Legislature(2013 - 2014)BELTZ 105 (TSBldg)
01/31/2014 08:00 AM Senate EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB190 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 190 | TELECONFERENCED | |
HB 190-CREDIT FOR SECONDARY SCHOOL COURSES
8:00:38 AM
CHAIR STEVENS announced that the only order of business would be
HB 190. He noted the bill was last heard on April 12, 2013.
[CSHB 190(EDC) was before the committee.]
8:00:59 AM
REPRESENTATIVE PAUL SEATON, Alaska State Legislature, Juneau,
Alaska, sponsor of HB 190, reviewed the bill. He related that
during Alaska Native Science & Engineering Program (ANSEP)
testimony last year, the House Education Committee recognized
the need for the bill. Students who took calculus in college for
a full year could only get a semester of high school credit due
to the district's policy on "seat time." That highlighted the
question as to whether a student should be stuck in a classroom
where they already knew the material. The bill would allow
students to challenge courses, take an assessment, and
demonstrate mastery of the material to the district's
satisfaction. He pointed out that mastery is a very important
aspect and is left to individual districts to define.
REPRESENTATIVE SEATON remarked that grade point average was a
consideration when writing the bill. It allows the district to
give credit for the course and apply the course as a criterion
for the Alaska Performance Scholarship, but does not specify
that the district must award a grade for the course. Another
issue was whether to allow students who challenged classes to be
considered full-time students. The bill allows districts to make
that decision. Anchorage has a "course by challenge/course by
choice" policy. Challenged courses do not qualify for full-time
status. The bill is not a back-door approach to having half-time
students.
REPRESENTATIVE SEATON noted that all superintendents were
contacted and many responded in favor of the bill. The bill
provides that assessments for challenging courses be generated
within a reasonable time. It leaves the demonstration of mastery
up to individual districts. It allows students to progress at
their fastest pace.
8:05:48 AM
CHAIR STEVENS thanked Representative Seaton and noted the
presence of Senator Stedman.
SENATOR DUNLEAVY asked if there are differences between the
Governor's bill [SB 139] and HB 190.
REPRESENTATIVE SEATON remarked that there are several
differences. He said he is pleased that SB 139 has adopted the
terminology of "mastery." However, there are limitations in SB
139, as found on page 2, lines 4 and 5, where it states "the
opportunity to earn credit for a course offered in a school in
mathematics, language arts, science, social studies, and world
languages if the student proves mastery." There are two
limitations included in that language: it is offered "in a
school," and only for the five courses listed. It does not
include tech-prep courses, such as carpentry, or PE. He
questioned if the district should be able to decide which
courses could be challenged.
REPRESENTATIVE SEATON clarified that establishing an assessment
tool does not mean that a district must create a new test; the
district can adopt an existing one.
8:09:07 AM
CHAIR STEVENS noted that many of the bills currently making
their way through the legislative system are included in the
Governor's bill. He stressed the appropriateness of hearing each
topic within individual bills because it is unknown what will
happen to the Governor's bill.
SENATOR HUGGINS referred to the reluctance a 4.0 average student
might have about challenging courses because it might affect
their grade point average. He suggested providing special
opportunities for those over-achieving students.
8:10:45 AM
REPRESENTATIVE SEATON thought HB 190 would challenge those
students. He said he does not want to interfere with university
selection criteria. The fear of decreasing grade point average
keeps some students out of Advanced Placement classes.
SENATOR HUGGINS clarified that the bill addresses problems in
the current education system. He said 4.0 students should be
encouraged to some higher level of challenge that may not occur
in a high school. He suggested encouraging programs like Middle
College in Mat-Su.
REPRESENTATIVE SEATON agreed. He said the bill solves the
problem of getting around "seat time" for credit.
SENATOR HUGGINS maintained that the education system needs to be
reformed.
8:14:20 AM
SENATOR GARDNER addressed the differences between SB 139 and HB
190. She gave an example of an orchestra student wishing to test
out of credits, but not play in the orchestra.
REPRESENTATIVE SEATON said that is not the intent of the bill.
Instead, a student might test out Violin I and go right into
Violin II, receiving credit for Violin I.
SENATOR GARDNER gave an example of a bi-lingual foreign student
who could pass all courses in a given language. She asked if
they would be given elective credit for those courses.
REPRESENTATIVE SEATON replied that it is up to the district to
decide some of those issues. It does not make sense for a fluent
speaker of Spanish to take Spanish I. He did not wish to hold
someone back to learn knowledge they already have.
SENATOR GARDNER said she understands the intent of the bill. She
stressed there is more to a high school education than just
taking required classes.
8:17:49 AM
SENATOR DUNLEAVY expressed strong support for HB 190. He gave an
example of a Spanish-speaking student in a Spanish class. He
said the bill is common sense, low impact, and inexpensive.
CHAIR STEVENS thanked Representative Seaton.
He opened public testimony.
8:19:59 AM
POSIE BOGGS, representing herself, Anchorage, Alaska, testified
in support of HB 190. She opined that not all students enjoy the
high school experience. She shared a personal experience with
school and with private tutoring in math. She spoke against the
idea of seat time. She said her own children took college
classes during high school. She suggested making it as easy as
possible for parents. She referred to page 1 and questioned the
language "reasonable time" because it does not give parents
planning time.
8:26:49 AM
HERB SCHROEDER, Vice Provost, Alaska Native Science &
Engineering Program (ANSEP), University of Anchorage, Anchorage,
Alaska, offered to answer questions related to HB 190.
SENATOR DUNLEAVY asked what question Mr. Schroeder brought
before the legislature.
MR. SCHROEDER explained a situation with an ANSEP student's
inability to qualify for the Alaska Performance Scholarship. The
student took numerous advanced college math courses which did
not equal enough seat time to earn the high school credits he
needed to graduate. He wanted to ensure that students receive
the credit they deserve for taking advanced classes.
CHAIR STEVENS thanked Mr. Schroeder.
8:29:28 AM
GENE STONE, Assistant Superintendent, Mat-Su Borough School
District, Palmer, Alaska, spoke in favor of HB 190. He pointed
out that the Mat-Su District has already implemented the
requirements of HB 190.
ROB PICOU, Executive Director of Instruction, Mat-Su School
Borough District, Palmer, Alaska, testified in favor of HB 190.
He explained that previously he worked in the Bering Strait
School District. The data there showed that a great number of
students had to take remedial math and English courses in
college, and many were not successful in college, returning home
after the first year. He said the solution was to create a dual
credit option. Once students took the HSGQE, they immediately
took the Accuplacer Test to identify whether they would require
remedial English or math. Then, the district partnered with
Northwest Campus to create a dual credit option for those
classes before the students graduated high school. Many students
did not have the support they needed for online remedial
courses. Northwest Campus changed their schedule in order to
offer the courses to the high school students. Of the 15 percent
of the students in the district who attempted college, roughly
12 percent were returning home unsuccessful. He concluded that
HB 190 would greatly support such dual credit options.
8:32:15 AM
CHAIR STEVENS thanked Mr. Picou. He closed public testimony.
SENATOR HUGGINS asked the sponsor what "demonstrating mastery of
the subject" means.
REPRESENTATIVE SEATON said districts will determine what mastery
means. The bill does not delineate mastery in the bill and does
not take over assessment or curriculum matters. The district
could use last years' final for Algebra II for the assessment
tool for Algebra II. Anchorage requires a 90 percent score for
Credit by Choice. He summarized that school boards are in charge
of their curriculum.
SENATOR HUGGINS noted that the State Board of Education also has
some responsibility.
8:36:40 AM
CHAIR STEVENS referred to Ms. Boggs' statement about a school
district dragging its feet on making this change, but he
reiterated that local control should define the timeframe.
REPRESENTATIVE SEATON said the issue of local control was an
amendment added by the House Education Committee. There is a lot
of support for this concept. The assessment tool could be last
year's final exam, but it is left to the local district to
decide.
CHAIR STEVENS asked the Department of Education and Early
Development (DEED), to respond.
8:38:51 AM
LES MORSE, Deputy Commissioner, Department of Education and
Early Development (DEED), Juneau, Alaska, addressed the role of
the department: to facilitate and support the final assessments
of course offerings for smaller districts that needed support.
The larger districts have already set levels of mastery. He
suggested that the State School Board may also be involved in
supporting districts in setting the bar for mastery.
8:40:25 AM
SENATOR GARDNER suggested that the bigger difference between the
Governor's bill and HB 190 is the setting out of fields that can
be challenged in SB 139. She requested the department's opinion.
MR. MORSE spoke in support of SB 139. He did not agree that the
Governor's concept limits the courses, but rather states which
courses must be available to challenge. Other areas are up to
local districts. He suggested that some areas are problematic
for challenging out of, such as some of the visual and
performing arts. The Governor's approach was to use those areas
where tools are available, but districts would have their own
options in other areas.
8:41:57 AM
SENATOR DUNLEAVY moved to report CSHB 190, Version U, from
committee with individual recommendations and attached fiscal
notes.
There being no objection, CSHB 190(EDC) moved from the Senate
Education Standing Committee.
8:42:17 AM
At ease
8:44:10 AM
CHAIR STEVENS noted that all five members signed "Do Pass."
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