utilization requirements, unless in the judgment of the Division of Public School Academic Facilities and Transportation it is impractical to conform the catastrophic project to current standards. (g) A school district shall use state financial participation in a catastrophic program to pay the cost of only the portion of a catastrophic project that is not covered by insurance or other public or private emergency assistance received by or payable to the school district. Amended by Act 2019, No. 910,§ 1713, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1712, eff. 7/1/2019. Acts 2005, No. 2206, § 1; 2007, No. 625, § 3; 2007, No. 989, §§ 12, 13.

(a) There is established the Academic Facilities Catastrophic Program under which the Division of Public School Academic Facilities and Transportation shall award state financial participation to a school district based on a school district's academic facilities wealth index for eligible catastrophic repair and new construction projects for the purpose of supplementing insurance or other public or private emergency assistance received by or payable to the school district.

(b) A school district may apply for state financial participation in a catastrophic project if an academic facility in the district is damaged due to an act of God or violence that could not have been prevented by reasonable maintenance, repair, or renovation of the building.

(c) As part of its application for state financial participation in a catastrophic project, the school district shall provide the Division of Public School Academic Facilities and Transportation with evidence of: (1) The estimated cost of the project; (2) The availability of insurance and any other public or private emergency assistance to pay for the project; (3) How the catastrophic project supports the prudent and resourceful expenditure of state funds and improves the school district's ability to deliver an adequate and equitable education to public school students in the district; and (4) Proof of full replacement value insurance to include a provision requiring code upgrades.

(1) The estimated cost of the project;

(2) The availability of insurance and any other public or private emergency assistance to pay for the project;

(3) How the catastrophic project supports the prudent and resourceful expenditure of state funds and improves the school district's ability to deliver an adequate and equitable education to public school students in the district; and

(4) Proof of full replacement value insurance to include a provision requiring code upgrades.

(d) (1) The Division of Public School Academic Facilities and Transportation shall evaluate a school district's application for catastrophic assistance and may conduct an on-site inspection before making a decision on the application as it deems necessary. (2) The Division of Public School Academic Facilities and Transportation shall notify the school district of the Division of Public School Academic Facilities and Transportation's decision on the application and, if applicable, the amount of state financial participation. The Division of Public School Academic Facilities and Transportation shall base its decision on several factors, including, without limitation: (A) Compliance with appropriate academic facility standards, including, without limitation, appropriate space utilization; (B) The amount and availability of insurance or other public or private emergency assistance; (C) The academic facilities wealth index of the school district; and (D) The prudent and resourceful expenditure of state funds with regard to public school academic facilities.

(1) The Division of Public School Academic Facilities and Transportation shall evaluate a school district's application for catastrophic assistance and may conduct an on-site inspection before making a decision on the application as it deems necessary.

(2) The Division of Public School Academic Facilities and Transportation shall notify the school district of the Division of Public School Academic Facilities and Transportation's decision on the application and, if applicable, the amount of state financial participation. The Division of Public School Academic Facilities and Transportation shall base its decision on several factors, including, without limitation: (A) Compliance with appropriate academic facility standards, including, without limitation, appropriate space utilization; (B) The amount and availability of insurance or other public or private emergency assistance; (C) The academic facilities wealth index of the school district; and (D) The prudent and resourceful expenditure of state funds with regard to public school academic facilities.

(A) Compliance with appropriate academic facility standards, including, without limitation, appropriate space utilization;

(B) The amount and availability of insurance or other public or private emergency assistance;

(C) The academic facilities wealth index of the school district; and

(D) The prudent and resourceful expenditure of state funds with regard to public school academic facilities.

(e) (1) (A) If a school district qualifies for state financial participation under this section, the Division of Public School Academic Facilities and Transportation shall certify the amount of state financial participation to the Commission for Arkansas Public School Academic Facilities and Transportation. (B) The amount of state financial participation under this section shall not exceed the amount resulting from the application of the academic facilities wealth index to the cost necessary to bring the academic facility into compliance with the Arkansas Public School Academic Facility Manual, less any withholding or reduction imposed by the commission under § 6-21-114(d) for a school district's failure to comply with the commission's insurance requirements, including without limitation, the failure to carry replacement cost coverage, if applicable, on all buildings and facilities. (2) (A) The commission shall certify the amount to the Division of Elementary and Secondary Education for payment. (B) For tracking purposes, the school district shall account for the funds received as state financial participation under this section as restricted funds and shall account for the funds in accordance with provisions of law, including, without limitation, the Arkansas Educational Financial Accounting and Reporting Act of 2004, § 6-20-2201 et seq., and rules established by the State Board of Education and the commission.

(1) (A) If a school district qualifies for state financial participation under this section, the Division of Public School Academic Facilities and Transportation shall certify the amount of state financial participation to the Commission for Arkansas Public School Academic Facilities and Transportation. (B) The amount of state financial participation under this section shall not exceed the amount resulting from the application of the academic facilities wealth index to the cost necessary to bring the academic facility into compliance with the Arkansas Public School Academic Facility Manual, less any withholding or reduction imposed by the commission under § 6-21-114(d) for a school district's failure to comply with the commission's insurance requirements, including without limitation, the failure to carry replacement cost coverage, if applicable, on all buildings and facilities.

(A) If a school district qualifies for state financial participation under this section, the Division of Public School Academic Facilities and Transportation shall certify the amount of state financial participation to the Commission for Arkansas Public School Academic Facilities and Transportation.

(B) The amount of state financial participation under this section shall not exceed the amount resulting from the application of the academic facilities wealth index to the cost necessary to bring the academic facility into compliance with the Arkansas Public School Academic Facility Manual, less any withholding or reduction imposed by the commission under § 6-21-114(d) for a school district's failure to comply with the commission's insurance requirements, including without limitation, the failure to carry replacement cost coverage, if applicable, on all buildings and facilities.

(2) (A) The commission shall certify the amount to the Division of Elementary and Secondary Education for payment. (B) For tracking purposes, the school district shall account for the funds received as state financial participation under this section as restricted funds and shall account for the funds in accordance with provisions of law, including, without limitation, the Arkansas Educational Financial Accounting and Reporting Act of 2004, § 6-20-2201 et seq., and rules established by the State Board of Education and the commission.

(A) The commission shall certify the amount to the Division of Elementary and Secondary Education for payment.

(B) For tracking purposes, the school district shall account for the funds received as state financial participation under this section as restricted funds and shall account for the funds in accordance with provisions of law, including, without limitation, the Arkansas Educational Financial Accounting and Reporting Act of 2004, § 6-20-2201 et seq., and rules established by the State Board of Education and the commission.

(f) Every effort shall be made to conform a catastrophic project to current academic facilities standards, including appropriate space utilization requirements, unless in the judgment of the Division of Public School Academic Facilities and Transportation it is impractical to conform the catastrophic project to current standards.

(g) A school district shall use state financial participation in a catastrophic program to pay the cost of only the portion of a catastrophic project that is not covered by insurance or other public or private emergency assistance received by or payable to the school district.

Amended by Act 2019, No. 910,§ 1713, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1712, eff. 7/1/2019.

Acts 2005, No. 2206, § 1; 2007, No. 625, § 3; 2007, No. 989, §§ 12, 13.