In a much-anticipated release that carries implications for students, educators, and policymakers across the state, Arkansas education officials have unveiled the latest statewide assessment results. These standardized assessments, administered to thousands of students across multiple grade levels, are designed to measure academic achievement in core subjects such as reading, mathematics, and science. The data serves not only as a benchmark for student performance but also as a reflection of the overall health of the state’s education system.
While some areas show signs of recovery and growth following the disruptions caused by the COVID-19 pandemic, the results also spotlight persistent achievement gaps, regional disparities, and the continued need for targeted interventions. Education leaders say the findings will shape future policy decisions, funding allocations, and instructional strategies aimed at improving student outcomes across Arkansas.
This article provides a comprehensive overview of the assessment results, discusses key trends, highlights regional and demographic performance variations, and outlines next steps for stakeholders.
I. Understanding the Assessment Framework
The Arkansas Department of Education (ADE), through its Division of Elementary and Secondary Education (DESE), oversees the administration of statewide assessments under the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP). These exams are aligned with state academic standards and are required for all public schools under both state and federal accountability systems.
The assessments include:
ACT College Readiness Assessment: Provided to high school juniors to gauge readiness for postsecondary education.
These assessments provide a snapshot of how well Arkansas students are meeting grade-level expectations and serve as one of the primary tools for identifying struggling schools, supporting teacher development, and guiding statewide education policy.
II. Key Statewide Trends in 2024–2025 Results
- Modest Gains in Literacy and Math
According to DESE’s report, Arkansas students showed modest gains in literacy and math proficiency compared to the previous academic year. In grades 3–8, reading scores improved by an average of 2.3 percentage points, while math scores climbed by 1.7 percentage points statewide. High school students, particularly those in 10th grade, showed similar trends, though gains in math were slightly lower at the high school level. - Science Performance Stagnant
Performance in science remained largely stagnant, with no statistically significant change in proficiency rates from the prior year. Only 32% of students in grades 5 and 8 met or exceeded expectations in science, indicating that this subject continues to be a challenge across multiple grade levels. - Post-Pandemic Recovery Continues
Education officials noted that the results suggest a continued recovery from the academic disruptions caused by COVID-19. While performance levels have not yet returned to pre-pandemic norms in all areas, the year-over-year improvement points to progress in closing the learning gaps exacerbated by school closures, remote learning, and inconsistent instructional time.
III. Demographic and Regional Disparities
- Achievement Gaps by Race and Income
One of the most pressing findings in the assessment report is the persistent achievement gap among students from different racial, ethnic, and economic backgrounds. For example:
Only 29% of Black students in grades 3–8 scored proficient in reading, compared to 49% of White students.
Hispanic students had an average proficiency rate of 34%, while low-income students, as measured by eligibility for free or reduced-price lunch, averaged 30% proficiency in math.
These gaps have remained largely unchanged from the previous year, prompting concern among advocates who argue that more aggressive, targeted supports are needed to address systemic inequities.
- Urban vs. Rural Divide
Geographic disparities also emerged, with urban school districts generally outperforming their rural counterparts. While Little Rock, Fayetteville, and Bentonville posted above-average results in most categories, schools in the Mississippi Delta and portions of southern Arkansas struggled to meet state benchmarks.
Rural educators cite several challenges, including teacher shortages, limited access to advanced coursework, broadband connectivity issues, and fewer extracurricular and tutoring opportunities. Addressing these systemic inequities remains a key challenge for state policymakers.
IV. English Learners and Students with Disabilities
- English Learner Progress
The ELPA21 results show that 42% of English language learners (ELLs) made progress toward English language proficiency, a small but meaningful increase from the previous year. However, only 17% of ELLs scored proficient in reading and math, underscoring the need for more targeted language support and inclusive instruction practices. - Students with Disabilities
For students taking the DLM alternative assessments, performance remained largely static, with fewer than 10% scoring at or above the expected levels in reading and math. Special education advocates are calling for stronger support systems, improved individualized education plans (IEPs), and more inclusive classroom environments to better serve this population.
The 2024–2025 ACT results show:
17% of juniors met the college-readiness benchmark in all four tested areas (English, math, reading, and science), a 1% increase from last year.
English scores improved modestly, while math and science scores remained flat.
Participation rates held steady at 95%, a positive indicator for the state’s equity and access goals.
Although the ACT scores remain below national averages, state officials praised the gains as signs of momentum and reaffirmed their commitment to college and career readiness initiatives, including dual enrollment programs, career and technical education (CTE), and workforce partnerships.
VI. Educator Response and Instructional Implications
- Teachers Emphasize Need for Professional Development
Many Arkansas educators view the results as a call to double down on evidence-based instructional practices, particularly in early literacy and foundational math. Districts across the state are ramping up investments in teacher training and curriculum alignment to ensure consistent instruction.
“We’re seeing progress, but it’s uneven,” said Jennifer Walker, a fifth-grade teacher in Hot Springs. “We need more support, especially in differentiating instruction and using real-time data to adapt our teaching strategies.”
- State Literacy Initiatives in Focus
Arkansas has launched several initiatives to improve literacy, including the RISE (Reading Initiative for Student Excellence) program and Science of Reading training for educators. These efforts appear to be yielding results, particularly in lower elementary grades, where reading proficiency increased by 3.5 percentage points statewide.
Still, implementation varies by district, and educators continue to call for more resources to ensure fidelity to literacy reforms.
VII. Policy Implications and Strategic Priorities
- Focus on Early Intervention
Given that students who fall behind in reading by third grade often struggle in later academic years, state officials emphasized the need for early intervention. Plans include expanding high-quality pre-K programs, increasing funding for reading coaches, and providing more universal screening tools. - Resource Equity and School Funding
The disparities highlighted in the assessment results have reignited debates about school funding formulas and resource allocation. Advocates are urging the state legislature to revisit funding mechanisms to better support high-needs districts, especially those in rural and economically disadvantaged areas. - Data-Informed Decision-Making
The state plans to invest in more advanced data analytics tools that allow districts to disaggregate results by student subgroup, content area, and grade level. This granular analysis will help educators target interventions more precisely and measure progress in real time.
VIII. Stakeholder Reactions
- State Leaders
Education Secretary Jacob Oliva commended students and teachers for their resilience and progress but acknowledged the road ahead.
“We are seeing positive trends, but we must remain laser-focused on closing gaps, supporting educators, and giving every child the opportunity to succeed,” Oliva said.
“Assessments give us valuable insights, but they don’t tell the whole story,” said Shana Thompson, a middle school principal in Fort Smith. “We also need to consider student engagement, emotional well-being, and classroom dynamics.”
- Parents and Advocates
Parent groups expressed mixed reactions. While some were encouraged by signs of progress, others voiced concerns about persistent inequities.
“It’s frustrating to see the same communities falling behind year after year,” said Maria Garcia, a parent and education advocate in Pine Bluff. “We need more than reports—we need action.”
IX. What’s Next for Arkansas Schools?
As Arkansas education officials digest the assessment data, several strategic actions are on the horizon:
Targeted grants and interventions for underperforming districts.
Continued rollout of professional development linked to literacy and STEM instruction.
Legislative sessions focused on funding equity and accountability reforms.
Stronger partnerships between schools, families, and communities to support learning outside the classroom.
The assessment results serve as both a progress report and a call to action. By identifying successes and spotlighting areas for improvement, Arkansas is better positioned to tackle its educational challenges with purpose and precision.
Conclusion: A Mixed Report Card with Room for Growth
The release of the 2024–2025 statewide assessment results offers a sobering but hopeful look at the state of education in Arkansas. Gains in literacy and math signal progress, while persistent gaps by race, income, geography, and disability status underscore the work still to be done.
As state leaders, educators, and families respond to the findings, the challenge will be turning data into action—and ensuring that every student, regardless of background or zip code, receives the high-quality education they deserve.
With continued investment, community collaboration, and a commitment to equity, Arkansas has the opportunity to build an education system that is not only accountable but aspirational—driven by the belief tha
FAQs
1. What is ATLAS and why was it introduced?
ATLAS is Arkansas’s new assessment system tailored to the state’s academic standards. It replaces ACT Aspire and allows quicker, more actionable feedback for teachers.
2. Did student scores improve significantly?
There were modest gains in math, science, and ELA, with the biggest jumps in high school-level courses like Algebra I and Geometry.
3. Which districts showed strong performance?
Little Rock School District stood out with gains across all subjects and record English Learner proficiency.
4. Are equity gaps still a concern?
Yes. Rural, low-income, and special needs students still lag behind peers, underscoring the need for targeted support.
5. What’s next for Arkansas education?
More detailed performance metrics—including growth scores and school ratings—will be released in Fall 2025.