Legislature(2009 - 2010)CAPITOL 106
03/22/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB221 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 221 | TELECONFERENCED | |
| + | TELECONFERENCED |
SB 221-SCHOLARSHIPS/ LEGISLATIVE TASK FORCES
8:03:00 AM
CHAIR SEATON announced that the first order of business would be
CS FOR SENATE BILL NO. 221(EDC), "An Act establishing an
advisory task force on higher education and career readiness in
the legislative branch of government; and providing for an
effective date."
8:03:21 AM
SENATOR GARY STEVENS, Alaska State Legislature, informed the
committee CSSB 221(EDC) was the result of statistics and
conclusions found in a book titled, Crossing the Finish Line:
Completing College at America's Public Universities, by William
Bowen. Present day universities, including the University of
Alaska, are dedicated to equal opportunity and affordability for
students; however, the fact is that less than 60 percent of the
students entering four-year colleges are graduating. Senate
Bill 221 creates a task force that would research this problem
and what can be done in Alaska. He read the following from the
above referenced book:
Educational attainment in the United States today is
highly consequential.
8:10:06 AM
SENATOR STEVENS related the following statistics: people with a
bachelor's degree earn 60 percent more over a lifetime than
those with a high school diploma; college graduates live
healthier and longer lives and are less dependent on social
programs; college graduates participate more in civic
activities. In fact, by improving college success, Alaska will
increase individual economic and societal benefits. He listed
several reasons why students are unable to complete college and
noted that the task force would be charged to identify these,
gather and analyze data, and find solutions. Senator Stevens
acknowledged there has been criticism about forming another task
force; however, he listed positive contributions made by
previous task forces, and stressed that this task force could
make an enormous contribution to the University of Alaska (UA).
8:12:34 AM
REPRESENTATIVE P. WILSON agreed that a task force could be
helpful, but she opined that the remedial education focus should
be toward K-12 institutions, and not at the college level.
8:13:55 AM
SENATOR STEVENS concurred that remedial education does not
belong in college; however, students are not sufficiently
prepared in grammar and other basics of education.
8:15:03 AM
REPRESENTATIVE GARDNER observed that members interested in this
subject have heard extensive testimony and studied the issue.
She suggested that the reasons students do not complete college
are the same nationally, and information is already available.
SENATOR STEVENS agreed that the problem is not new; however, UA
does not have an effective means for helping students complete
their degree, outside of a one week pre-college camp for
students from small communities. He related an anecdotal story
of a student who has succeeded without support from the
university. After a dismal freshman year at UAA, the student
did not receive counseling, except for help with financial aid.
Senator Stevens advised that the university system needs to be
able to identify students at risk and provide more guidance for
them, as private colleges do.
8:20:15 AM
REPRESENTATIVE GARDNER recalled one of the UA programmatic
priorities included funding for a student success initiative
that would identify and support students who are most at risk
for not succeeding; however, this program was not funded by the
legislature. She assured the committee that the UA is aware of
the problem and of "what needs to happen" but also needs the
resources to act.
SENATOR STEVENS remarked:
... the university needs to find a way to solve this
problem, and shouldn't be coming back to us to say 'We
can't do it unless you give us more money'.... We can
expect more from our institutions.
8:21:44 AM
REPRESENTATIVE KELLER asked whether the task force could be
expanded to include representatives from industry and workforce
development. He noted that the university has been asked to
include more vocational training, particularly at the smaller
campuses, and other programs, such as two-year certification
classes, should be represented.
SENATOR STEVENS responded that the membership of the task force
is not exclusive, and could be amended without objection by the
sponsors. In fact, student representatives were previously
added. He further advised that industry and universities are in
agreement regarding the levels of expertise needed from high
school graduates.
REPRESENTATIVE KELLER observed that community college
representatives would be able to represent the needs of
industry.
SENATOR STEVENS indicated that suggestions for additions to the
membership of the task force are welcome.
8:26:28 AM
TIM LAMKIN, Staff to Senator Gary Stevens, Alaska State
Legislature, summarized CSSB 221(EDC) by saying that the bill
establishes a task force with a focus on higher education and
career readiness. The reference to career readiness indicates
that the bill seeks to ensure that high school graduates are
prepared with the skills needed for college, or to enter the
workforce. Mr. Lamkin informed the committee the task force
would be comprised of the following 18 members: the governor or
designee; the executive director of the Alaska Postsecondary
Education Commission or designee; the commissioner of the
Department of Education and Early Development or designee; one
member appointed by the governor who represents vocational,
technical training, or apprenticeship programs in the state; a
student representative of the K-12 system and a student
representative of the postsecondary system; the president of UA;
the executive director of the Association of Alaska School
Boards; the executive director of the Alaska Association of
School Administrators; the president of the National Education
Association-Alaska (NEA-Alaska); the president of the Alaska
Federation of Natives (AFN); the chairs of the senate and house
committees on education; one member from a private [educational]
institution; a member appointed by the governor who represents
postsecondary institutions not affiliated with UA; three faculty
members specialized in remedial education, at least one of whom
does not reside in Anchorage, Fairbanks, or Juneau. The task
force would meet at least once every three months in order to
compile data and identify ways to decrease remediation, improve
graduation rates, and improve the overall success of the state's
education system.
8:30:43 AM
REPRESENTATIVE EDGMON asked whether the chairs of the
legislative committees would be able to appoint designees
considering this is an election year.
MR. LAMKIN opined the sponsors are open to making allowances,
although the legislation does not specify.
8:31:55 AM
REPRESENTATIVE EDGMON restated his concern about the work load
for the chair of a legislative committee also serving on the
task force during an election year.
MR. LAMKIN suggested a staff person may be assigned "the bulk of
the work."
REPRESENTATIVE EDGMON assumed the staff person would not sit in
at the meetings in place of the chair.
8:33:00 AM
REPRESENTATIVE KELLER asked whether there are two unions that
serve teachers.
MR. LAMKIN stated that NEA-Alaska represents K-12 teachers. The
sponsors assume task force members from the university system
would represent postsecondary educators.
8:34:13 AM
BRENDA BAUTSCH, Education Policy Specialist, National Conference
of State Legislatures (NCSL), informed the committee the NCSL is
the bi-partisan membership organization of the 50 state
legislatures that seeks to strengthen state legislatures through
research, information-sharing, and forum. Furthermore, NCSL
research topics range from energy to health and education.
Recently, the NCSL education program focused on college access
and success. Ms. Bautsch directed attention to slide 3 of the
PowerPoint presentation titled, "Improving Higher Education,"
and noted that UA serves a non-traditional student population.
For example, a description of the student population at UA
Anchorage (UAA) is as follows: 55 percent of students are full-
time, 45 percent are part-time; 10 percent are American Indian
or Alaska Native; 44 percent are age 25 or older; an open access
university that serves students that may need remedial
coursework.
8:36:12 AM
MS. BAUTSCH presented slide 4 that indicated that the retention
rates for full- and part-time students attending four-year
institutions and returning for their second year are a U.S. rate
of 75.5 percent and an Alaska rate of 66.6 percent. Slide 5
indicated the retention rates for full- and part-time students
attending two-year institutions and returning for their second
year are a U.S. rate of 53 percent and an Alaska rate of 47.6
percent.
8:37:09 AM
CHAIR SEATON asked how two-year institutions were identified by
the study, noting that UA campuses across the state include
rural and main campuses offering a combination of programs.
8:38:43 AM
MS. BAUTSCH explained the data was based on whether a student
was enrolled in a two- or four-year program, and not on the
status of the institution. Slide 6 indicated the three year
graduation rates for full-time associate degree-seeking students
are a U.S. rate of 27.8 percent and an Alaska rate of 24.1
percent. Slide 7 indicated the graduation rates for full-time
bachelor's degree-seeking students are a U.S. rate of 56.1
percent and an Alaska rate of 22.4 percent. Ms. Bautsch pointed
out other states are struggling with the issue of how to improve
retention and graduation rates, and have created higher
education task forces. Slide 9 listed examples from other
states to be used as resources, but she cautioned that each
state is unique in its higher education system and student
population. The proposed legislation was modeled after the
Arkansas 2007 Legislative Task Force on Higher Education
Remediation, Retention and Graduation Rates. In August 2008,
Arkansas released its final report leading to the implementation
of legislation, policies, and programs. Slide 11 was an excerpt
showing how Arkansas tracks legislative responses to the task
force's recommendations. In fact, after two years, the task
force has "shaped the discussion around higher ed and is
constantly brought up as a reference ... moved the state agenda
on college access ... and shaped the way that policy is being
thought about and being created in their state."
8:43:10 AM
MS. BAUTSCH advised that one similarity between CSSB 221(EDC)
and the Arkansas legislation is its membership, which allowed
"buy-in" from all of the stakeholders resulting in "sweeping
changes around higher education in their state."
8:44:37 AM
REPRESENTATIVE P. WILSON referred to slide 9, and asked for an
update on the NCSL 2006 Blue Ribbon Commission On Higher
Education.
MS. BAUTSCH related that the NCSL commission was a three-year
national overview of issues, and it identified affordability as
the key to college graduation.
8:46:23 AM
REPRESENTATIVE EDGMON asked to compare the state closest to
Alaska, considering non-traditional student population and other
factors.
8:47:00 AM
MS. BAUTSCH suggested a comparison to other rural states such as
Montana, Idaho, and perhaps Washington, Arkansas and Louisiana
that have rural aspects, or large Native populations. Also,
there is a trend nationwide towards part-time attendance.
8:48:06 AM
REPRESENTATIVE EDGMON observed that considering factors such as
the high cost of education, limited broadband capability,
distance education, and the barriers to delivering higher
education to 150 communities off of the road system, the
statistics for Alaska are difficult to compare to other states.
8:49:21 AM
REPRESENTATIVE KELLER asked for the definition of an "associate
student."
MS. BAUTSCH acknowledged there is not accurate data on how to
calculate community college credit because it is unknown whether
students are seeking a certificate, an associate degree, or just
taking a few courses. She agreed with Representative Edgmon
that it is difficult to compare states, particularly to Alaska,
which is one reason for the state to have its own task force.
8:51:24 AM
CHAIR SEATON returned to slide 3 and asked which other states
are also open access universities.
MS. BAUTSCH explained that Alaska is unique in that its largest
university is open access, whereas other states have a
combination of open access colleges and those with higher
benchmarks for admission.
CHAIR SEATON surmised the closest comparison for Alaska is slide
6, that indicated three-year graduation rates for associate
students.
8:54:04 AM
MS. BAUTSCH agreed.
CHAIR SEATON opened public testimony.
8:54:28 AM
CARL ROSE, Executive Director, Association of Alaska School
Boards (AASB), expressed his support of SB 221 and related some
of his personal experiences with postsecondary education
systems, noting that most college students must "swim upstream."
He suggested that a task force could increase the legislature's
understanding of the issues by hearing discussion from numbers
of people beyond what the committee can hear, and by compiling
information. The responsibility to solve this problem belongs
with the state, K-12 education, and the UA. Because our
university system is open access, students may enroll who have
not planned on attending college, and thus may require
remediation. However, he stressed that the ability to read,
write, and compute is critically important for all students
whether they are going to college or to career technical
training; therefore, the educational system must focus on
delivering a quality education to every student so that each is
prepared. Mr. Rose questioned the point at which the
responsibility flows from the K-12 system to the university
system; in fact, from a student's point of view, university
faculties are not always student-friendly. He concluded that a
task force would have an opportunity to examine the data and
present an informed perspective to the legislature. In
addition, the task force could look at the responsibilities of
each educational system and the role it plays. Mr. Rose offered
to serve on the task force.
9:01:46 AM
REPRESENTATIVE EDGMON agreed and asked whether the task force
would need additional data.
9:02:19 AM
MR. ROSE advised that a lot of data already exists, but it needs
to be analyzed and reported in a meaningful way. He opined
without an advocacy group to present improvements, the
educational systems will continue as they are. The task force
would be able to provide the four principles critical to
evaluation: feasibility, propriety, utility, and accuracy.
REPRESENTATIVE EDGMON urged the committee to add a reference to
digital learning to the bill.
9:05:29 AM
CHAIR SEATON asked whether the career readiness aspect makes the
mission too broad for the task force.
9:07:11 AM
MR. ROSE opined the work of the task force would not be diluted
by the inclusion of career readiness issues. The K-12
educational system must prepare students so that they can make a
successful and meaningful contribution in life, and the issues
of college and career readiness are not mutually exclusive.
CHAIR SEATON assumed the career readiness issue changes the
focus of the task force from university and college to K-12.
MR. ROSE stated that students should be able to exercise choice,
and that means having an adequate K-12 program. Both issues
need to be explored; in fact, every school, at each level, needs
to be student friendly. He noted that AASB data indicates that
students at any age need a comfortable school climate in order
to succeed.
9:11:41 AM
CHAIR SEATON, noting that Mr. Rose was a member of the
legislative education funding task force, asked whether the
strong legislative representation contributed to the
effectiveness of that task force. The proposed legislation only
calls for two legislative members.
MR. ROSE reported that the legislative education task force
included five members from each body of the legislature with a
clear understanding of the report, and that was an advantage.
He urged the involvement of more legislators, although the
resulting increased cost is a concern.
9:15:42 AM
REPRESENTATIVE P. WILSON asked whether having members of the
finance committee on the education funding task force was
helpful.
MR. ROSE said yes.
9:16:04 AM
CHAIR SEATON observed the education funding task force and the
proposed task force serve different purposes.
9:16:59 AM
BARB ANGAIAK, President, National Education Association-Alaska
(NEA-Alaska), spoke in favor of SB 221, underscoring the
obligation of educators to guide students towards a realistic
educational path, including the career-ready, workforce
development aspect of education. Also, the proposed legislation
addresses the disconnection of communication between the K-12
and the UA educational systems regarding UA's expectations for
students. Ms. Angaiak stated the proposed bill presents an
opportunity to make certain students in Alaska are college-
ready, or are successful in whatever programs are right for
them. Private colleges routinely provide students with
individual attention and support; however, Alaska schools do not
ensure that students understand how to prepare for college and
what is expected of them. She assured the committee NEA-Alaska
would support this legislation and would participate in any
recommended actions.
9:21:42 AM
REPRESENTATIVE BUCH asked whether the speaker had been a member
of a task force before.
MS. ANGAIAK indicated no.
REPRESENTATIVE BUCH noted that there are current reforms
forthcoming, and asked whether the proposed legislation is a
timely effort.
MS. ANGAIAK acknowledged that timing can be problematic,
particularly considering national legislation regarding
elementary and secondary education; however, NEA-Alaska is
committed to participation on this task force at this time.
9:23:36 AM
CHAIR SEATON described successes that K-12 Alaska school
districts have had by establishing close contact between faculty
and at-risk students. He assumed NEA-Alaska would advocate for
a program to help with retention and success through counseling
and individual support.
MS. ANGAIAK said correct.
9:25:59 AM
MARY FRANCIS, Executive Director, Alaska Council of School
Administrators (ACSA), stated her support for SB 221. She added
that one advantage of the proposal is that the task force would
be comprised of a group of individuals who do not usually have
the opportunity to work together toward a common purpose.
9:27:15 AM
CHAIR SEATON closed public testimony.
9:28:22 AM
REPRESENTATIVE P. WILSON said it is crucial for the committee to
recognize the status of digital education in Alaska. She
advocated for the inclusion of digital learning in the scope of
the task force.
9:30:07 AM
REPRESENTATIVE KELLER pointed out the UA system is engaged in
the delivery of distance learning.
REPRESENTATIVE P. WILSON expressed her concern about the
delivery of distance learning to remote areas at the elementary
and secondary educational levels.
9:31:02 AM
CHAIR SEATON called attention to page 3, line 31, which read
[original punctuation provided]:
(6) explore new approaches that may be effective in
producing increased levels of college and career
readiness;
9:31:27 AM
REPRESENTATIVE P. WILSON, in response to Chair Seaton, suggested
addressing digital learning on page 4, line 9, as follows:
Page 4, line 9
Add
(10) digital learning and how it relates to the
success in college and of rural students.
REPRESENTATIVE WILSON stated this addition was needed
because there are rural students who are disadvantaged in
that they cannot receive digital learning.
9:32:59 AM
REPRESENTATIVE EDGMON expressed his support for requiring the
task force to address digital learning; however, he suggested
the language on page 3, lines 28-30, may resolve the concern.
9:34:05 AM
MR. LAMKIN advised that the interpretation of the above
referenced lines would cover the issues of broadband and
distance education. In any case, the sponsor would accept a
specific reference.
9:34:48 AM
CHAIR SEATON asked to what paragraph (6) on page 3, line 31,
refers, if not distance education.
MR. LAMKIN explained the above reference encompasses unknown
action other states have taken "to produce the successful
outcomes that we're after."
9:35:36 AM
CHAIR SEATON requested that the committee submit amendments to
Legislative Legal and Research Services to be drafted and
offered at a subsequent hearing.
9:36:41 AM
REPRESENTATIVE EDGMON asked for clarification on the task force
meeting schedule.
9:37:30 AM
MR. LAMKIN advised that the meeting schedule would be the
prerogative of the chair of the task force.
9:38:21 AM
REPRESENTATIVE EDGMON pointed out the bill provides for a report
to the legislature due on March 1, 2011, and he expressed
concern that the budget cycle would be in progress. Recalling
his participation in a work committee last summer, he cautioned
that the schedule could be a challenge to meet. Representative
Edgmon then stated his support for the bill.
9:40:14 AM
MR. LAMKIN agreed that March 1, 2011, was chosen to allow as
much time as possible for the members to meet and for
legislators to take appropriate action.
9:40:50 AM
REPRESENTATIVE P. WILSON commented on the number of legislators
on the task force. She provided an anecdote regarding a past
task force that was unsuccessful in seeing its recommendations
enacted. She warned that legislators that work on policy items
hear testimony that is not heard by "the people that are going
to [make] funding ... decisions." Representative Wilson urged
the inclusion of additional legislators, some of which should be
finance committee members.
9:43:48 AM
CHAIR SEATON warned against comparing a funding task force with
a task force concerned with policy issues. Neither should
meeting dates be based on financial deadlines. He opined that
this task force would be recommending statewide changes to
educational systems, educational requirements, and methods.
However, Chair Seaton agreed that to be effective the task force
should engage more members of the legislature.
9:46:38 AM
MR. LAMKIN clarified that the Senate Education Committee
intended for the task force to bring interested parties
together, and that any member of the legislature is invited to
participate. Further, regarding the fiscal note, he confirmed
that more legislators seated on the task force would raise the
cost.
9:47:42 AM
REPRESENTATIVE KELLER pointed out that one responsibility of the
task force is to make recommendations to the legislature, which
does politicize the group. He then suggested that the sponsor
consider a provision for funding for support staff in order to
maintain a balance.
MR. LAMKIN said the bill provides for legislative staff to staff
the task force. Staffing support may be requested from
Legislative Legal and Research Services or the UAA Institute of
Social and Economic Research (ISER).
9:49:41 AM
REPRESENTATIVE KELLER added that another point to consider is
that the bill does not stipulate the disclosure of conflicts of
interest.
9:50:16 AM
MR. LAMKIN said he expects that the task force would have
sufficient resources to fulfill its goals.
9:50:59 AM
CHAIR SEATON advised that the reporting date should be moved to
April 1, 2011, to allow for thoroughness. Moreover, if
legislative policy changes are recommended by the task force,
they would be addressed in subsequent legislative sessions.
However, some recommendations may be put in place directly by
schools or educational systems.
9:53:21 AM
REPRESENTATIVE EDGMON contemplated the timeline, election
concerns, and staffing, and asked for sponsor comment.
MR. LAMKIN observed the reporting date may need to be May 1,
2011.
REPRESENTATIVE EDGMON raised the possibility that the finance
committee may add costs to the fiscal note.
9:55:31 AM
REPRESENTATIVE MUNOZ asked whether the participating
organizations have committed to absorbing travel costs.
MR. LAMKIN said there have been no objections, but there are no
written commitments.
9:56:03 AM
CHAIR SEATON announced that SB 221 was held for further
testimony and consideration of amendments.
9:56:26 AM
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 367 Sponsor Statement.pdf |
HEDC 3/10/2010 8:00:00 AM HEDC 3/12/2010 8:00:00 AM HEDC 3/22/2010 8:00:00 AM HEDC 3/26/2010 8:00:00 AM |
HB 367 |
| HB 367 Sectional Analysis.pdf |
HEDC 3/10/2010 8:00:00 AM HEDC 3/22/2010 8:00:00 AM |
HB 367 |
| HSGQE_WorkKeys_Standards.docx |
HEDC 3/22/2010 8:00:00 AM |
|
| Department of Revenue answers to House Education Questions.pdf |
HEDC 3/22/2010 8:00:00 AM |