Legislature(2015 - 2016)CAPITOL 106
02/03/2016 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SCR1 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SCR 1 | TELECONFERENCED | |
SCR 1-CIVICS EDUCATION TASK FORCE
8:02:39 AM
CHAIR KELLER announced that the only order of business would be
CS FOR SENATE CONCURRENT RESOLUTION NO. 1(EDC), Relating to a
legislative task force on civics education.
8:03:14 AM
SENATOR GARY STEVENS, Alaska State Legislature, introduced SCR
1, and began with a scenario from historic times, 1787, when the
U.S. Constitution and other formative documents, were being
written to create the republic we know today. He pointed out
that keeping the republic was not assigned to the president,
delegated to congress, or directed to the courts, but rather
placed in the hands of every person for which the republic was
formed. The qualities for keeping the republic, as an
individual, must be passed down by parents and through the
schools, which are often considered the guardians of democracy.
Civics education ensures that each generation will understand
and be ready to participate as a member of the republic. He
emphasized the need for an engaging curriculum, which could
include: U.S. history, current events, and simulations of
government functions. Civic education is not currently
receiving the attention which it deserves, he opined. The
recent National Assessment of Educational Process (NAEP) scores
indicate that only one-third of students are proficient in the
knowledge of civics; two-thirds are deficient. Preparation for
citizenship is one of the foundational principles in the
American education system. Along with the importance for
preparing students for college and careers, it is also important
to prepare them for citizenship. He listed a number of benefits
that have been shown as a result of civics education, which
includes the probability that a person is more likely to engage
in public debate, take an interest in government issues, and
register to vote. Without civics, an understanding of each
individual's responsibility, and the process, for keeping the
republic strong, and democracy in action, is lacking. The
proposed resolution is a pathway to remedy the situation.
8:07:48 AM
TIM LAMPKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, offered to provide members with a quiz.
CHAIR KELLER established that the quiz mentioned is the one
immigrants, who are aspiring to become U.S. citizens, are
required to pass.
8:09:00 AM
REPRESENTATIVE VAZQUEZ asked for the Senator's background in
education.
SENATOR STEVENS reported that he holds a PhD, and, among other
experiences, taught history and humanities at the college level
for 25 years.
8:09:44 AM
MR. LAMPKIN reviewed the 12 members that would comprise the task
force to be assembled, as established in the resolution, page 2,
lines 23-31, and page 3, lines 1-9. The work would be
accomplished over the interim and be reported to the legislature
in 2017.
8:11:51 AM
REPRESENTATIVE SEATON asked whether there is intention to
coordinate the task force meetings within the same time frame as
the regular or a special session of the legislature, to minimize
per diem costs.
MR. LAMPKIN responded that frugality would dictate that course,
but it has not been decided.
SENATOR STEVENS acknowledged the benefit of coordinating the
time frame for meetings.
8:12:49 AM
REPRESENTATIVE VAZQUEZ asked for the rational of having a judge
seated on the task force.
MR. LAMPKIN answered that the seat would be in keeping with the
spirit of representing the three branches of the government on
the task force; executive, legislative, and judicial branches
would all be seated.
8:13:28 AM
CHAIR KELLER pointed out that he has sponsored similar
legislation to establish a civics curriculum in the schools.
The resolution being proposed differs from the bill, however, it
would be good to see a melding of the issues into one piece of
legislation. Additionally, he reported having recently visited
a civics class in the Matanuska-Susitna School District and
found it enlightening. The current event topics were well
presented and the students were engaged, but the historical
aspects of the founding documents had not been covered; a
determination he was able to make by posing a few questions to
the students.
8:17:30 AM
REPRESENTATIVE SEATON read from page 1, line 6, noting that a
single course in civics is not the goal, as it calls for a broad
based approach beginning in preschool and extending into
college. He asked what class requirement structure the task
force might consider.
SENATOR STEVENS said it's difficult to make a civics class a
requirement, but aspects could be incorporated into any class.
He reported that, in Boston, private industry was approached to
support the public school effort, with good result. The task
force is not expected to create curriculum or mandate specific
requirements and assessments. The intent is to bring parties
together to focus on the topic and consider possibilities.
8:20:52 AM
REPRESENTATIVE SEATON paraphrased from page 1, line 16, and page
2 lines 1-2, which read:
WHEREAS the state can help ensure that schools provide
civil service opportunities for all students through
the standards what schools set and the assessments and
accountability measures the state chooses;
REPRESENTATIVE SEATON asked for clarity as to how the WHEREAS is
to be implemented.
SENATOR STEVENS responded that the intent is to have the task
force explore the issue, without creating mandates.
MR. LAMPKIN added that the specified language was crafted to
provide latitude for incorporating civics activities into
existing curriculum.
REPRESENTATIVE SEATON opined that clarifying the language would
be helpful. Responding to Chair Keller, he added that the focus
of the task force is unclear, and the mention of standards in
the WHEREAS could be interpreted as a need to rewrite standards
for inclusion of civics curriculum. The job of the task force
would not be to write standards, but rather to explore means to
enhance what exists, he surmised.
8:23:30 AM
REPRESENTATIVE DRUMMOND turned to page 2, line 8, to paraphrase
the language, which read:
(1) analyzing the current state of civics education in
the state;
REPRESENTATIVE DRUMMOND reported that an Anchorage School Board
memorandum, dated March, 2011, indicating a plan for development
of civics education. It mentions integrating civics into the
elementary curriculum of the core subjects and the arts. It
appears that school districts, certainly the Anchorage School
District (ASD), are already addressing the issue and statewide
coordination may be the next step, she opined.
8:24:40 AM
REPRESENTATIVE COLVER asked whether Senator Stevens expects to
be seated on the task force, or his staff, to take the lead and
chair the committee.
SENATOR STEVENS expressed interest in being appointed.
CHAIR KELLER opened public testimony.
8:26:19 AM
DR. LUCIAN SPATARO JR., PhD, Chair, Educational Initiatives, Joe
Foss Institute, testified on SCR1, paraphrasing from a prepared
statement, which read as follows [original punctuation
provided]:
Mark Twain once said, "Citizenship is what makes a
republic." Ask 10 adults what citizenship means to
them and you'll probably get 10 different answers.
Ask 10 kids the same question and chances are you'll
get a shrug of the shoulders. Of course this won't be
the case for all youth, but numerous studies have
shown that a vast majority of America's K-12 students
lack the basic understanding of how our country was
founded, how it is governed and what it means to be a
citizen in our democratic system. One of the primary
purposes of establishing public schools, as envisioned
by Thomas Jefferson two hundred years ago, was to
inculcate in our youth the civic virtues that would
sustain our fledgling Republic. American leaders,
from Jefferson to Roosevelt, knew that informing and
engaging the next generation of Americans on basic
civics was vital to the survival of our republic.
Unfortunately, 227 years after the signing of the
Constitution, few American students understand basic
facts about our government, its creation, or how it
works.
Former Supreme Court Justice Sandra Day O'Connor has
termed this situation "the quiet crisis" in education,
but I really believe it is the quiet crisis in
America. I'm talking, of course, about the crisis in
civics education. Our young people today face a
crisis of knowledge and understanding of our Republic
and the liberties granted in the Founding Documents.
This civics education gap is a casualty of our hyper-
focus on reading, math, science and technology.
The Civics Education Initiative is a simple concept.
It requires high school students, as a condition for
graduation, to pass a test on the 100 basic facts of
U.S. history and civics taken from the United States
Citizenship Civics Test - the test all new U.S.
citizens must pass (91% of immigrants pass on their
first attempt). The goal is to pass legislation in
all 50 states by September 17, 2017, the 230th
anniversary of the U.S. Constitution/
The Civics Education Initiative is a first step to
ensure all students are taught basic civics about how
our government works and who we are as a nation; facts
every student should know to be ready for active,
engaged citizenship.
The Civics Education Initiative was created in 2014 by
the Joe Foss Institute, a non-profit, nonpartisan
organization focused on closing the civics education
gap and preparing America's youth for civic
engagement.
The Joe Foss Institute is the enduring vision and
legacy of the late Joe Foss, WWII Marine Corps flying
ace and Congressional Medal of Honor recipient, who
founded JFI in 2001 with his wife, Didi Foss. Since
then, JFI has served nearly 2 million students
nationally through its programs, including the
Veterans Inspiring Patriotism (VIP) program which
recruits and trains veterans to make classroom
presentations in elementary and secondary schools and
deliver educational materials including the U.S. flag
and copies of the Declaration of Independence,
Constitution and Bill of Rights.
Prior to becoming an American citizen, immigrants must
pass a test on basic facts of United States history
and government. Over 91% of new immigrants pass the
test on their first attempt. Unfortunately, the level
of knowledge among everyday Americans and our native-
born high school students is far lower. According to
a survey by the Annenberg Public Policy Center, only
36% of Americans could name all three branches of
government. Worse yet, only 38% could successfully
identify which party controlled the U.S. Senate or
House of Representatives.
Nine states passed the Civics Education Initiative in
2015 (AZ, ND, SD, UT, ID, TN, SC, LA, and WI). There
are 26 additional states considering legislation for
2016.
We've surveyed Republicans, Democrats and Independents
from across the country. Americans across the
political spectrum overwhelmingly support measurable
civics education in our schools. Over 70% of the
public would vote YES on an initiative requiring high
school students to pass the same civics exam that all
immigrants must pass to become US citizens in order to
graduate. Additionally, over 65% of voters, left,
right and independent, said they were more likely to
support legislators who supported such a proposal.
Do we really have a civics education problem?
Absolutely, a number of studies and surveys confirm
Americans (and young people specifically) are not
proficient in the basics of U.S. civics, history and
geography covered on the U.S. Customs and Immigrations
Services (USCIS) citizenship civics exam.
What percentage of American high school students do
you think can identify the presidents on a penny or a
nickel? A recent study by the National Assessment of
Educational Progress showed that only 14 percent of
high school seniors can identify Thomas Jefferson as
the author of the Declaration of Independence. It
doesn't get better. Only 9 percent of 4th grades can
identify a picture of Abraham Lincoln and list two
reasons why he was important.
According to the National Assessment of Educational
Progress, only 24 percent of U.S. high school students
are proficient in civics, and studies by the Annenberg
Public Policy Center show that a third of U.S.
citizens can't name even one branch of our federal
government.
Isn't this already covered by existing state
standards? The Civics Education Initiative is not
intended to introduce new academic standards. Its
purpose is to elevate these basic facts about our
republic as the floor - not the ceiling - of what we
believe students should know about how our government
works and who we are as a nation. The Civics
Education Initiative isn't just another standardized
test. Working to learn the most basic, foundational
facts about our nation and being exposed to the same
test all new immigrants must take to become U.S.
citizens is intended to be a learning experience.
This is the civics equivalent of knowing your
multiplication tables.
The concept would allow individual districts, schools
and teachers to cover these basic facts and administer
the test in a way they deem adequate and constructive.
The test itself can be folded into existing curriculum
and classroom activities so as to reduce the impact on
class time. For example, it could be administered as
a pre-test activity at the start of a course or the
questions could be split up across different courses
and units across several grade levels.
There is an online testing portal created expressly
for the Civics Education Initiative, as well as a
variety of free study guides. Regardless of exactly
how each school implements the Civics Education
Initiative, it clearly would be a very different
experience than the standardized testing model in
which students are pulled out of class.
This test will put undue pressure on school districts
and our students. That is certainly not the intent
and it is a highly doubtful outcome. The legislation
was specifically designed to provide districts,
schools, teachers and students with maximum
flexibility to make the Civics Education Initiative a
meaningful and achievable goal for everyone.
Nearly 92% of new immigrants applying for citizenship
pass this test on their first attempt. I would hope
our students could do as well or better. Those that
don't pass the first time can try as many times as
they need and, again, the questions and study aides
are already widely available and free online.
The initiative also promotes local control and maximum
flexibility for individual school districts. In North
Dakota for example, the law passed by CEI allowed for
local school districts to determine how best to
implement the test, rather than relying on a method
mandated by the state.
The initiative is not intended to be a one-size-fits-
all approach. Instead, it establishes a baseline of
knowledge to ensure that high school students know at
least as much about the fundamentals of U.S.
government and law as foreign-born citizens. It is
not a panacea or a silver bullet, but is meant to be a
first step in the rebirth of civic education.
But isn't this test just rote memorization? We need
our students to be thinking critically and analyzing
why American Government is set up this way, not just
reciting dates and facts.
If students are to analyze and think critically about
civics and government, they need to first understand
the basic facts about American government. Before
kids learn to read they need to know the alphabet.
How much will the test cost to implement?
By using this well-established test and study
materials that are already easily available online, as
well as the online test portal provided by the Joe
Foss Institute, several states that have passed this
into law have estimated no fiscal impact. By
promoting local control and maximum flexibility for
individual school districts, costs are eliminated.
Several states are allowing local school districts to
determine how best to implement the test. By simply
avoiding state-mandated reporting requirements the
vast majority of costs associated with taking and
passing the test are eliminated.
Do we really need a test for civics?
The old adage in education is, "If it is tested it is
taught." That means this subject matter needs to be
on a test that counts. Today, a test that counts is
one that is tied to either graduation or performance
for funding in the schools.
For any educators on the committee, I have a question
for you. What is the most asked question by your
students during a lecture? "Is this going to be on
the test?" If you say YES, they all lean forward,
take notes, and are engaged. On the other hand, if
you say NO, the entire class leans back and you can
see them relax and drift off. As this applies to
civics and our country, we want our students leaning
forward and engaged.
What about students with special needs?
Most states that have adopted the test allow for
exemptions if deemed appropriate by a student's IEP
team.
Informing and engaging the next generation of
Americans on basic civics is vital to the survival of
our Republic. The people who favor this initiative
have widely differing political beliefs, but one thing
we all share is the belief that it is important for
all Americans to know about the first principles of
our Constitutional government.
We believe our children should not only be expected to
have a basic understanding of the principles upon
which our nation was founded, they deserve to be armed
with that information in their adult lives as they
vote for representatives who will make critical
decisions about the future of our nation, our state
and our local communities. The Civics Education
Initiative is an important first step to ensure every
student is equipped with that knowledge.
Help us put civics back on the front burner where it
belongs so our students graduate as actively engaged
and responsible citizens. Help us put civics on a
test that matters. On behalf of our American veterans
who have made great sacrifices to preserve the many
freedoms we all enjoy, I ask that you join us in
support of this legislation to ensure that all high
school students learn these important facts about our
government, our nation, our values and
responsibilities in order to promote active
citizenship.
8:38:34 AM
DR. MICHAEL POLIAKOFF, Vice President of Policy, American
Council of Trustees and Alumni (ACTA), paraphrased from a
prepared statement, which read as follows [original punctuation
provided]:
The American Council of Trustees and Alumni (ACTA)
since its founding in 1995 has been deeply committed
to the imperative of a citizenry that understands
America's free institutions and their history. We
believe that just as a quality education includes
requirements for mathematics, science, and expository
writing, it must also have firm requirements for
knowledge and understanding of our institutions of
government.
Civic education must be based on civic knowledge, an
understanding of America's institutions of government
and how they developed. I would like to clarify this
point: civic engagement projects can build a
wholesome sense of community responsibility, but they
must never substitute for the civic empowerment that
comes from understanding our process of government.
The proposed legislation properly starts with a call
to assess the state of civic education. I suggest
that no student should leave high school without a
strong foundation in United States history, including
how the institutions of government developed. No
student should leave college, especially a publicly
funded university without a mature, collegiate grasp
of American history and the successes - and failures -
of our free institutions. This is essential
preparation for informed citizenship. Our Founders
were keenly aware that the lifespan of liberty is
unlikely to be long without well-informed,
participating citizens. Thomas Jefferson and his
fellow Commissioners were prescriptive in the 1818
plan for the University of Virginia: "To form the
statesmen, legislators and judges … to expound the
principles and structure of government."
I believe you all have electronic copies of our recent
report, A Crisis in Civic Education. I am sorry to
report that the results of our 2015 Constitution Day
survey of civic knowledge only confirm that findings I
shared with the Senate Committee last year. I want to
compliment Dr. Spataro, too, for the excellent work
that the Joe Foss Institute has done to raise the
nation's consciousness about the threat to our free
institutions that the plague of civic ignorance
presents.
The findings of our most recent survey, like its
predecessors, which you can find on ACTA's website and
like the data you can find on the website of the Joe
Foss Institute, do not bespeak an informed electorate.
The results would be funny, were they not terrifying.
(Slide 4). These are college graduates who mistake
Judith Sheindlin (AKA Judge Judy) for a member of the
Supreme Court - and John Kerry, for that matter.
ACTA has administered surveys since 1999. These are
not "College Bowl" or "Trivial Pursuit" questions:
voters who do not even know the term lengths of the
representatives they elect are unlikely to be making
well-informed decisions. (That is an understatement,
of course.)
They are effectively disempowered as citizens, and our
system of education must be held accountable for that
failure.
What is the remedy? Again the proposed legislation
properly looks toward best practices in other states.
I will focus on higher education, it is always best
for the governing boards of colleges and universities
to keep their own houses in order and institute firm
requirements for civic knowledge. But the legislature
can make its will known through resolution or statute:
Georgia, Nevada, and Texas have legislation for public
universities that requires all students to take
coursework or pass examinations in United States
history and government. And looking toward K-12,
Arizona, Idaho, Louisiana, North Dakota, South
Carolina, Tennessee, Utah, and Wisconsin have passed
laws mandating that students pass examinations showing
civic literacy. Alaska does well to consider the
practices of states that require coursework based on
knowledge and understanding of the primary documents
of American and state government and to consider
similar standards for public higher education.
To repeated: community service projects are part of an
important ethic characteristic of our nation. They
are a key part of religious and civic associations.
Schools and colleges are the unique and essential
place for teaching and learning about America's
history and government, and this legislation properly
looks towards schools. No other institution will
reliably fill the gap left by weak educational
standards.
It is my hope that the initiative of SCR 1 will lead
to a new requirements K-12 and collegiate that will
turn back the dangerous tide of historical and civic
illiteracy now so prevalent. I admire the important
initiative the Alaska State Legislature has
undertaken.
8:46:28 AM
REPRESENTATIVE SEATON acknowledged that the witness calls for
implementing a required curriculum and required class hours.
The proposed resolution doesn't call for that type of action,
and he asked if the witness supports SCR 1.
DR. POLIAKOFF responded that every institution has general
education requirements, which might be used for incorporating
civics lessons, and opined it is a question of will more than
cost. He pointed out that NAEP testing has not administered
civics exams since 2014.
SENATOR STEVENS offered that the task force will be assembled
without restrictions placed on the outcome, and required course
work may result, as an identified need.
CHAIR KELLER mentioned federal law that redirects curriculum
development to the district level.
CHAIR KELLER closed public testimony.
8:51:03 AM
REPRESENTATIVE VAZQUEZ reviewed contents of the committee packet
that indicates a shocking lack of understanding for government
operations and civics in general, and read from several to
underscore the statistical findings. She pointed out how unique
the balance of the U.S. government is among other countries,
many under martial law, and opined that ignorance of civics,
coupled with a lack of appreciation, may result in a loss of
freedoms.
8:56:24 AM
REPRESENTATIVE SEATON clarified that some of the points made in
the presentation related to historical illiteracy events versus
civics. Only 34 percent surveyed identified George Washington
as a general at York Town, and he questioned whether historical
facts or civic workings are the thrust for the task force to
study. He asked if history, as well as governmental workings
and civic involvement are to be considered "all one piece," to
be addressed by the task force.
SENATOR STEVENS said extracting history from civics is a
difficult undertaking given the integral aspects, and it may not
be possible. The task force will be without constraint for how
to approach the topic, and input will be welcomed from any
school that is already teaching civics.
MR. LAMPKIN opined that the knowledge of history relates to
understanding civics, as learning the alphabet is inherent to
reading.
9:00:32 AM
CHAIR KELLER referred to page 2, lines 23-30, to review the
make-up of the task force appointments, and asked about the
interest in having a seat for a member of the National Education
Association (NEA) member.
MR. LAMPKIN reported that the appointment was suggested by the
other body as a representative for the teachers.
CHAIR KELLER said he would like to see the NEA requirement
removed.
SENATOR STEVENS offered that twelve may not be enough members,
and additional seats could be added; there is no concern for the
number of seats.
REPRESENTATIVE COLVER echoed Chair Keller's sentiment for
seating a union member, and named the American Federation of
Teachers as another organization to consider.
CHAIR KELLER clarified his interest in broadening the scope of
the task force, which may be accomplished through adding seats.