Legislature(2021 - 2022)BELTZ 105 (TSBldg)
03/30/2021 03:30 PM COMMUNITY & REGIONAL AFFAIRS
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| Audio | Topic |
|---|---|
| Start | |
| SB72 | |
| SB17 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 72 | TELECONFERENCED | |
| += | SB 17 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
SB 72-SEC. SCHOOL CIVICS EDUCATION
3:32:28 PM
CHAIR HUGHES announced the consideration of CS FOR SENATE BILL
NO. 72(EDC), "An Act relating to civics education, civics
assessments, and secondary school graduation requirements; and
providing for an effective date."
3:32:39 PM
SENATOR GARY STEVENS, Alaska State Legislature, Juneau, Alaska,
sponsor of Senate Bill 72 (SB 72), said the bill is important to
him because he realizes when free public education started in
the United States, one of the reasons for education was to
develop a citizenry so that people going into schools would
become citizens, learn what it means to become a citizen in this
country, and to participate in votinga means of being a
citizencertainly, what everyone is doing in the capitol.
He explained the bill is a recognition that there has been a lot
of apathy in the vision in this country. A lot of focusrightly
so in many waysis on mass science sort of at the expense of the
liberal arts in terms of history, politics, and law. Other
states have been looking into [civics education], so Alaska is
not the only one.
He said developing a curriculum with exams in civics is
important. The curriculum should include things like flag
etiquette and all those sorts of things to make sure that people
are more involved in the government, register to vote, and they
take leadership positions like committee members are doing.
He explained SB 72 is one effort to restore an understanding of
what it means to be an American citizen among our youngest
generations and to teach them about what it means to be in the
system of government that the country has. He said to reverse
the noted [civics apathy] trend, he thinks the bill importantly
makes an investment in the future of our country as well as
recognizes the cultural diversity of Alaska.
He detailed the bill includes an exit exam on civics for
graduating seniors, not necessarily a need to pass it in a high-
stakes exam, but students are subject to take it. The bill
directs the Alaska Department of Education and Early Development
(DEED)who has been quite cooperative in the legislationto
develop a unique Alaskan civics and curriculum assessment. An
important part of the bill is to recognize the importance of
including Alaska Native tribal government system as well.
3:35:07 PM
TIM LAMKIN, Staff, Senator Stevens, Alaska State Legislature,
Juneau, Alaska, explained the bill before the committee had
quite an evolution. There have been a number of task forces over
the years that have come forward with a variety of
recommendations, one of them consistently being to review and
update the State's standards and even to develop curriculum for
the state, and that is what SB 72 reflects.
MR. LAMKIN said the version before the committee, [32-
LS04781\I], is a departure from the original legislation by
stepping away from the high-stakes exam calling for the
naturalization test administered by the U.S. Department of
Homeland Security, but instead to embrace the idea that the
state develops its own curriculum, make the curriculum available
to districts, and to establish an assessment administered
through DEED based on those standards.
He noted another important component of SB 72 would recognize to
include not only traditional American and state government
studies, but very importantly, Alaskan Native tribal government
systemsinvited testifiers are available to specifically address
that.
CHAIR HUGHES asked him to provide the sectional analysis for SB
72.
3:36:37 PM
MR. LAMKIN detailed the sectional analysis for SB 72 as follows:
Section 1
AS 14.03.076 relates to public schools, adding a new
section directing the State Board of Education and
Early Development to develop the curriculum and a
related assessment aligned with our state standards
regarding government and citizenship to include U.S.
federal government, Alaska state government, and
Alaska Tribal government; and that it requires
students to take the assessment established there in
order to receive a high school diploma. Of course,
there would be some exceptions available as detailed
in the bill for students with special needs, but
schools are to document on student transcripts that
they have taken the exam; in this case, we purposely
did not include a requirement that they pass the exam
per se, but that they simply take it.
Section 2
AS 14.07.168 relates to reporting requirements by
State Board, and to include in their annual report a
description of that civics curriculum that was
developed and of the student performance on the
assessment that was described.
Section 3
There is an effective date in Section 3 of July 1,
2022.
3:37:58 PM
At ease
3:38:08 PM
CHAIR HUGHES called the committee back to order.
She announced the committee will hear invited testimony. The
first testifier is Dr. Michael Johnson, commissioner of the
Alaska Department of Education and Early Development (DEED).
3:38:37 PM
DR. MICHAEL JOHNSON, Commissioner, Alaska Department of
Education, Juneau, Alaska, testified in support of SB 72. He
thanked Senator Stevens who has not waivered for years in making
sure the public education in Alaska is built upon the purpose of
civics education. He added everyone can regret that more
policymakers in the country have not shared Senator Stevens'
efforts.
He said civics education is not a new innovation, it is timeless
wisdom that the country has somehow forgotten. He noted Plato
said as follows:
Schools should create good men and women who act
nobly. If we have an education system that does less
than that, all our other efforts for life, liberty,
and the pursuit of happiness will be thwarted.
He referenced a study from the Woodrow Wilson National
Fellowship Foundation as follows:
• Only 36 percent of Americans passed a multiple-choice U.S.
citizens test
• Less than 25 percent know why the United States fought the
British
• Only 24 percent can name a single thing that Benjamin
Franklin was famous for
o 37 percent think he invented the lightbulbhe did not
COMMISSIONER JOHNSON stated the proof that Senator Stevens is
right to introduce SB 72 is noted in the study as follows:
• 74 percent of people 65 and older scored the bestanswering
at least 6 out of 10 questions correctly
• Only 19 [percent] of those 45 and younger passed
o That is 81 percent scoring 59 percent or lower on that
particular exam
He said although he does not have specific data, he is confident
that everyone would be alarmed by how few Alaskan citizens
understand Alaska Native history and layers of tribal
governance. The presentation in the House Tribal Affairs
Committee on March 4, 2021 is a great example what Alaska
specific civics education could look like viapresentation by
the First Alaskans Institute.
3:41:10 PM
He stated SB 72 is not a new coat of paint on the Alaska public
education system, the bill is a much-needed effort to repair the
foundation. Civics education is about purpose and a public
education system without clear purpose is more expensive,
ineffective, and corrosive to the country's society. A public
education system with purpose is more efficient, more effective,
and improves the country's society.
He explained the legislature's purpose statement for education
is clear in AS 14.03.015 that says:
It is the policy of this state that the purpose of
education is to help ensure that all students will
succeed in their education and work, shape worthwhile
and satisfying lives for themselves, exemplify the
best values of society, and be effective in improving
the character and quality of the world about them.
He said the statute is a great description of the outcome of an
education purposed with civicsit is also the vision statement
for the State Board of Education and Early Development (State
Board). Alaska spends over 160 billion pennies each year on its
public education system and every single penny should have a
purpose related to civics education.
He noted during the previous several months his fear has been
that the State will lower the bar and settle for less. Of
course, everyone wants schools to be open, but he hopes that
that is not the new benchmark for the state. Open is good,
purposeful and effective is essential, and at times more
difficult.
COMMISSIONER JOHNSON noted a few months after giving his going
to the Moon speech, John Kennedy addressed a growing public
questioning of why the country should spend all that money to go
to the moon. The President said at a speech later that year:
We choose to go to the moon in this decade and other
things not because they are easy, but because they are
hard, because that goal will serve to organize and
measure the best of our energies and skills.
He explained going to the moon was not about improving the Moon,
it was about making America better, and he said:
Let's not storm the capitol, let's teach kids to read.
Let's inspire them to run for school board, run for
mayor, and even run for the legislature. Let's show
them how to work together to create good policy. Let's
teach them how to value liberty and never take it for
granted. Let's show them how to embrace what is
difficult because it makes us better and makes us more
thankful.
He noted President Kennedy in his original go to the Moon speech
said:
For while we cannot guarantee that we shall one day be
first, we can guarantee that any failure to make this
effort will make us last.
He asked committee members to please let him know how he can
help the committee in its efforts on SB 72 and other
legislation.
3:44:22 PM
SENATOR MYERS commented he was intrigued with the bill at first,
noting constituency support. However, he felt dismayed after
reviewing the committee substitute (CS) for SB 72. The CS took
what was a straight forward, concrete proposition and turned it
into something a bit more amorphous.
He noted Commissioner Johnson talked about the education and how
it should connect to society values and purpose; however, some
of the changes in bill lost those values and purpose. Instead of
talking about an exam that simply examined the understanding of
government that we expect out of people coming to our country,
the legislation now has a curriculum and an assessment that
includes government citizenship and a history of government
systems in the United States.
SENATOR MYERS argued one of the problems the country is having
these days is not just that we have not educated children on
government and citizenship, but that we do not agree on what
that means anymore, what the purpose of government is, and what
does it mean to be a good citizenover the last 40 or 50 years
those have changed.
He said the CS makes him hesitant to agree to teaching a set of
values when he does not know what that set of values are. He
asked Commissioner Johnson if DEED could provide an idea of
direction that they want to go in creating that curriculum.
3:46:46 PM
COMMISSIONER JOHNSON replied the bill sponsor is best to answer
some of his question on changes. However, the department will
not be the only one creating the standards and curriculum. The
State Board has laid out a process that involves stakeholders,
communities, and educators in developing any kind of standards
and curriculum to make sure it is representative, that there is
a public process, and there is opportunity for public input and
comment on anything the State Board adopts.
He added fundamental to purpose is also fact and his hope is the
curriculum, and the standard includes facts and history about
the United States, including the unique history of Alaska.
3:48:08 PM
SENATOR STEVENS commented he is not exactly sure what Senator
Myers is getting at. The bill is about politics, but it is not
political. He said he does not think there is any attempt to
teach anyone about being a Republican or Democrat, the intent is
to understand what it means to be an American citizen and the
commissioner has a great grasp of that. The State is doing this
really well in some places, noting there are government teachers
he has met throughout Alaska who are doing a tremendous job in
educating their kids and what it means to be an American
citizen, what our history is all about, and the importance of
voting and participating.
He noteda little off the topiche was a different generation,
and he could not vote until he was 21. That was the requirement
in Alaska and the United States, and he voted when he was in
college. The ability to vote meant so much to him, he studied
it, he learned about it, and he knew what was going on from high
school classes.
SENATOR STEVENS stated there are some great teachers out there,
he had some great teachers when he went through school who
really made students proud to be an American citizen, and not
about party politics and the issues that legislators deal with,
but rather the bigger picture of what it means to be a citizen.
He said he is not sure what Senator Myers means about values,
but he thinks the value of citizenship rises above all the other
issues.
CHAIR HUGHES thanked Commissioner Johnson for his passionate
presentation and asked that he provide his comments in writing.
3:50:35 PM
LA QUEN N?AY LIZ MEDICINE CROW, President and CEO, First
Alaskans Institute, Kake, Alaska, testified in support of SB 72.
She thanked Senator Stevens and the committee for inviting the
First Alaskans Institute (FAI) to share a few words about SB 72
and about the potential that FAI sees in the legislation. She
stated she was happy to see the CS containing a simple sentence
to include within civics education the tribal government systems
as well; to that point is what she really wants to speak to.
She noted she is a product of the Alaska public education
system, attending school in Kake and Juneau. When preparing for
her testimony she tried to recall at any time when her schools
ever mentioned anything relevant to her as a Tribal citizen.
However, her connection to her Tribe is strong through her
family and community, she is an enrolled citizen of the
Organized Village of Kake, and her family and many community
members have been involved in ensuring that their tribal
government is strong and taking care of its citizens in Kake.
She said she has been able to watch and learn very much from
what it means to be someone who cares about their community and
who steps forward to serve and take care of the things that
communities need to be addressed. However, not once did she ever
have to opportunity to learn about the sovereignty, about her
tribal government, what a tribal government was, how it was
different from state government, how state government, federal
government, and tribal governments are three sovereigns
operating in present day Alaska. There was a void of
understanding the critical role of tribal governments and the
wellbeing of all of Alaska.
MS. MEDICINE CROW stated what she really appreciates about SB 72
is that the bill is saying, "We will no longer erase one third
of that sovereignty picture that we have in Alaska, that when we
talk about what it means to be a citizen." She said too often in
Alaska's history the divisiveness and the racial inequities
between Alaska Native peoples and those who now call Alaska home
have allowed us to blindside our own best interests in the
education that our children receive.
3:54:02 PM
She noted FAI provides an Alaska Native governance and protocols
training. Legislatorsas elected officialsare making decisions
everyday about the wellbeing of Alaskans, but she questioned how
legislators could make those decisions with the best available
information if legislators never had a chance to learn about
tribal governments.
She detailed there are 229 tribal governments in Alaska and
those 229 tribal governments have created an incredible Alaska
Tribal Health Care System, which she believes all Alaskans
probably know of better today then they did before COVID-19. The
Tribal Health Care System has exemplified the power of tribal
governance and about what can happen when people are in charge
of their own destiny, which is essentially the same kind of
story Alaskans put forward in their pursuit to become a state.
She said there should not be a tension between tribal and state
governments in Alaska. There should be an opportunity for people
to understand that "one, plus one, plus one, equals three."
Three chances for children in Alaska to know more, to be better
citizens, to understand what it means when somebody says they
are a tribal citizen and understand where that relationship
comes from and how long it has been in Alaska.
She pointed out the federally recognized tribes in Alaska are
modern manifestations of the indigenous people in Alaska that
long predates the United States and the State of Alaska. That
inherent sovereignty that the tribal governments have is not
dissimilaralthough it is differentfrom state and federal
sovereignty. She asked committee members to imagine the power
the children of Alaska will have if they can understand those
three concepts, know how to make informed decisions, and build
relationships because of it.
MS. MEDICINE CROW remarked Alaska has yet to have that
opportunity and has stifled its own development by not
previously including [the three concepts]. The legislation is an
opportunity to change that and the trajectory of where the state
goes. She said she cannot imagine what it would be like to be a
child learning about these things, inquiring about these things,
learning how to critique these things, understanding
responsibility the legislature has to themit is not just about
the benefits that state citizens receive, it also about the
responsibilities.
She stated the same applies to the Alaska tribal governments and
the federal government. By including Alaska Native tribal
governance within the civics education of the public education
students, she explained the following:
I believe that we will also make some really big
shifts in some of the racial dynamics that have played
too long a part and strangled the growth of Alaska,
because our history is imbedded in the civics and when
you have a better understanding of history, you have a
better understanding of your responsibility as a
citizen.
She said that is why she wanted to testify today, and to thank
Senator Stevens and the cosponsors for SB 72.
3:57:41 PM
CHAIR HUGHES thanked Ms. Medicine Crow. She added she personally
needs an education in tribal governments and suggested the
committee may invite her back for a presentation to better
understand tribal governments.
She asked her if she would be working with Commissioner Johnson
to help the department as they develop the [tribal government]
curriculum.
MS. MEDICINE CROW answered yes. She added Alaska Native elders
and ancestors have already created cultural standards for Native
education so there is a good foundation and framework to build
from. FAI is ready to stand behind Commissioner Johnson to
create a robust curriculum and assessment that reflects Native
people and its tribal governance.
3:59:02 PM
CHAIR HUGHES noted the Senate Education Committee previously
heard the billa committee she serves onhowever, the committee
did not get into the [tribal governance] area, an important area
of focus and responsibility for the Senate Community and
Regional Affairs Committee.
SENATOR GRAY-JACKSON thanked Ms. Medicine Crow for her inspiring
presentation. She concurred with Chair Hughes on a [tribal
governance] presentation, hopefully during the current
legislative session.
4:00:08 PM
JENNIFER KNUTSON, Senior Director of Teaching and Learning,
Anchorage School District, Anchorage, Alaska, testified in
support of SB 72. She thanked the previous testifiers because
she is excited about what they said. The Anchorage School
District (ASD) is happy that civics is a focus of SB 72. ASD has
been embedding civics into its social studies and history
courses in grades 6-12 in alignment with standards. However, the
bill provides an opportunity for the district to work with the
State and [Alaska Native] tribal groups to review, strengthen,
and focus its curriculum and instruction.
She said she was excited about the discussion on strengthening
the understanding of Alaska Native governance. ASD has had an
opportunity to develop its Alaska studies curriculum for third
grade by partnering with elders and cultural consultants. The
recently completed studies provided the students with a rich and
highly accurate curriculum that allowed them to learn about the
place where they live. The curriculum touched on some of the
government pieces via partnering with cultural consultants, a
big strength that benefited the district. She stated she is
excited about the possibilities from the bill for the ASD civics
instruction.
She explained students will benefit from a statewide curriculum
by ensuring they have the needed skills and knowledge for
meaningful participation in public life as strong citizens in
today's world. The curriculum will also help districts reflect
on what they are doing to potentially strengthen their current
social studies and history course.
4:02:25 PM
She referenced the assessment component of the bill and said ASD
is pleased with the adjustments, including assessment
development in conjunction with the curriculum. The assessment
will provide feedback not only for how students are doing and
what their skills are, but teachers, districts, and the State
will receive feedback about the students' knowledge and skills.
The assessment feedback allows for continuous instruction
adjustments to ensure students are growing and demonstrating
their skills to be successful in life.
MS. KNUTSON said ASD appreciates the student civics test will
show up on their transcripts. ASD has a formal assessment for
its students who are doing World Languages to obtain a Seal of
Biliteracy and that shows up on their transcriptsan attractive
recognition to colleges and businesses. ASD thinks that having
the civics assessment information on their transcripts will
reflect their good citizenship knowledge for application in
their post K-12 educationa similar transcription benefit to the
Seal of Biliteracy.
4:04:28 PM
She summarized ASD finds a lot of positive aspects with the bill
and appreciates the work that has gone into the team that has
improved the legislation. ASD looks forward to partnering with
the State and [Alaska Native] tribal organizations on the
curriculum and assessment components, and ensuring that they are
high quality, rigorous, and aligned to the assessment.
CHAIR HUGHES noted she mentioned the World Language assessment
appears on student transcripts. She asked her if the assessment
indicates the score that students received.
MS. KNUTSON answered no. She explained students take the
assessmentthere is criteria to receive the Seal of Biliteracy,
like grade point averagebut the transcript indicates the
student passed the assessment.
4:05:40 PM
CHAIR HUGHES asked her to confirm that the transcript indicates
that the student passed the assessment.
MS. KNUTSON answered yes.
CHAIR HUGHES noted the Senate Education Committee had policy
discussions regarding SB 72 and changes were made by the
committee, but members knew the Senate Community and Regional
Affairs Standing Committee would hear the bill next to do some
further work.
She said she shares the same concerns that Senator Myers
expressed, but she wants to work with the bill sponsor. One of
her concerns is if the legislature tasks teachers to instruct
the students in the civics material, will the curriculum
motivate and engage students when they know that it does not
matter whether they pass or fail. She suggested requiring the
assessment score appear on the transcript so the student knows
they would carry the score with them, and they would hopefully
want to get a passing score on their transcript.
CHAIR HUGHES explained she knows there are concerns, especially
when getting something up and running. The committee does not
want high school seniors to initially not graduate because of
the assessment. She noted receiving feedback from
superintendents regarding "unfunded mandates." Many districts
including ASDare already doing civics. Aligning with what DEED
might produce assures that a district covers all their bases so
students could do well in their assessments.
She suggestednot knowing if the sponsor will agreeis after the
[civics] curriculum is considered good and working for
districts, then the legislature could change the requirement to
the student passing the assessment in order to graduate. She
asked Ms. Knutson what she thought about initially starting with
including the score on the transcript with the goal over several
years of requiring the student pass to graduate.
4:08:02 PM
MS. KNUTSON recommended focusing first on the curriculum that is
engaging and allows students to practice what they have learned
where they are not memorizing everything. The curriculum should
allow students to make connections between the different parts
of government and what that means to be a citizen. The
assessment should align to the curriculum for measuring what the
district is teaching the students. Having a score on a
transcript is not necessarily going to be a motivating factor
for how well a student does or how much they know civics.
CHAIR HUGHES noted an assessment actually can include a
portfolio that shows activities and engagement, perhaps a
student showing up at a city council meeting.
She said she is "kind of shocked" that Ms. Knutson would say
that a student's grade might not motivate them. Students are
motivated to get good gradessome students are notbut most
students do not want to fail their course work and recording a
score would motivate them.
She asked Ms. Knutson if she is sure that she wants to stick to
her statement that posting a score would not motivate students.
4:10:08 PM
MS. KNUTSON agreed that there are a lot of students who are
intrinsically motivated by having good grades and seeing that on
their transcripts. However, she would like to see assessments
linked to the instruction so that students see the outcome of
what they are learning.
She said she appreciates what Chair Hughes said about having
different means of assessing students where they are able to
demonstrate that they are learning as opposed to a fill-in-the-
blank assessment.
CHAIR HUGHES asked Senator Stevens if he has any comments as the
bill sponsor.
SENATOR STEVENS stated he appreciates the testimony from the
three individuals. He noted Ms. Medicine Crow used the word
"responsibility," a word he will say in the future because he
thinks it is the responsibility being a citizen to know what is
going on, to vote, and to participate.
He noted he stated earlier that there are a lot of good teachers
out there and a lot of school districts are doing a great job,
but not everyone is, and some are not doing it at all. He
remarked that starting the instruction must be with good
curriculum.
He added one thing not addressed is the requirement for DEED to
provide an annual report to the House and Senate education
committees, so the legislature knows what is going on. He said
in time the legislature might want to make more restrictions
like posting the scorebut he is not sure posting a score is the
right way to start.
He remarked a lot of citizens are not motivated and a lot could
not pass the immigration test, but passing a test is not
required if anybody wants to vote. The [proposed civics
instruction] begins an improvement of students in Alaska to help
them become more knowledgeable; that report is very important
and having that on the transcript is important as well.
4:12:52 PM
CHAIR HUGHES asked him if there is a list of school districts
that are or are not offering [civics], and at what grade level.
She noted someone shared that in her community the Alaska Native
Studies instruction occurs in the freshman year, but government
civics portion is as a senior where taking an assessment might
be a problem due to the four-year difference.
SENATOR STEVENS replied there is not a lot of consistency across
the state and that is one of the things Mr. Lamkin has looked
into. The legislation might bring some consistency to the
[civics instruction].
He asked Mr. Lamkin to comment on what the school districts are
doing.
4:13:54 PM
MR. LAMKIN noted he was alerted to the question and during the
last 24 hours he has carefully reviewed the websites for all 54
school districts. He said at this time he has not been able to
drill deeply, but at the surface there are three districts that
specifically reference "civics," "Inupiaq Studies" in Northwest
Arctic, or "Native History" in the Yukon-Koyukuk School
District.
He detailed there is a lot of civics-type activity out there,
typically referenced as "social studies" which includes United
States history, world history, United States government, current
events, economics, and the statutory requirement of a half a
credit for a semester in Alaska studies. That data is out there,
but there is quite a diverse and colorful variety of the
districts' approaches to thata part of local controlbut there
is no clearinghouse or central location to receive the
curriculum or certainlyto his knowledgenot an assessment that
is on civics or government in order to graduate.
He noted there isas should be expectedend of course exams that
would contribute to a grade. Again, with at least regarding
Alaska studies, a simple fact that they have to take the exams.
4:15:25 PM
CHAIR HUGHES thanked Mr. Lamkin for his time and effort to try
to tease out the information. She asked if he gets further
information and drills down any further to let the committee
know when the committee brings the bill back up.
She asked him of those districts in the material he has if some
districts require the courses for graduation.
MR. LAMKIN answered each districtby state lawrequires students
to complete three creditsthree yearsof social studies. Social
studies include a student option to choose between subjects such
as United States history, United States government, current
events, world history and those things. Students must take the
three, but they select exactly what those three are, with the
exception of the half credit in Alaska studiesrequired by law.
4:16:24 PM
CHAIR HUGHES announced Senator Wilson joined the committee
meeting.
She said because the committee did not focus on the tribal
government piece in the [Senate Education Committee], the
committee will address tribal government. She suggested offline
or committee meeting discussions with rural superintendents to
provide input, an important part the committee should not
neglect.
4:17:04 PM
CHAIR HUGHES held SB 72 in committee.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 72 v. I Sectional Analysis.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |
| SB 72 v. I Supporting Document-Civics Research AK-Gov Citizenship Standards 2006.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |
| SB 72 Sponsor Statement Feb 2021.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |
| SB 72 Summary of Changes Version A to I.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |
| SB 17 v. B Summary of Changes 3.26.2021.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 17 |
| SB 17 v. B Legislation.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 17 |
| SB 72 v. I Legislation.PDF |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |
| SB 72 Fiscal Note DEED 3.19.21.pdf |
SCRA 3/30/2021 3:30:00 PM |
SB 72 |