Legislature(2011 - 2012)HOUSE FINANCE 519
04/14/2011 08:30 AM House FINANCE
| Audio | Topic |
|---|---|
| Start | |
| HB131 | |
| HB49 | |
| SB108 |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | HB 131 | TELECONFERENCED | |
| + | SB 108 | TELECONFERENCED | |
| + | SB 58 | TELECONFERENCED | |
| + | SB 84 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 49 | TELECONFERENCED | |
HOUSE BILL NO. 49
"An Act establishing in the Department of Education
and Early Development a voluntary parent and early
childhood education program for pre-elementary aged
children."
9:08:12 AM
REPRESENTATIVE CHRIS TUCK, SPONSOR, explained the
legislation. He believed that quality education remained a
challenge in the state. The state spent ample resources on
remedial and special education and despite the effort the
educational system was not producing results. He felt that
a better method to provide students real educational
opportunities and a new paradigm for learning was needed. He
voiced that parents are a child's first and most important
teachers. Research has proven that parental involvement in a
child's early years was critical for development and success
in school.
Representative Tuck expounded that HB 49 was an early learning
model to increase school readiness, family involvement, and
create a culture of learning in Alaskan communities. The
legislation allowed the Department of Education and Early
Development (DEED) to offer the "successful" Parents as
Teachers early childhood learning system as an education
option for families with children ages 0 to 5. He discussed
the Parents as Teachers program. The program was completely
voluntary. He related that the program succeeded by engaging
families and communities, explaining children's brain
development and how to create an appropriate learning
environment. Parents as Teachers focused on how children learn
not what they learn, and blended with any educational
philosophy or language. The program increased school readiness
and educational success into adulthood. The program employed a
research based curriculum and assisted in early detection of
impairments. Early detection and resolution provided cost
savings by avoiding special and remedial education later on.
He reported that estimated costs of a statewide program were
$4 million annually; 80 percent of the funding was directed to
the staff working with families.
9:11:59 AM
DEBI BALDWIN, CHILD DEVELOPMENT DIVISION DIRECTOR, RURAL
CAP (via teleconference), testified in support of the
legislation. She believed in increased opportunity for
parental involvement in a child's education. Well-informed
parents that employed positive parental practices advocated
and lead their child's educational experience, which
resulted in success. The Parents as Teachers program was a
key to school readiness. The legislation would provide
increased access to the program.
9:14:19 AM
AT EASE
9:14:49 AM
RECONVENED
MARK LEWIS, DIRECTOR, DIVISION OF ADMINISTRATIVE SERVICES,
DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT, testified
that the Department of Education and Early Development
(DEED) considered HB 131 a positive component to its
efforts towards early childhood education and early
learning coordination. He relayed that any early learning
program approved by the legislature would be examined in
the context of statewide budget priorities. The governor's
budget included the pre-K pilot program and additional $
600 thousand in the early learning component: $300 thousand
appropriated for Best Beginnings and the remainder was
appropriated to Rural Cap to support early learning in Tok,
Seward, Stebbins, and Kodiak.
Co-Chair Stoltze wondered what would happen to the smaller
programs if a holistic approach to early learning was
adopted. Mr. Lewis answered that HB 131 would provide a
holistic solution to this type of approach to early
learning. He noted that other programs would culminate in
the event of a comprehensive early education system in the
state.
9:18:43 AM
Representative Neuman related personal experience with
early learning as a parent. He asked how the funding would
function and who would receive the funds. Mr. Lewis
understood that DEED would develop a grant application and
review process so that entities could participate. He did
not know whether a business license would be required.
Representative Neuman asked for clarification on how the
program operated. Mr. Lewis answered that the grant could
pay for materials, teachers, and coordinators. He believed
in a collaborative model for early education and that each
program would be unique to the community it served .
Representative Neuman asked whether the program would
reimburse existing programs such as Head Start.
9:22:42 AM
Mr. Lewis answered that the program would not reimburse
existing programs but provide support to parents willing to
participate in the program and implement early learning
guidelines per the department. The grant would provide the
tools to make early learning effective.
Representative Gara thought that Parents as Teachers was
the least expensive way to provide early education. He did
not believe the model would fit families with both parents
working. He asked whether the legislation would offer an
option but not the sole option for pre-K. Mr. Lewis agreed
and stated that different models of Pre-K would exist. He
pointed out that the cost of Parent as Teachers was per
family. Multiple children in the same household would
benefit from the base cost of $4 thousand per family.
Representative Gara understood that a parent could decide
to teach pre-K at home. The parent would meet with a
coordinator to obtain the materials and training to teach
the child. He asked if that was an accurate description of
how the program worked. Mr. Lewis agreed.
Co-Chair Thomas spoke in support of the program. He
believed Parents as Teachers was a successful program. He
listed multiple early childhood educational programs such
as Head Start. He asked whether other early education
programs showed measurable success in terms of graduation
rates. Mr. Lewis answered that it will take a coordinated
effort by DEED to collect the data. The programs were
supposed to be research-based. Future funding decisions
could be based on results. The department would compare the
variety of early education models.
9:28:28 AM
Co-Chair Thomas referred to testimony and thought part of
the problem was the lack of DEED data and progress reports
on early education. He noted DEED did not know how many
years were necessary for Pre-K. It was difficult for the
legislature to make decisions without data. He wanted to
see a report on the success of pre-K programs. Mr. Lewis
apologized for the lack of data and agreed that the
department could do a better job at presenting the
information required. He agreed to provide the information.
Co-Chair Thomas relayed that no one from the villages in
his district reported successes in pre-K programs.
Representative Wilson referenced data from Legislative
Research Services on early childhood education. The data
did not include $8 million that the Department of Health
and Social Services (DHSS) spent on early intervention. She
asked whether the DEED report would include duplication of
services to children. Mr. Lewis replied in the affirmative.
He reported that DEED collaborated with DHSS and all of the
early learning programs had to be considered. He did not
want to duplicate services between agencies.
9:32:33 AM
Mr. Lewis furthered that a comprehensive system that
included data collection and accurate reporting was
essential for decision making. Representative Wilson wanted
a coordinated effort to determine what programs work.
Representative Joule agreed that providing requested
information to the legislature was very important. He
believed that decisions were influenced by the lack of
information. He encouraged the department to notify
legislators when information was distributed. He cited the
early education programs, Parents as Teachers and Best
Beginnings. He liked the program being discussed. He shared
concerns that pre-K children were "turned over" in programs
with questionable performance. He characterized the system
as "Give your kids to the government at an earlier age and
we will raise them for you." He wondered what happened to
the parent's responsibilities. When parents become teachers
they instill the value of education in their children. The
parents learn that their child's ability to learn was
limitless. He opined that Best Beginnings in combination
with Parents as Teachers would deliver a comprehensive
public private model. He supported a system where parents
were involved early in children's education and the
community reinforced the family involvement.
9:37:10 AM
Representative Joule added that the best system was when
the public and private entities worked together.
Representative Costello spoke in support of the
legislation. She believed the program would empower parents
in the development of their children. She pointed to
research about children's brain development and growth from
birth to age three. She thought the program would lay a
positive foundation for the formative years. She like the
community based nature of the program. She referred to
research that listed the programs measured success.
Representative Costello agreed with Representative Joule's
concerns about government taking over the role of parents.
She did not think the program would do that.
Representative Edgmon spoke in support of the bill. He
reported experience on the House Education Committee that
taught him the value of early education. He felt that the
program represented "spending on the front end to avoid
spending on the back end." He noted the amount spent on the
Department of Corrections ($269 million in general funds)
in the state and wondered how that could be mitigated by
early education. He complimented the department on their
efforts in early education but did not think it was enough.
9:41:57 AM
Co-Chair Stoltze did not believe that the issues with
corrections and education should be linked. He felt it
distorted both debates.
Representative Tuck pointed out that Parents as Teachers
had been in Alaska for 18 years, and that studies showed
its success. The evidence demonstrated that the program
kept parents engaged in their child's education over the
years. He spoke to challenges to get parents more engaged.
The earlier parents learn to engage resulted in more
successful outcomes. He noted the flexibility of the
program. He listed that public schools, non-profits, native
associations, tribal council, and military bases were using
the program.
9:45:35 AM
Representative Tuck stated that the program was the most
cost effective way to deliver early education in the state
due to the geographic realities. Co-Chair Stoltze voiced
that some parents do not want children assimilated at an
earlier age and appreciated the emphasis on the voluntary
nature of the program.
Representative Tuck commented that often parents do not
want take their children to a facility. He emphasized that
the program had to be voluntary or the program would fail.
Co-Chair Stoltze asserted that "charter schools were the
ultimate parental involvement model" that was hugely
successful.
9:48:44 AM
Representative Tuck remarked that the charter school
parents were involved parents. He anticipated that the
program would foster the growth of charter schools.
Representative Neuman stated that he liked the concept. He
reported that he was a home school parent. He reported that
13,500 school children or 10 percent of the student
population were home schooled in Alaska, by far the most in
the country. He thought Alaska had a very transitional
student body, migrating from school to school. He thought
the program could set up a structure so that parent could
move with the family as they transition from one community
to another.
Representative Tuck agreed. He explained that parents were
required to meet once each month with other families in the
program. The requirement was especially helpful on military
bases to help ease transitions.
HB 49 was HEARD and HELD in Committee for further
consideration.
9:52:22 AM
AT EASE
9:52:53 AM
RECONVENED
Co-Chair Stoltze