Education reforms show early gains among parents, teachers

Three years after the passage of the LEARNS Act, Arkansas is beginning to see a clearer picture of how its education reforms are taking hold. It is still early. Student outcomes take time. But when evaluating policy, leading indicators matter. And across multiple measures, those indicators are increasingly aligned.

From a public opinion standpoint, support remains strong and is deepening. According to a poll Impact Management Group recently conducted for ExcelinEd, roughly two-thirds of Arkansas parents view the LEARNS Act favorably. Strongly favorable opinions have increased by 10 points over the past year. And 81% of parents support merit-based pay for teachers.

These numbers suggest that, as implementation has progressed, families are not pulling back. They are leaning in. That is especially clear when looking at participation in Education Freedom Accounts (EFAs).

The number of families using EFAs doubled from year one to year two and, as universal eligibility went into effect, tripled from year two to year three. Satisfaction is robust as well. Among participating families, 98% report being satisfied, including 80% who say they are very satisfied.

In policy terms, that combination of rapid adoption and extremely high satisfaction is difficult to achieve. It signals that families not only support the concept but also find real value in how it is working in practice.

Inside the public school system, the teacher workforce is showing signs of stability that are uncommon nationally. According to a recent survey from the Office for Education Policy at the University of Arkansas, 89% of teachers report being satisfied with their jobs, and 91% say they plan to remain at their current school. Today, Arkansas ranks first in the nation in teacher job satisfaction.

This does not mean challenges have disappeared. Teachers still report stress and workload concerns. But compared to national trends, Arkansas is performing from a position of relative strength.

Higher satisfaction is likely connected to recent changes in teacher compensation. The LEARNS Act increased the statewide minimum teacher salary to $50,000 and delivered meaningful raises across districts. Early evidence shows these changes have improved retention, particularly among teachers who received larger pay increases.

Retention is not just an education issue. It is a workforce issue. Schools that can attract and keep effective teachers are better positioned to deliver consistent results for students.

And that brings us to the broader point. Education policy is often judged too quickly based on test scores alone. But the conditions that drive those outcomes—teacher stability, family engagement and public confidence—develop first.

In Arkansas, those conditions are moving in a positive direction. Families are increasingly supportive of the state’s approach. Participation in new programs is growing rapidly. Teachers are reporting high satisfaction and a strong intent to stay, and early workforce data shows measurable improvement.

Across the South, several states have followed a similar trajectory. Sustained investment, policy alignment and consistent execution have led to improved student outcomes and stronger economic competitiveness. That pattern has been described as the “Southern Surge.”

Arkansas is still in the early stages of that process. But based on the available data, it is building the right foundation.

The key going forward will be consistency: continuing to invest, communicating clearly with educators and ensuring that early gains translate into long-term results. If those conditions hold, the state is well-positioned to see the full impact of these reforms in the years ahead.

Editor’s note: Robert Coon is the managing partner at Impact Management Group, which conducts public opinion polling in Arkansas. The opinions expressed are those of the author.