During a recent Education Committee meeting in Arkansas, a powerful discussion emerged about the urgent need for accountability in student achievement. One committee member, reflecting on their journey from classroom teacher to educational leader, emphasized the significant impact they can now have on a much larger scale—reaching 32,000 students compared to just 50 in the classroom. This shift highlights the growing responsibility of educational leaders to ensure that all students receive the quality education they deserve.

However, concerns were raised about the current measurement of student achievement. A committee member pointed out that without proper metrics, it is challenging to manage and improve educational outcomes. They echoed a sentiment shared by many: "You can't manage what you don't measure." This call for accountability is particularly pressing in the area of literacy, where the member expressed frustration over the lack of urgency in addressing reading proficiency among students.

The discussion underscored a critical issue in education—ensuring that every child graduates with the ability to read. The member's remarks about the need for a "sense of urgency" in teaching literacy resonated with the committee, as they acknowledged the importance of addressing this issue before another student graduates without essential reading skills.

As the committee continues its work, the focus on accountability and effective measurement of student achievement will be vital in shaping future educational policies and practices in Arkansas. The commitment to improving literacy rates and ensuring that every child can read is a challenge that the committee is determined to tackle head-on.