Legislature(2001 - 2002)
04/03/2001 12:05 PM House BUD
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT COMMITTEE ON LEGISLATIVE BUDGET & AUDIT
April 3, 2001
12:05 p.m.
MEMBERS PRESENT
Senator Gene Therriault, Chair
Senator Randy Phillips
Representative Hugh Fate, Vice Chair
Representative Eldon Mulder
Representative Reggie Joule
MEMBERS ABSENT
Senator Jerry Ward
Senator Lyman Hoffman
Senator Dave Donley
Representative John Harris
Representative Ken Lancaster
COMMITTEE CALENDAR
Presentation: Regional Learning Center Study
WITNESS REGISTER
REPRESENTATIVE GAIL PHILLIPS, Former Representative
House of Representatives
Alaska State Legislature;
Former Chair, Joint Committee on Legislative Budget and Audit
[No address provided.]
POSITION STATEMENT: Discussed the Task Force's findings
regarding the Regional Learning Center Study.
DALE ANDERSON, Staff
to Representative Mulder
Alaska State Legislature
Capitol Building, Room 507
Juneau, Alaska 99801
POSITION STATEMENT: Presented a PowerPoint presentation
regarding the Regional Learning Center Study.
ACTION NARRATIVE
TAPE 01-4, SIDE A
Number 001
CHAIR GENE THERRIAULT called the Joint Committee on Legislative
Budget & Audit to order at 12:05 p.m. Senators Therriault,
Phillips, and Wilken and Representatives Fate, Lancaster,
Mulder, and Joule were present at the call to order.
Presentation: Regional Learning Center Study
REPRESENTATIVE GAIL PHILLIPS, Former Representative, House of
Representatives, Alaska State Legislature, informed the
committee that the Joint Legislative Budget and Audit Committee
was charged last interim with determining if there was interest
in re-establishing the regional learning centers across the
state. Twelve communities that expressed an interest in being
visited were visited by the committee. Therefore, the
PowerPoint presentation will illustrate what was learned during
the visits to those 12 communities.
Number 0168
DALE ANDERSON, Staff to Representative Mulder, Alaska State
Legislature, informed the committee that during the last interim
he served as the Legislative Aide for the Joint Committee on
Legislative Budget and Audit, specifically to organize this
first phase of the study on education that he is reporting on
today.
CHAIR THERRIAULT explained that last year the Joint Committee on
Legislative Budget and Audit received an appropriation to
undertake this study. Representative Gail Phillips was the
chair of the Joint Committee on Legislative Budget and Audit
during the last legislature. He recalled that Representative
Phillips was the one person that visited all of the locations.
MR. ANDERSON began his presentation as follows:
Alaskans from across the state are speaking out and
asking policymakers, educators, parents and
communities to explore new avenues to revitalize and
guarantee excellence in education for our children.
They are challenging lawmakers to consider innovative
educational opportunities that provide an environment
where urban and rural children alike make successful
transitions from school to life. Our children need
the necessary academic skills and personal
characteristics to reach their full potential and
become productive citizens of our state.
A key message that's stressed within this report is
the importance of a community and school forging an
educational partnership, bridging cultural differences
and supporting each other in the educational process.
It was made clear by both urban and rural students and
parents that they wish to exercise choice in their
educational experience. Quality educational
opportunities provide all young Alaskans the option to
choose educational economic, social, and cultural
guidelines that provide a fulfilling, prosperous
lifestyle of their choice.
A strong educational system in our state is necessary
to fuel economic prosperity. And more than ever,
economic growth depends on new ideas and technological
advances to lower costs, increase productivity and tap
into global markets. Based on this concept, the LB&A
Committee directed the task force to explore a two-
fold mission: to assess the public's interest in
establishing Regional Learning Centers, and to begin
to determine the feasibility and viability of such a
system. In completing that initial phase of the
study, the task force engaged in exhaustive research,
two constituent questionnaires, and conducted
community meetings during a dozen site visits across
the state. We discussed the issues with numerous
educational associations, attended the AFN Conference
in Anchorage and met with attendees, interviewed
Native leaders, parents, and students, and met with
several state and federal agencies. All told, over
3,000 Alaskans personally received information and an
invitation to comment on the pros and cons of a
regional school system. In this study, the question
revolves around what type of plan best serves "small"
schools and student populations educationally,
socially, as well as monetarily. That is, should
there be regional schools or should there be a small
rural high school in each community? Today, the
message communicated throughout the study is the
realization that some combination may be the most
effective.
MR. ANDERSON then provided the committee with a very brief
historical perspective of education in rural Alaska as a
background for understanding the current issues that the state
faces. The Territory of Alaska maintained a dual system of
education, that is separate education for Alaska Native children
and non-Native children, for more than 50 years. Ultimately,
the state made a policy decision to keep Alaskan children in
Alaska's schools and thus the Boarding Home Schools were
established in Nome, Kodiak, and Bethel. There was no lead
administrative agency and thus the state-operated schools were
centrally operated from Juneau. Subsequently, the Bureau of
Indian Affairs turned its schools over to the Alaska Department
of Education. Mr. Anderson said, "[The] lack of administrative
day-to-day contact with the students and faculty, a deficient
discipline system both in the classroom and dorm facilities,
along with poor planning for policies and procedures created a
blueprint for failure." Therefore, the boarding schools closed
in the coming years.
Number 0663
MR. ANDERSON continued:
There were two events that were instrumental in
developing the structure of the current rural
education system. The Ninth Legislature, in response
to pressure to decentralize the control of the rural
educational services, created the Regional Education
Attendance Areas (REAAs) for the unorganized borough.
The REAAs provided for local control through local
school advisory boards that control policy and
curriculum for the school in each of their areas.
The second event was the filing of a class action
lawsuit in the name of Molly Hootch to compel the
state to provide secondary schools in their
communities. The lawsuit was based on the legal
theories that the state, by failing to provide the
local high schools in all the regional villages, was
violating the educational clause of the Alaska
Constitution that required the state to establish and
maintain a system of public schools open to all
children. In May 1975, the Alaska Supreme court held
for the state in a 4:1 decision, but the case set the
stage for an eventual out-of-court settlement in a
companion case, Tobeluk v. Lind.
During the 1976 legislative session, the State of
Alaska agreed to build [or] renovate and operate local
high schools in more than 125 [rural] communities that
opted for the program. Today, as a direct result of
the Tobeluk case, ...
Number 0739
MR. ANDERSON then turned to the three recurring questions that
surfaced throughout the task force. There was the question of
the level of public interest in the RLC concept. Great support
was found for the RLC concept, although there were those that
didn't think it was a good policy. Often there was reluctance
to take children from their homes for nine months in order to
send them to school. There was also the question of the concept
of having a residential school versus a magnet school. The
results for that question were more evenly split. Mr. Anderson
informed the committee that the majority of those responding to
the surveys and those participating in the community meetings,
held that some combination may be the most effective
educationally as well as monetarily.
MR. ANDERSON also informed the committee that the committee
packet should include a comprehensive analysis, which is in
Appendix A. This analysis was performed in order to identify
small secondary schools in the state. In this analysis, "small"
was any secondary school that averages less than 15 students per
year over the past 11 years. He explained:
[The] 11-year period [relates] back to 1989 when the
parties associated with the Tobeluk Consent Decree
stipulated that all schools, at that time, had been
completed. This action signaled the era of the local
secondary schools in each village and, for all
practical purposes, the end of the Alaska boarding
school program, with the exception of course of Mount
Edgecumbe High School in Sitka.
In the 25 years of Molly Hootch schools, the state has
built or renovated more than 130 schools at a cost of
over $200 million. This analysis identifies more than
a hundred schools across Alaska that, over the past 11
years have averaged less than four secondary students.
The majority of these schools are perceived as though
they may be unable to provide a quality educational
experience for the high school students in Alaska. In
this analysis, the number of students attending these
schools ranged from 580 to 805 per year, averaging 698
overall. This finding indicates there is a
significant population of Alaska students that may
benefit from the implementation of a regional learning
center.
MR. ANDERSON then showed a map that illustrated the distribution
of the 127 schools the task force identified. He said he
believes that "this indicates that there is a statewide concern
as these markers are pretty evenly spread across the state."
Data was also examined in order to address the concern voiced
regarding the risk of closing local schools if all the students
left their homes to attend a regional residential program. With
a very narrow scenario based on fiscal year 2000 elementary
student counts, only four schools of the 127 would fall below
the standard of eight students that would [result] in a
reduction in funding or school closure.
Number 0968
MR. ANDERSON addressed the site visit overviews. He said:
Numerous communities have expressed strong interest in
accommodating a regional learning center. This
analysis identifies preferred community resources to
identify and improve the cost efficiencies of
residential school operations and enhance the quality
of social and educational opportunities of secondary
high school students. Site criteria used during this
evaluation included: transportation infrastructure;
access issues; professional public resources; police,
emergency medical facilities; [food] service and the
supply sector; and tolerance and acceptance of
cultural diversity in the town.
MR. ANDERSON informed the committee that the task force visited
the following sites: Fairbanks, Nenana, Galena, Nome, Kotzebue,
Sitka, Bethel, St. Marys, McGrath, Takotna, Seward, Seldovia,
and Kodiak. He highlighted the following. The first community
the task force visited was Fairbanks where it met at the
Hutchinson Center, which has broad-based vocational education
and vocational technical programs that train youth and adults
for existing and emerging jobs in Alaska. The center has also
created some unique partnerships with the North Star Borough
School District, Tanana Valley College, local unions, private
sector businesses, and industry. These [programs] have been in
operation since 1972 and currently serve about 1,000 students,
which are evenly split between secondary students and adults.
MR. ANDERSON continued with the task force's visit to Nenana,
which confirmed the desire of many Alaskans to reinstitute
boarding school programs in Alaska. Nenana found its school
facility at about 25 percent occupancy and decided to do
something about it. Therefore, the school board procured a loan
to construct a student living center for approximately 100
students. The primary mission of this boarding school is to
develop a curriculum and standards for a program targeting work-
readiness and career education.
Number 1134
MR. ANDERSON then turned to the visit to Galena where the school
district operates three distinct programs that include the local
Galena High School, a cyberschool called the Interior Distance
Education of Alaska (IDEA), and the Project Education Charter
School. Mr. Anderson noted that Galena has the advantage of
being able to use the local air force base, which is in warm
status. Furthermore, this district has a "can do" attitude,
which was refreshing. He said, "This community is dedicated to
kids learning." Furthermore, Galena's vocational education
program has been enhanced through partnerships with industry
such as GM, Suzuki, Compaq computers, U.S. Air Force, and
Frontier Flying. Mr. Anderson related his belief that this is a
program to watch and utilize as a resource for ideas and
direction if the state decides to proceed with a regional school
program.
MR. ANDERSON moved on to Nome where there is an empty facility,
the Nome-Beltz Boarding School, that is ready for use after some
renovations. He informed the committee that there is
consideration of a regional pilot program featuring a magnet
school concept utilizing the Nome-Beltz school. The planned
curriculum is in vocational trade training, although there are
plans to offer additional advanced courses in professional level
jobs such as health care, aviation services, and government
positions. These jobs are jobs that the community has to
constantly go out of the region to fill. Therefore, the
[desire] is to fill those positions [with local people].
Number 1275
MR. ANDERSON continued with the visit to Kotzebue, which has the
following three distinct educational facilities: Kotzebue High
School, Alaska Technical Center (ATC), and Chukchi Campus.
Currently, the Kotzebue High School is operating at or above
capacity. Mr. Anderson informed the committee that in each
community the facilities in the community were reviewed in an
attempt to determine whether the facilities were being
underutilized. It was found that the ATC facilities were
underutilized. Mr. Anderson also informed the committee that at
the town meeting Representative Joule expressed the need to
improve what has been started and to ensure a seamless
transition for regional students to move from high school into
ATC or Chukchi.
MR. ANDERSON then turned to Sitka where Mt. Edgecumbe High
School was visited. Mount Edgecumbe High School, which has been
in operation for nearly 50 years, is the only state-operated
high school boarding program. The school has approximately 300
students and there is a lengthy waiting list. Mr. Anderson
said, "During our visit to Mt. Edgecumbe, we found important
keys to the success of those who graduate from Mt. Edgecumbe
appears to be largely attributable to the infrastructure present
in Sitka, years of tradition, and the quest for excellence.
There is an emphasis on entrepreneurship, critical thinking,
technology, and Pacific Rim studies." Classes offered at UAS-
Sitka and Sheldon Jackson College compliment the program at Mt.
Edgecumbe. Furthermore, people seem to trust Mt. Edgecumbe
because of its years of experience as a boarding school. Mr.
Anderson pointed out that if the RLC project proceeds, Mt.
Edgecumbe would provide a source of expertise that could be
utilized. The administration at [Mt. Edgecumbe] is supportive
of new RLCs.
Number 1415
MR. ANDERSON moved on to the visit to St. Marys, which housed
the oldest and longest operating boarding school in Alaska. The
school closed in 1987 after the Tobeluk Decree was settled.
Saint Marys Boarding School successfully educates many children
and thus support for RLCs is high. Mr. Anderson said, "The
community is committed to reopen a regional learning center."
Furthermore, there are two great facilities that could be
utilized for a RLC once there is a student population. From
that town meeting, Mr. Anderson wrote the following note: "This
is a very supportive, cohesive, forward-looking group of leaders
focused on enhancing education. They're ready to tackle the job
at hand of bringing a regional school back to their community."
MR. ANDERSON addressed the visit to McGrath, which has been a
leader statewide in the quest for providing kids with
educational tools that will serve them well for life. He
informed the committee that this district operates under a "seat
time" waiver from the Department of Education & Early
Development and thus have moved away from the Carnegie
principle. "The program was granted charter school status for
its innovative approach and that appears to be working well," he
added. Currently, Takotna is operating a boarding school with
an emphasis on vocational curriculum using a project-based
model. He also added that the district has been successful in
taking at-risk students and placing them on a path with learning
skills in a real-life setting.
Number 1562
MR. ANDERSON turned to the visit to Bethel, which is the
regional hub for transportation and health care. The Bethel
Alternative Boarding School was established in 1998. This
school provides a new start for students who have left school or
are having difficulties in their current school. Furthermore,
this school provides a variety of opportunities, including
vocational education and job skills. Students can work towards
a Lower Kuskokwim School Diploma, a GED, or job/vocational/life
skills. He recalled someone saying "This school is designed
just to give us one more chance." He also recalled a student
saying "Strong discipline is the key." Mr. Anderson also noted
that on-the-job training is an important aspect of [this
school].
MR. ANDERSON moved on to the visit to Seward where creating
opportunity is important through the Alaska Vocational Technical
Education Center (AVTEC) and their schools. He noted that the
high school is generally running at capacity. Although the
community's infrastructure is in place, additional classrooms
and residential facilities would have to be constructed if the
expansion was to be substantial. Mr. Anderson said, "The goal
of Seward's education community really is to produce a seamless
transition so the high school students don't get sidetracked
before they reach their full potential." Therefore, a major
focus at AVTEC are life-transition skills. Furthermore, they
have very strong programs in vocational and technical training
and are very supportive and responsive to industry needs.
Number 1646
MR. ANDERSON continued with the visit to Seldovia where he
gathered the lasting impression of "a town that truly has a
passion for kids," which permeated every aspect of the
community. He didn't believe that any decision is made in
Seldovia without considering what it creates for the future of
its children. Seldovia does want to establish a RLC and the
city council unanimously voted to pursue the project.
Furthermore, there is existing room for expansion within
existing teaching facilities, which are currently at about 50
percent capacity. There is also a vocational facility that has
room for expansion. He noted that the Kenai Peninsula Boys &
Girls Club plans to build a new facility in Seldovia and they
brought forward a proposal to try to combine plans and funding
in order to create a facility that would work for them as well
as a RLC. He also noted that [Seldovia] High School has a
tradition of producing great results and today the [average]
grade point average here is above 3.0. However, the fear of
parents sending their children elsewhere for education relates
to the atmosphere and environment the children will be living in
24 hours a day.
MR. ANDERSON turned to the visit to Kodiak Island where
consideration has been given to a RLC in order to serve the
island's small communities. Prior to the Joint Committee on
Legislative Budget and Audit meeting, the community held
islandwide discussions on this issue. The primary issue for the
community is regarding whether to house the school in Kodiak or
an outlying community. Currently, there is no existing square
footage in Kodiak that could be utilized. Port Lions and Old
Harbor actively support the RLC concept and have the
infrastructure to support a RLC. However, teaching classrooms
and residential halls would have to be built. He noted that the
village of Ouzinkie is strongly opposed to the RLC concept.
Kodiak's community infrastructure is well developed and could
handle the influx of additional students.
Number 1798
MR. ANDERSON reviewed the task force's current recommendations
that were highlighted on the PowerPoint slide:
To establish a relationship of trust between the
schools and [communities], educators and lawmakers.
To continue a strong statewide educational system to
translate learning partnerships that continue to fuel
social and economic prosperity.
Attendance in this system should not be mandatory but
be an enhancement of existing programs.
Although a great deal of broad-based support was found
for the regional learning center concept, it's too
early in the process now to make any conclusive
recommendations to establish a regional school
structure.
MR. ANDERSON said that if the study is continued the following
areas should be focused on:
To tighten the focus on the topics of possible
facility locations.
Produce financial proformas and fiscal analysis as it
relates to the existing education budget.
Research dorm policies, application procedures, and
curriculum options.
Therefore, the task force strongly recommends continuing this
effort on behalf of all students in Alaska.
Number 1893
SENATOR PHILLIPS asked if there was a Copper Center Boarding
School.
REPRESENTATIVE PHILLIPS replied yes and noted that it was well-
attended for quite some time. She clarified that the Copper
Center Boarding School was [affiliated] with a church.
MR. ANDERSON clarified that the three boarding schools he
mentioned were the state-operated boarding schools. There were
eight other boarding schools in Alaska [that were operated by
churches].
REPRESENTATIVE JOULE interjected that there were also parochial
boarding schools: St. Mary's, Unalakleet, and Copper Valley.
He related his belief that the church that owned [Copper Center
Boarding School] still owns 400 acres.
Number 1921
CHAIR THERRIAULT pointed out that in regard to the boarding
school concept, the districts are ahead of the legislature as
illustrated with the Bethel Alternative Boarding School, the
residential school in Nenana, and the utilization of the U.S.
Air Force buildings by Galena. The existing foundation formula
is being utilized to piecemeal the money together to operate.
He surmised that this is happening without regard to any
legislative direction. Therefore, he pondered whether the state
should become involved to gauge the level of interest and
determine whether there should be a state policy.
MR. ANDERSON informed the committee that the hope of many in the
communities that are currently funding their expenses with a
piecemeal approach through the foundation formula is that if
they establish a RLC with a residence, then some of the
residential costs would be associated with [the RLC].
CHAIR THERRIAULT remarked that such would have to be reviewed in
the expense of any proposal.
Number 2026
REPRESENTATIVE FATE mentioned a study by Judy Kleinfeld,
University of Alaska, which addresses the regional high school
as it relates to the Molly Hootch schools. The study [Small
School Question -- Alaska's Uneasy Compromise] is very
insightful and thus he felt it could be helpful in this process.
REPRESENTATIVE PHILLIPS directed everyone to the Appendix B
Source List. She informed the committee that the first thing
the task force did was to try and develop as complete a
bibliography of all the research that has been done on this
issue in the past. Ms. Kleinfeld's study was very prominent in
the material the task force reviewed.
REPRESENTATIVE FATE said that more [sources] could be added
because the [regional learning center] concept goes back to its
inception by the Fairbanks Native Association in 1964.
REPRESENTATIVE HARRIS asked if there will be any legal hurdles
facing these proposed RLCs.
REPRESENTATIVE PHILLIPS replied no and informed the committee
that much time was spent reviewing that question.
MR. ANDERSON pointed out that the Molly Hootch decision was in
favor of the state. Per the constitution, the state is required
to offer an educational program to every student in Alaska.
However, the decision didn't require the state to build a
structure, but it did allow the use of correspondence.
Number 2134
REPRESENTATIVE HARRIS surmised then that if a central school [is
constructed] for surrounding remote villages, then the state
won't be sued for forcing students from these remote villages to
attend a central school.
MR. ANDERSON reiterated the [task force's recommendation] to not
make this mandatory. The child would be offered an education
that the child could take advantage of either by cyberschool or
correspondence or by attending the regional school.
REPRESENTATIVE PHILLIPS informed the committee that there was
the question of whether students had to attend the regional
school in their area or could they go elsewhere. Representative
Phillips expressed her hope that there would be open enrollment
throughout the state. Therefore, if there was a school that
focused on health care, a person might want to attend that
school due to its health care focus.
REPRESENTATIVE LANCASTER inquired as to what the next step would
be.
REPRESENTATIVE PHILLIPS stressed her hope that the Joint
Committee on Legislative Budget and Audit would continue working
on this. She identified the next step as determining how many
facilities would be needed and where to place them.
Furthermore, the type of structure to put in place as far as the
academic program, the vocational training program, and the
dormitory program would have to be determined. As far as the
dormitory program, Mt. Edgecumbe has that in place and thus that
aspect wouldn't require much effort.
MR. ANDERSON pointed out that the booklet outlines some of the
exceptional programs that are already in place. There is a
great deal of expertise and enthusiasm available.
Number 2224
CHAIR THERRIAULT noted that there was concern regarding the
overall concept. Some expressed concern for the loss of cash
flow in the community if there was one less teacher while more
money might be funneled to a regional center. However, he
recalled the overriding concern to be the quality of education
in order to preserve choices for the children.
REPRESENTATIVE PHILLIPS recalled a meeting with either the
Alaska Federation of Natives (AFN) Education Committee or the
Cook Inlet Region, Incorporated, Education Committee. From that
meeting, she heard the request to make one of the RLCs a high
class academic school.
REPRESENTATIVE JOULE informed the committee that he asked
representatives from Mt. Edgecumbe Boarding School what they saw
in terms of their students moving on to postsecondary education.
The response was that they [saw] 80 percent move on to
postsecondary education whether it was vocational education or
college. Therefore, if "we're" thinking of doing something like
this on a more local level...
TAPE 01-4, SIDE B
REPRESENTATIVE JOULE continued, "... as it relates to those
students who are going to school in some of the smaller
communities, there's no economic connect." If there is no
economic development or opportunities in those smaller
communities, then the high school qualifying exam isn't going to
be as meaningful. However, if the case can be made for job-
sharing in the hub communities, then he believes "we can latch
on to something." For example, the tribal health organizations
provide medical service in the rural hubs and every region has a
Native corporation that has subsidiaries and career activities
could become part of the curriculum rather than two or three
days out of the school year. In such a case, people can see the
opportunities.
Number 0096
REPRESENTATIVE PHILLIPS identified the following question as one
the legislature should address: should these specifically be
the high school years, grades 9-12 or grades 10-14? There was
much discussion on that issue and there was much support for
making this postsecondary in order to tie in other education.
REPRESENTATIVE JOULE agreed and said that was one of the focuses
in Kotzebue. The discussion in Kotzebue focused on having
grades 10-14 in order to provide a transition into
postsecondary. Representative Joule informed the committee of a
discussion he had with a student from Mt. Edgecumbe who, by the
time he graduated, would have 45 college credits and thus would
enter the University of Alaska - Fairbanks as a sophomore. In
this case, the challenge will be the social transition not the
academic transition. However, if the academic transition can be
addressed, Representative Joule predicted that the social
transition would be easier. Therefore, Representative Joule
believes that there are ways for this to come together.
Number 0215
CHAIR THERRIAULT turned to the Mt. Edgecumbe result of 80
percent of its students continuing to traditional postsecondary
education. He wasn't sure that one could assume that would
happen for the students coming out of any of these facilities
because Mt. Edgecumbe seems to be geared towards college
preparation. If grades 10-14 were established, then a student
could finish the program with a certification that could be used
for immediate employment. Chair Therriault recalled that there
was concern about drawing rural students into urban areas for
school. However, he said that wasn't what he had in mind.
REPRESENTATIVE FATE asked if the task force received a good view
of how the parents in these communities felt about a regional
high school.
REPRESENTATIVE PHILLIPS replied yes. Each targeted community
had expressed their interest to the task force in having a RLC
in their location. The task force went to the aforementioned
communities because they wanted to be considered for one of
these centers.
Number 0425
REPRESENTATIVE FATE pointed out that Mt. Edgecumbe was said to
have tradition. However, he recalled the time when there wasn't
tradition at Mt. Edgecumbe. If it had not been for the desire
of those [first] children that attended Mt. Edgecumbe and their
parents' support, it wouldn't have its current success. That is
so important to the success of these regional centers.
REPRESENTATIVE JOULE, as a product of a boarding school, said
that the fear of those in the smaller communities is that after
growing up with a family for 13 or 14 years, then the child is
placed in a boarding school system. As a result of that, there
were individual children whose growth was incomplete in terms of
their traditional knowledge and maintaining the things the
community felt important. In addition to reviewing a quality
education delivery system through a RLC, there is the
opportunity [to maintain traditional knowledge] at the local
regional level in future educational endeavors. That could be
built into the curriculum. Although he knew that there is great
concern with taking students away from home, this [proposes]
doing so close to the village and not necessarily 2,000 miles
away. Furthermore, there is the opportunity for excellence in
instruction and delivery, to maintain a tie with the community
value system, and to bring in the business community as a
partner so that students learn what their economic opportunities
are in a hub community as well as the existing smaller
communities.
Number 0689
REPRESENTATIVE PHILLIPS said that there are two factors today
that are significantly different than when there were boarding
schools in the past. Firstly, the transportation is much better
today; one can fly into almost any location. Secondly, the
advent of telecommunications in linking everyone allows daily
communication between families. Representative Phillips
believes that those two factors will make a tremendous
difference. Furthermore, Nenana has the idea to hire the house
parents for the dormitories from the communities that the
students come from. She believes that is a good idea because
the students would feel like they have someone from home to
[relate to].
CHAIR THERRIAULT acknowledged that he had never really thought
of what Representative Joule was saying. That is, that he went
to a boarding school and received a good education, but missed
the subsistence education [that he would have gained at home].
Therefore, he tended to agree with Representative Phillips that
improved transportation would address that and allow students to
return home more often. Chair Therriault related his belief
that, for instance, those from the Interior coming to a facility
in Nenana would still have more of a tie to the area.
Hopefully, if [subsistence education] was of importance to the
student, then he/she could choose a location that would have
such activities in order to avoid the feeling of being left
behind and disconnected from their village.
CHAIR THERRIAULT echoed earlier comments regarding the fact that
the task force visited communities that invited the task force;
these are communities that have expressed an interest in
boarding schools. The smaller communities that are facing the
real possibility of losing students were not visited. If those
communities were visited, he was sure that more concerns would
be expressed. Chair Therriault recognized that questionnaires
were sent out at the AFN Convention in order to solicit input
from these [smaller] areas.
REPRESENTATIVE PHILLIPS pointed out that St. Michaels did
approach the task force at the AFN Convention, although it was
too late to schedule a visit. Saint Michaels said that it was
willing to provide the land because it wanted to be part of this
RLC program.
Number 0927
REPRESENTATIVE JOULE asked if the committee is going to consider
today whether to continue this endeavor with a more specific
focus.
CHAIR THERRIAULT said that he would like some indication from
the leadership in the House and Senate regarding whether to
continue this process, specifically to help shape the parameters
of the "next bite." After hearing from both sides, then there
would be discussion regarding the specified desires.
REPRESENTATIVE JOULE remarked that he is very understanding of
some of the concerns, in particular those of rural schools who
are saying [boarding schools would be at the expense of other
things]. He recalled the earlier mention of not making
[attendance] mandatory. Representative Joule, having had a very
good experience in a boarding school, said that the thought of
having regional schools is very intriguing. Therefore, he
expressed his desire for the committee to move forward with this
concept in regard to specific locations and the ways to finance
it. However, he stressed the need to keep in mind that some
communities have real concerns and thus they can opt not to take
advantage of this option.
Number 1111
REPRESENTATIVE FATE concurred with Representative Joule. He
returned to Judy Kleinfeld's study, which indicated that some
individuals wanted to and should attend a more advanced high
school. However, it also indicated that were those that didn't
want to. Therefore, this RLC concept could be made flexible
enough to tailor it to the situation needed in rural Alaska.
Representative Fate reiterated his concurrence with
Representative Joule that this process continue because there
are many technical aspects such as curriculum that need to be
determined.
CHAIR THERRIAULT noted that Senator Halford had, at one point,
expressed his support in looking into this issue. However, he
noted that he hasn't spoken with Senator Halford regarding
continuing this effort this year.
MR. ANDERSON thanked the committee for allowing him to
participate in this process. He acknowledged that the mandatory
attendance of the past created great angst for the people of
rural Alaska. Furthermore, he noted that Ms. Kleinfeld's
studies were well read as they pointed out the problems of the
past. However, if the state proceeds with this, Mr. Anderson
hoped that the state would learn from the past and certainly the
source list would be a part of doing such.
ADJOURNMENT
There being no further business before the committee, the Joint
Committee on Legislative Budget and Audit meeting was adjourned
at 1:08 p.m.
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