Legislature(2021 - 2022)GRUENBERG 120
01/27/2022 03:00 PM House STATE AFFAIRS
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| Audio | Topic |
|---|---|
| Start | |
| SB32 | |
| HB37 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | SB 32 | TELECONFERENCED | |
| + | HB 37 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
SB 32-COLLEGE CREDIT FOR HIGH SCHOOL STUDENTS
3:05:26 PM
CHAIR KREISS-TOMKINS announced that the first order of business
would be CS FOR SENATE BILL NO. 32(FIN), "An Act establishing
the Alaska middle college program for public school students;
relating to the powers of the University of Alaska; and
providing for an effective date."
3:06:11 PM
SENATOR STEVENS, Alaska State Legislature, prime sponsor,
introduced SB 32. He reported that students who participate in
early and middle college programs have a higher success rate in
high school and are more likely to pursue post-secondary
education. He explained that the bill is designed to write a
framework that is flexible for different needs in different
areas of the state. He characterized it as avoiding a one size
fits all approach. He conveyed that he had negotiated with
school districts and the University of Alaska (UA) last year and
implemented several changes that improved the bill and made it a
better fit for stakeholders and managers. He said the goal is
to scale out to include more school districts, particularly in
rural areas. He reported that early and middle college students
graduate at a rate of 93 percent nationwide compared the
national average of 78 percent; further, students of color make
up 77 percent while 57 percent are students from low-income
families. Nearly 25 percent of early and middle college
graduates earn a post-secondary credential with a high school
diploma. He concluded by emphasizing that the proposed
legislation is an effort to recognize the accomplishments of 47
other states in establishing a state-sanctioned collaboration
between secondary and post-secondary schools and encouraging
students to finish high school and enter some form of higher
education or professional training. He highlighted the high
number of students who have disappeared and not returned since
the pandemic. He surmised that many are satisfied with taking a
job and earning a wage rather than pursuing college. However,
he reported that young people who get a college degree are
happier, stay out of prison, have longer marriages, and are more
successful.
3:10:34 PM
TIM LAMKIN, Staff, Senator Gary Stevens, said he was happy to
answer questions on the mechanics of the bill.
CHAIR KREISS-TOMKINS invited questions from the committee.
3:11:01 PM
REPRESENTATIVE EASTMAN asked whether the opportunities in the
bill are wide enough in scope to be taken up by colleges other
than the University of Alaska.
REPRESENTATIVE KAUFMAN, similarly, inquired about opportunities
for private schools or homeschool programs.
CHAIR KREISS-TOMKINS opened invited testimony.
3:12:27 PM
DEENA BISHOP, Superintendent, Anchorage School District (ASD),
shared that in 2012, she was the co-creator of the Alaska Middle
College School (AMCS) in the Matanuska-Susitna (Mat-Su) Borough
School District. She defined it as a collaboration between the
University of Alaska Anchorage (UAA) and ASD. In response to
Representative Eastman, she stated that students have
transferred into ASD from private schools to specifically attend
AMCS. She said the program helps students successfully complete
college course work that results in earning an ASD high school
diploma, as well as college credits. AMCS is a choice school
for juniors and senior high school students presently; however,
the bill addresses capable, younger students too. She said
students in the program build college readiness to achieve
success at college-level academics. She emphasized that with
this program, they have built the capacity within the system to
enhance more rigor and understanding in getting students to be
successful in college despite their terms only lasting through
the receipt of a high school diploma. She said students in ASD
who attend AMCS attend college on the main Anchorage campus and
with proper planning, have the potential to earn an associate
degree while simultaneously earning a high school diploma.
Further, she reported that many AMCS students finish their
general education requirements (GERs) for a Bachelor of Science
or Bachelor of Arts degree as well. She noted that throughout
her 10-year experience, 100 percent of the courses at UAA have
been transferrable to other universities; however, the best
outcome is that each year, 72 to 78 percent of graduates from
Mat-Su or ASD within the program, stay in Alaska to complete
their undergraduate degree, which speaks to the quality of the
program. In regard to rural outreach, she said AMCS has
partnered with the Lower Yukon School District in what is called
the Kusilvak Academy. She summarized that AMCS is building
capacity as the largest school district in Alaska for students
to attend college at no additional cost. Additionally, AMCS is
currently working on efforts to grow a diverse and local teacher
workforce in Alaska. She said the middle college model allows
students, with support, to learn on campus, adding that students
are not sent to UAA without being college ready.
3:16:58 PM
MS. BISHOP continued by noting that students have reported the
best feature of AMCS to be an increased sense of responsibility,
an increased flexibility in their schedule, and the ability to
get ahead in college. They reported that the best resource is
their AMCS teachers, and the most challenging class is math.
She reported that in 2019, 4,400 college credits were earned,
adding that the mean student who graduates earns 39 credits.
She continued to report that 55 percent of the class in 2019
earned an Alaska Performance Scholarship; further, the tuition
books and fees are no cost to parents, as the program smartly
utilizes the BSA [base student allocation]. She concluded by
reiterating that the program is an excellent opportunity for
all.
3:19:17 PM
REPRESENTATIVE VANCE asked what kind of outreach is made to
parents of students regarding proper preparation for the
program.
MS. BISHOP replied beginning freshman year, discussions begin
about college career and life readiness. The program also
encourages freshmen and sophomores to take the highest math
class possible. Prior to that, middle school students are
taught the importance of grade point average (GPA). In tenth
grade, a large outreach is made to communicate the opportunities
that AMCS provides, so that parents and students can go in with
their eyes wide open.
REPRESENTATIVE VANCE asked, if SB 32 were to pass, whether the
communication to younger students would change in order to help
them prepare for the opportunity to take college classes as a
freshman.
MS. BISHOP explained that currently, ACMS has a partnership with
a college board to increase the rigor in all courses. She said
the goal is to build competency in students and put them on a
professional or trades track. She noted that for students who
struggle with scoring high enough, a computerized summer program
helps tutor students to meet their goals. She reiterated that
if the bill were to pass, the intention would be to help
students and parents believe in the concept and understand that
it is attainable; additionally, to operationalize that through
the supports and systems within the school district.
3:23:10 PM
PAUL LAYER, Vice President for Academics, Students, and
Research, University of Alaska, reiterated that dual enrollment
programs provide an opportunity for students to earn college
credit while meeting high school graduation requirements. He
noted that when a student completes a dual enrollment course
with the University of Alaska and a school district, the course
is printed on his/her transcript. Further, courses are
transferrable to out-of-state universities as well, despite the
goal of keeping Alaskan students in Alaska. He reported that
over 200 students attend the ASD middle college program with UAA
and another 150 or so with the Mat-Su district. He added that
in fall 2020, a dual enrollment middle college was launched at
Kenai Peninsula College, which consists of about 33 students.
In 2020, UAF launched a partnership with the Fairbanks North
Star Borough School District, with 40 students in the cohort and
currently looking to expand. He explained that those
partnerships capitalize on the university centers and campuses
to allow students to experience the college environment and take
courses in person at the college level; however, many students
live in areas without a college campus to attend, which is why
the Alaska Advantage Program was launched several years ago
through UAF as a virtual middle college program. He noted that
both UAF and the University of Alaska Southeast (UAS) are
participating in the virtual program in addition to 40 school
districts and homeschool programs in Alaska. He reported that
over 400 secondary students are attending this semester; further
noting that Alaska Advantage students complete their courses at
a success rate of 95 percent. He cited section 14.30.789(b),
reading the University of Alaska shall make the program
available to each school district in the state. He confirmed
that the middle college program is doing that by providing
students the opportunity to gain dual credit regardless of their
location in the state. He added that more and more districts
are joining both through on-campus programs and the virtual
programs. In response to Representative Vance, he noted that
some programs reach students in middle school and high school to
allow them to think about college as a possibility that they
could tackle successfully. Reiterating Senator Stevens
comments about the pandemics impact on the college-going rate,
he reported that, per the Alaska Commission on Post-Secondary
Education, only 41 percent of students who graduated high school
in 2019 pursued higher education opportunities within the first
year. He reiterated that the programs offered in the proposed
legislation are an opportunity for students to see that college
can be for them and to continue to grow. He concluded by
thanking AMCSs partners at the school districts who provide
tutoring, mentorship, and support, which makes the partnership
work for everyone.
3:30:48 PM
REPRESENTATIVE STORY thanked Senator Stevens for championing the
bill. She inquired about the agreements between the university
and the school districts and whether the negotiated rate varies
by location or in-person versus virtual learning.
DR. LAYER stated that there are different rates per district.
He conveyed that the virtual middle college rate is lower than
the in-person middle colleges, which reflects the amount of
support that is provided on campus and face-to-face.
Alternatively, with the virtual middle college, he indicated
that much of the support is provided by the school districts;
therefore, the tuition cost was reduced to encourage
participation in those programs. He offered to follow up with
information on the various agreements with ASD, Mat-Su, and the
virtual program.
3:33:20 PM
REPRESENTATIVE VANCE asked whether classes are offered for
students who are not "high achievers.
DR. LAYER said currently, most agreements are for college level
GERs, adding that developmental classes are not offered through
the middle college program at this time. He reiterated that the
classes are intended to give students a footing within the
university system. He said the courses are not designed to
compete with AP [advanced placement] classes. He surmised that
most students who go into undergraduate or workforce training
programs have the skills for the courses offered at AMCS.
MS. BISHOP observed that adequate motivation exists within most
students. She explained that some students are full college
students while others are only in English classes because they
still need support in math to build the competency to place in
the placement exam for credit-bearing courses. She said the
support referenced by Representative Vance exists within the
high school side of the Alaska Middle College Program; further,
a college boot camp is offered to teach students the ins and
outs of university life, such as utilizing the library, locating
financial aid, and building self-efficacy.
3:38:40 PM
CHAIR KREISS-TOMKINS asked whether other districts in Alaska are
in dialogue about setting up a middle college partnership with
the UA system. He specifically inquired about Mt. Edgecumbe
High School given its adjacency to the University of Alaska
campus in Sitka.
DR. LAYER said the middle college program has had a longstanding
relationship with Mt. Edgecumbe High School give its proximity.
He noted that it essentially existed as a middle college prior
to the existence of Alaska Middle College Program. He pointed
out that Kodiak is another area that has expressed interest in
growing the middle college model. He offered to follow up with
a detailed list of agreements that exist across the state.
CHAIR KREISS-TOMKINS recalled having discussion with the former
commissioner of the Department of Education and Early
Development (DEED), Larry LeDoux, about the possibility of
piloting the middle college relationship with Mt. Edgecumbe. He
requested a list of districts in which partnerships are being
established.
3:41:38 PM
REPRESENTATIVE EASTMAN asked whether Charter College had a
similar arrangement that would provide the same opportunity for
a student to gain dual credit.
DR. LAYER said hes not in a position to answer that, as the
bill focuses on a relationship with the University of Alaska.
SENATOR STEVENS explained that the bill is intended to compel
the University of Alaska to work with more school districts and
develop the middle college program. In response to
Representative Vance, he emphasized that students develop
enormous confidence in a college-level class. As a former
professor himself, he recalled his experience watching high
school students who took college courses and how it developed
their sense of responsibility.
REPRESENTATIVE EASTMAN recalled his own experience in a dual-
credit program. He expressed his desire for all Alaskan
students to have that opportunity. He asked whether the
university could partner with a school, such as Grace Christian
School in Anchorage.
SENATOR STEVENS was unsure and deferred to Mr. Lamkin.
MR. LAMKIN reiterated that as written, the scope of the bill is
to provide a model for public schools with public dollars. He
was unsure whether a private school would be precluded from
negotiating a contract with the university; however, he
indicated that the question would be better directed at Dr.
Layer.
REPRESENTATIVE EASTMAN sought to confirm that the intent was not
to preclude private schools.
SENATOR STEVENS answered no; however, he noted that it would be
difficult to include private schools because state dollars are
being used.
3:46:39 PM
REPRESENTATIVE KAUFMAN directed attention to page 3, line 26, of
the bill, which addressed national standards for awarding dual
credit, and inquired about the prevailing standard.
MS. BISHOP emphasized that the college courses are credit bound,
meaning theyre not specially asterisked or lesser. In regard
to dual credit, she remarked each side of the partnership needs
to accept that credit, which can be difficult on the university
side, she indicated. She further noted that the state of Alaska
has the Alaska standard, adding that graduation standards
ensure that students have met those standards. She said a study
is conducted to ensure that the proper documentation is acquired
to indicate that statutory requirements are met for each course.
In response to Representative Eastman, she stated that Alaska
money is going to Alaska students. She said students must be
enrolled in ASD to receive the state funding, which gets repaid
to UAA. She recalled private school students enrolling while
continuing with their private studies simultaneously. She noted
that there is statutory language that speaks to public school
funds going to private institutions, making it more difficult
for a private school to work around those provisions.
Nonetheless, she said there are homeschool dollars for students
to take an independent course at a private college for credit.
MR. LAMKIN directed attention page 3, lines 18-31, which
addressed national standards, recalling that the language came
from the University of Alaska in the context of conserving their
accreditation. He explained that if a course is not taught on a
UA campus, the content, instructor, and curriculum must all be
standardized so as to avoid jeopardizing the universitys
accreditation.
3:51:38 PM
DR. LAYER conveyed an additional dual enrollment opportunity in
which approved educators teach university courses in high
school. He said its another type of dual credit partnership
wherein the teachers must meet specific requirements and teach a
curriculum approved by the university to meet the accrediting
body. He said the language [referenced by Mr. Lamkin] was
included to reflect that the classes must be taught at the
college level and meet the requirements instituted by DEED. He
went on to note that Monroe Catholic High School in Fairbanks
participates in the virtual middle college; therefore, nothing
precludes any approved school district from discussing a pathway
for participation with the university.
3:53:23 PM
CHAIR KREISS-TOMKINS opened public testimony. After
ascertaining that no one wished to testify, he closed public
testimony on CSSB 32(FIN).
3:54:15 PM
The committee took a brief at-ease.
3:55:04 PM
CHAIR KREISS-TOMKINS invited further questions from the
committee.
REPRESENTATIVE EASTMAN inquired about transcripts for students
who move from one district to another and asked how that would
be handled.
MR. LAMKIN said the model is not meant to micromanage. He
reiterated that students are treated like college-level students
and demonstrate that they can fulfill the rigor of the courses.
He acknowledged that the memorandums of understanding [MOUs],
which are developed between the university and school districts,
could include mitigating factors, such as moving. He opined
that the bill does not need to be overly prescriptive.
DR. LAYER said it would be handled on a case-by-case basis. He
added that if a student were enrolled in the virtual program, a
move between districts would be easier, as they could remain
enrolled in the same course.
3:57:52 PM
CHAIR KREISS-TOMKINS announced that CSSB 32(FIN) would be held
over.
3:58:22 PM
The committee took a brief at-ease.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 37 Version B.PDF |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Sectional Analysis Version B 01.20.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Sponsor Statement HSTA 01.20.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Fiscal Note DOA 01.11.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Fiscal Note DOR PFD 01.22.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Fiscal Note DOR Tax 01.23.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Fiscal Note PF PFD 01.24.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| HB 37 Hearing Request HSTA 01.20.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |
| SB 32 Fiscal Note UA-SYSBRA-01-24-22.pdf |
HSTA 1/27/2022 3:00:00 PM |
SB 32 |
| SB 32 Fiscal Note EED-SSA-12-20-21.pdf |
HSTA 1/27/2022 3:00:00 PM |
SB 32 |
| HB 37 PPT presentation for HSTA 01.27.22.pdf |
HSTA 1/27/2022 3:00:00 PM |
HB 37 |