Legislature(2009 - 2010)CAPITOL 106
02/25/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview(s): University of Alaska, Mark Hamilton | |
| HB126 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 126 | TELECONFERENCED | |
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 25, 2009
8:00 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
OVERVIEW(S): UNIVERSITY OF ALASKA, MARK HAMILTON
- HEARD
HOUSE BILL NO. 126
"An Act relating to continuing the secondary public education of
a homeless student; relating to the purpose of certain laws as
they relate to children; relating to tuition waivers, loans, and
medical assistance for a child placed in out-of-home care by the
state; relating to foster care; relating to children in need of
aid; relating to foster care transition to independent living;
and relating to juvenile programs and institutions."
- HEARD AND HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 126
SHORT TITLE: FOSTER CARE/CINA/EDUCATION OF HOMELESS
SPONSOR(s): REPRESENTATIVE(s) GARA
02/11/09 (H) READ THE FIRST TIME - REFERRALS
02/11/09 (H) EDC, HSS, FIN
02/25/09 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
MARK HAMILTON, President
Statewide Programs & Services
University of Alaska Anchorage (UAA)
Anchorage, Alaska
POSITION STATEMENT: Presented and answered questions during the
overview of the University of Alaska.
REPRESENTATIVE LES GARA
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Spoke as the sponsor of HB 126.
ACTION NARRATIVE
8:00:39 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:00 a.m. Representatives Seaton, Wilson,
Edgmon, Buch, and Munoz were present at the call to order.
Representatives Keller and Gardner arrived as the meeting was in
progress.
^OVERVIEW(S): UNIVERSITY OF ALASKA, MARK HAMILTON
8:01:58 AM
CHAIR SEATON announced that the first order of business would be
an overview of the University of Alaska.
8:02:22 AM
MARK HAMILTON, President, Statewide Programs & Services,
University of Alaska Anchorage (UAA), began his presentation by
stating that the University of Alaska (UA) system creates about
$1 billion in direct and indirect economic activity in the
state. He related that the research activity alone would
qualify the university as about the fifth largest employer in
the state, employing about 2,300 employees with a payroll of $92
million each year. The UA research generates about $6 for every
general fund $1. He opined one of its most vibrant programs.
He explained that the legislature appropriated $9 million for a
program, Experimental Program to Stimulate Competitive Research
(EPSCoR). That program has generated $63 million in research
and an additional $18.5 million in anticipated earnings over the
next five years, he stated. He opined that the legislature will
have earned $85 million for its $9 million investment in the UA.
8:04:51 AM
MR. HAMILTON indicated that a generational change has occurred.
In 1950 only 20 percent of the jobs in the United States
required a 4-year degree. Today only 23 percent require that
level of education. The other 77 percent of jobs in the U.S. do
not require a 4-year degree. The state's university also
embraces the traditional community college mission, which is
where the other 77 percent of workers are trained to be
workforce ready. The overwhelming majority of the 77 percent of
jobs that don't require a 4-year degree require some
postsecondary education in apprenticeship programs,
certification programs, or one or two-year degree programs. He
indicated that the university has focused on the 77 percent
since the legislature requested that effort. He characterized
the relationship between the UA and the legislature as powerful,
beginning with the Technical Vocational Education Program (TVEP)
funds, which were directed to workforce type programs. The
aforementioned has resulted in the UA graduating 2,400 workforce
ready students, specifically in areas provided by the Department
of Labor & Workforce Development for positions within Alaska.
He related that since his time at the UA 100-plus new programs
have been created and of those, 85 percent of the programs are
workforce programs requiring two years or less to complete. He
directed attention to the committee packet, and referred to the
handout titled "New UA Degree, Certificate and Endorsement
Programs added since FY 00" which is a list of new programs. He
opined that the UA reports its progress each year in terms of
workforce development. He further opined that the UA is
performing extraordinarily well. For example, the UA has 1,300
graduates in health care occupations alone.
8:08:06 AM
MR. HAMILTON explained that approximately 3,200 students attend
the UA throughout its 16 campuses. Nine of ten high school
students rate the quality of education as good or very good on
the UA surveys. The percentage of in-state college attendees
has risen from 42 to 63 percent. The Alaska Scholars' program
promotes the top 10 students in schools across the state with an
$11,000 scholarship incentive. He mentioned that more than 90
percent of UA graduates stay in Alaska. The TVEC funding has
allowed the UA to increase the number of degrees in the
workforce field by 38 percent. He provided other statistics
such that the UA has increased its first-time undergraduate
retention by 10 percent, student credit hours by 16 percent, and
research by 97 percent in the last 10 years. He related that
revenues from donors, tuition, and indirect cost recovery have
increased 97 percent.
8:10:49 AM
MR. HAMILTON referred to the education summit, which provided
long-term vision. He surmised that the UA is the only state
university system that has a primary operational request
outreach to grades K-12. He opined that this is a strategic
move. He indicated the UA's goal to double the number of
engineers. He opined that when people state that college is not
for everyone, they mean that not everyone wants to obtain a 4-
year degree. "Postsecondary education is for nearly everyone",
he said. Courses at the UA are specifically designed to allow
people to enter apprenticeship programs throughout the state.
"'Math for the Trades' is one of the courses," he said. The UA
also offers numerous summer programs and bridging programs.
8:13:33 AM
CHAIR SEATON offered that several members of the committee
attended the statewide strategy meeting. He also offered that
he is a UAF graduate.
8:14:38 AM
REPRESENTATIVE GARDNER applauded the UA, particularly the
leadership of Mr. Hamilton. She opined that Mr. Hamilton's
leadership has brought the K-12, the UA, and Department of Labor
& Workforce Development (DLWD) cooperative and collaborative
effort to education. She offered her belief that the UA will
not be fully funded and asked how the UA will address less than
full funding impacts.
MR. HAMILTON answered that the UA can "do more with more" but if
the program is less than fully funded, the UA would provide
greater cooperation, effort, and understanding of the existing
programs. He opined that the new programs "bear fruit" and
ought to be supported. Furthermore, additional funding allows
additional "math camps" to be offered. When offered, these
camps are full. He recalled that some summer program attendees
for the Rural Alaska Honors Institute (RAHI) have been tracked
and those students have triple the graduation rate. He related
that the UA will work as hard as it can.
8:17:27 AM
MR. HAMILTON, in response to Chair Seaton, explained that the
RAHI program is primarily attended by rural area individuals who
take classes from college professors and gain confidence in
their ability to attend college to attain a degree. He related
that the students obtain a "preview" of the separation that
happens when the students attend college full-time.
8:19:23 AM
REPRESENTATIVE GARDNER, recalling the "brain drain" was
discussed last session, inquired as to what is being done to
attract students from elsewhere.
MR. HAMILTON answered that he is "not a fan" of recruiting
students from the Lower 48. He reminded members that the UA is
a state university and his job is to train Alaskans to be the
workforce, the citizens, and the leadership in the state. He
opined that many states attempt to include students to provide
diversity. However, Alaska already has magnificent diversity as
evidenced by the 90 languages that are spoken in Alaskan homes.
Furthermore, it costs more to educate out-of-state students than
out-of-state tuition will cover. He offered that his vision for
the UA system is to provide education for in-state students such
that they remain in state and become part of the Alaskan
workforce.
8:21:50 AM
REPRESENTATIVE GARDNER related that she recently attended a
roundtable luncheon with university students, some of which were
attending the university from homes outside Alaska. These
students said they have fallen in love with Alaska. Therefore,
she opined that some may stay in Alaska and be committed to work
and live in this state.
MR. HAMILTON agreed the students she mentioned are valuable.
8:22:32 AM
REPRESENTATIVE BUCH inquired as to how to prepare students for
college. He expressed concern that some students need remedial
classes to succeed. He further asked how the success rate could
be increased.
8:23:38 AM
MR. HAMILTON answered that the bridging programs and summer
programs are the means for preparing young people to enter
college. He reported that many students attend the courses as
preparation courses. The K-12 teachers may not be able to meet
the needs of fully preparing students for college. Remediation
courses have been around since the 17th century, beginning with
Harvard University's entrance requirement for fluency in Greek
and Latin. The decision was made to allow students to take
remedial classes in these topics. The remedial classes allow
more students to access the university. He highlighted that
some criticize that remediation is not the job of the
university. He opined that less remediation would be an
indication of success. He offered that about 40 percent of the
students require a semester, to one-and-a-half years of
remediation.
8:27:51 AM
REPRESENTATIVE WILSON inquired what could be done at the K-12
level to minimize the need for remediation.
MR. HAMILTON referred to President Barack Obama's State of the
Union address, and paraphrased that "we need to get families
involved." He related that career pathways should be laid out
on for a student, with options imbedded that assist parents as
well as school officials in informing students what courses they
need for certain vocations. He offered that many of the
technical fields require the same mathematics as the vocational
th
fields. Currently, mathematics is only required through the 10
th
grade. He opined that students who stop taking math in 10
grade will almost always be in a remedial class in college.
8:33:27 AM
REPRESENTATIVE EDGMON pointed out that the UA offers the Alaska
Native Science and Engineering Program (ANSEP). He inquired as
to whether Mr. Hamilton could address the UA's efforts to assist
the fishing industry in Alaska.
MR. HAMILTON answered that the UA has not been involved in
commercial fishing itself, but has tried to expand the
baccalaureate of the fish and ocean sciences program to create a
minor degree in fisheries for someone pursuing other related
degrees, such as a business major with a minor in fisheries.
Thus, all of the fields associated with commercial fishing are
affected by graduates.
8:37:10 AM
REPRESENTATIVE EDGMON thanked the UA system for its emphasis on
the satellite campuses. He related that Dillingham has a
Bristol Bay campus. He recalled visiting the campus and seeing
the plaques of the university graduates, many of which are for
4-year degree programs. He stated that it is impressive. He
opined that partnerships with the Bristol Bay Economic
Development Corporation complement the other programs.
8:38:11 AM
MR. HAMILTON pointed out the integral relationships of the rural
campuses and their communities. He surmised that 85 percent of
the rural students earn scholarships paid for by a community or
tribal organization. In some cases the scholarship covers
tuition, books, fees, and transportation to and from the
village, which represents an investment in education that is
unparalleled in other states.
8:40:03 AM
CHAIR SEATON recalled that the UA does not directly train direct
fishermen, but provides education in related areas. He inquired
as to why the UA has not trained a major industry, fishing, in
the state.
MR. HAMILTON answered that the UA uses the most-needed jobs in
Alaska list from the Department of Labor & Workforce
Development. Perhaps, the university should realize that's a
list [and there could be other lists]. He indicated that the
beautiful thing about a state university is that it can change
focus to address what's deemed necessary.
8:42:46 AM
REPRESENTATIVE KELLER praised the president's 11-year
leadership.
8:43:23 AM
REPRESENTATIVE GARDNER indicated her observation of the upward
swing in the reports she has received from students regarding
their college experience, in terms of the quality of the
instruction and the commitment and accessibility of the
instructors. However, the concern this year is regarding the
bottleneck when registering for classes. She acknowledged that
perhaps the bottleneck can be partially attributed to the lack
of upper level classes. She asked if the aforementioned is news
to Mr. Hamilton.
8:44:51 AM
MR. HAMILTON likened [Internet] registration to a "food fight"
in which there is a massive flurry that results in the [entry
level classes and the health care classes] filling fast, which
he attributed to not having enough sections available. Although
he said he wasn't familiar with a bottleneck for the upper level
classes, he acknowledged it surely happens because classes
simply fill up. He informed the committee that although the
university is expanding the number of [entry level and health
care classes] as fast as it can, he clarified that the
university "cannot be the university of health." Furthermore,
he has heard that the university is trying to be too many things
to too many people. The aforementioned notion, he opined,
occurs when folks compare the university to other western states
with low populations, such as Idaho, Wyoming, Montana, and North
Dakota. The University of Alaska offers two-thirds of the
Baccalaureate degrees, half of the Master's degrees, and about
20 percent of the PhDs of those western universities. In
comparison to low population western universities the University
of Alaska's course offerings are not only incomplete, but also
have limited capacity within the programs due to [lack of]
funding. Mr. Hamilton noted his excitement with regard to the
university's relationship with the legislature in terms of
funding workforce programs. However, in the last 20 years, the
legislature has provided the university with program funds above
and beyond fixed costs four times. The aforementioned is why
the university is in the situation in which the programs can't
expand any further. "I think it's a horror story when somebody
... wants to go to the University of Alaska and wants to stay
here that we don't have room for them, but it happens," he
opined. Mr. Hamilton then highlighted it's historically and
statistically certain that during times of fiscal crisis, more
students attend their state university. The aforementioned can
be attributed to the economic crisis and the cheaper price of
education at the state university. Furthermore, those who have
lost a job or fear losing a job will attend their state
university to better their position. Moreover, a student loan
that covers housing, meals, and tuition can be taken out during
an economic crisis.
8:51:47 AM
REPRESENTATIVE BUCH discussed programs such as the college-level
courses offered in high schools and college-level distance
learning. He asked if the aforementioned could be enhanced were
funding available.
MR. HAMILTON indicated that distance learning has increased as
the number of courses offered [has increased] in conjunction
with students and instructors becoming more comfortable with it.
Moreover, distance learning [has increased] as the appropriate
band width has expanded throughout the state. Distance learning
has opened up an enormous amount of opportunities. Although
distance education is an effective form of education, it's not a
cheaper form of education due to the necessary preparation of
the instructors and the technological support.
8:55:42 AM
REPRESENTATIVE MUNOZ, recalling Mr. Hamilton's earlier statement
that nearly everyone can benefit from a post secondary
education, requested comment on the fact that Alaska's dropout
rate is the highest in the nation while the state's compulsory
attendance laws only require attendance through 16 years of age.
She questioned whether the compulsory attendance age laws should
be increased in order to combat the high dropout rate.
8:56:21 AM
MR. HAMILTON remarked that the aforementioned has been debated
many times. He then opined, "I'm not sure that compulsion to
remain makes much difference unless that individual is pursuing
some value for the additional year." Helping a young person
embrace a goal is a means for tackling the dropout issue. The
statistics clearly relate that the more education an individual
has the better citizen that individual will be, the more likely
he/she will vote, contribute to charitable institutions, and be
less likely to go to jail. He partially attributed the
aforementioned to the fact that pursuing an educational path
requires a certain amount of discipline and planning. Once the
discipline and planning is learned, being a good citizen will
follow. Shifting the compulsory age to 17, he opined, would
mean a sentence for a young person to live through another year
of something that they don't understand. Mr. Hamilton said
although he wouldn't choose to [increase the compulsory age for
education], he would encourage counseling and the knowledge that
without education people lose life choices.
8:59:46 AM
REPRESENTATIVE MUNOZ requested an update on the science
laboratory in Juneau and the collaboration with the National
Oceanic and Atmospheric Administration (NOAA).
MR. HAMILTON stated that the NOAA laboratory is currently
functioning and the university's relationship with NOAA is very
good. In fact, NOAA is allowing the university to rebuild the
Auke laboratory [at the NOAA laboratory]. He predicted this to
become a noticeable difference in Juneau. The Lena Point
addition to NOAA was the top priority with the board of regents
11 years ago and it has finally been brought to fruition.
9:02:00 AM
CHAIR SEATON pointed out that full funding for the new Alaska
Region Research Vessel (ARRV) is included in the stimulus
package. He asked if the plan to have the university administer
and be involved with the aforementioned research vessel is in
place.
MR. HAMILTON highlighted that the AARV has been on the books for
25 years. If a dock facility in Seward can be built to service
the ship, the university will administer this project. Seward
has four years to create the dock and support facilities, which
will be valuable to the area. Hopefully, the city will embrace
this project and not allow other vendors to take it away.
9:04:40 AM
CHAIR SEATON asked if the university administering the project
would create a synergy with the university's fisheries programs.
MR. HAMILTON answered certainly, adding that the capacity of
this ship is expansive in terms or research. He then related
that the research crew on the ship will be selected via
competitive grants. The University of Alaska, he charged, will
be very competitive for those grants. Mr. Hamilton told the
committee that over the last 11 years, the university has
eliminated 80 percent of its earmarks and thus the research
programs of the university are run on competitive grants.
9:07:13 AM
REPRESENTATIVE WILSON asked whether the paralytic shellfish
poisoning testing will now be performed at the Juneau laboratory
rather than the Mat-Su laboratory as it would be cheaper for the
farmers and divers in Southeast Alaska.
MR. HAMILTON said that he didn't know the answer, but promised
that [the testing] would be performed in the cheapest manner
possible. He related his understanding that some paralytic
shellfish poisoning testing is performed in Ketchikan.
CHAIR SEATON pointed out that the Department of Environmental
Conservation (DEC) laboratory was moved from Palmer to Anchorage
in order to reduce currier costs.
9:09:09 AM
REPRESENTATIVE GARDNER characterized the Anchorage campus as a
more urban setting that offers a lot of off-campus employment,
internships, and partnership opportunities. She inquired as to
what is being done to lure students to the University of Alaska
Southeast and the University of Alaska Fairbanks.
MR. HAMILTON answered the University of Alaska web site covers
each of the campuses and the opportunities each offers. He
pointed out that the state is highly regionalized. For example,
[the university] committed to doubling the number of engineers
by the year 2012, which he suggested would be accomplished in
2013. The response to the aforementioned commitment across the
state was remarkable, he reported.
9:11:30 AM
CHAIR SEATON highlighted that the committee is grappling with
student loan issues and needs-based scholarships versus merit-
based scholarships. The committee is trying to develop a
balanced program with increased scholarship opportunities on a
needs-based system. He inquired as to how to address such in a
manner that would be most effective for the university.
MR. HAMILTON explained that needs-based scholarships are planned
as "last dollar in," and therefore the Free Application for
Federal Student Aid (FAFSA) has to be completed first. The
FAFSA has to be completed prior to a student being eligible for
state funds. He noted that Pell grants have increased to $500.
He related that the [state's] needs-based need, according to a
corporation that does such assessments, amounts to about $8
million per year. The aforementioned is a significant amount.
9:15:19 AM
CHAIR SEATON related his understanding that there hasn't been
feedback from the university regarding the best way to construct
a program to ensure that university students are successful in
their first year. Therefore, he requested input from the
university in terms of an academic standpoint rather than
financial standpoint.
9:17:44 AM
REPRESENTATIVE MUNOZ inquired as to where the university stands
with regard to the governor's budget and the university's budget
requests, including the university's deferred maintenance
budget.
MR. HAMILTON responded that the university won't receive the
funds [to address its deferred maintenance]. The university
owns a massive amount of property/buildings and has a deferred
maintenance list that totals about $700 million. It costs about
$50 million a year to keep the deferred maintenance at $700
million a year. Mr. Hamilton clarified that the deferred
maintenance to which he's speaking is standard engineering-
determined maintenance requirements. He mentioned his hope that
there would be a larger vision [of the budget and deferred
maintenance] such that a specified amount of deferred
maintenance is addressed each year for the next five years. He
acknowledged that although future legislatures can't be bound by
it, the notion could allow for planning of a capital expense
that could impact construction companies and apprenticeship
programs. If the aforementioned could be timed in conjunction
with an Alaska pipeline, Alaskan companies would've been built
up to the point that they could bid on the pipeline. Mr.
Hamilton emphasized that [deferred maintenance] has been the
Board of Regents' number one request.
9:22:19 AM
REPRESENTATIVE KELLER related that the experimental farm in
Wasilla is under the University of Alaska Fairbanks (UAF), and
the community college is under the University of Alaska
Anchorage (UAA). He asked whether there's any long-range plan
for the property that sits between the experimental farm and the
community college. Representative Keller related his perception
that the experimental farm isn't engaged in agricultural
research aimed at the Mat-Su Valley.
MR. HAMILTON said that the experimental farm engages in
activities that are and are not directly related to crops.
There are experiments regarding how game animals forage and
digest in order to determine the best way to predict sizes of
animal herds. He alluded to some exciting things that may be
happening at the experimental farm.
9:24:41 AM
REPRESENTATIVE GARDNER inquired as to the proportion of the
university's budget that funds administrative activities, and
further inquired as to how it compares to other similar
universities.
MR. HAMILTON answered that the relative numbers are continuously
compared and indicate consistency with the national average,
which he characterized as solid evidence that the university is
under what it should be for administrative activities. He
mentioned the Alaska factor, the fact that there are 16 campuses
scattered throughout the state, which results in replication and
duplication of administrative services. He related that this
year the university statewide has made cuts. For example, there
were six vice presidents statewide and now it's down to four and
the university isn't seeking replacements for the two vacant
positions. The university is on track for reducing its travel
budget by 10 percent. A similar look at administrative costs is
being performed by UAF. Specifically to Representative
Gardner's question, Mr. Hamilton said he could provide the
statistics in which the university compares itself
administratively to other similarly situated universities. He
mentioned that the university is very comparable
administratively to other similarly situated universities.
9:27:31 AM
REPRESENTATIVE GARDNER then inquired as to the portion of the
budget that's for administration.
MR. HAMILTON offered to provide that information to the
committee.
9:27:49 AM
CHAIR SEATON praised the university's efforts with regard to
distance education because it allows those living in rural areas
to receive credits, obtain training, and ultimately get jobs in
the local area. Chair Seaton further praised the UA for
educating Alaskans where they're located at the time.
9:29:38 AM
MR. HAMILTON, returning to his earlier comments, highlighted
that the state, and hence university attendance, is very
regionalized. In fact, those students graduating from Diamond
High School who want to attend an Alaska university attend UAA
while those students graduating from Lathrop High School attend
UAF. He related his wish that the regionalization didn't exist
because the opportunities that exist in the UA system are
remarkable. He noted that he tries hard to offer some things
only at one campus, but the regionalization impacts that.
9:31:08 AM
The committee took an at-ease from 9:31 a.m. to 9:35 a.m.
HB 126-FOSTER CARE/CINA/EDUCATION OF HOMELESS
9:35:10 AM
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 126, "An Act relating to continuing the secondary
public education of a homeless student; relating to the purpose
of certain laws as they relate to children; relating to tuition
waivers, loans, and medical assistance for a child placed in
out-of-home care by the state; relating to foster care; relating
to children in need of aid; relating to foster care transition
to independent living; and relating to juvenile programs and
institutions."
9:35:29 AM
REPRESENTATIVE LES GARA, Alaska State Legislature, speaking as
the sponsor, said that over the past year he and others have
discussed what parts of Alaska's foster care system are fixable.
He then stressed how the state is the parent of the foster
children and has custody of these children. Representative Gara
related that the Casey Family Foundation and the University of
Alaska have performed some Alaska-specific studies. In fact, a
recent university study has reported that roughly 40 percent of
foster care children end up homeless at some point in their
life. He asked the committee to keep the aforementioned in mind
as if the committee was the parent of these foster children. He
then informed the committee that studies show that one of the
indicators a child is going to underachieve is when the child is
moved from school-to-school. Furthermore, a national study
reports that on average foster children nationwide will transfer
schools one to two times during their high school years. Even
worse, is that roughly 65 percent of foster children
[nationwide] have attended three or more elementary schools and
many of those school changes occur in the middle of the year.
This legislation doesn't change the Office of Children's
Services' (OCS) ability to maintain a child in one stable home,
he noted.
REPRESENTATIVE GARA related that the national government has
taken a certain percentage of foster youth, just those awaiting
foster care, and provided funding to school districts so that
youth are given transportation funds. Therefore, foster care
youth who move within the same district can stay in the same
school. The aforementioned, he clarified, only covers those
foster youth who are waiting or in emergency foster care not
those foster youth who go from one home to another. One of the
studies provided in the committee packet relates that the arrest
rate among foster youth is 10 times the average of those youth
not in foster care. The question for all of these issues is:
what can be done to provide foster care youth with a more stable
educational experience and what can be done to provide foster
youth with greater opportunity than they have now. He then
mentioned that nationally foster care youth attend college in
about half the numbers as youth not in foster care.
REPRESENTATIVE GARA related that a foster care conference was
held this fall during which some very narrow and cost effective
solutions were found. He noted that the committee has been
provided a proposed committee substitute (CS) that corrects some
of the problems found in the original legislation.
9:40:52 AM
REPRESENTATIVE MUNOZ moved to adopt CSHB 126, Version 26-
LS0309\S, Mischel, 2/24/09, as the working document.
CHAIR SEATON objected for the purpose of discussion.
9:41:11 AM
REPRESENTATIVE GARA explained that Sections 4, 5, and 9 in
Version S includes the statutory definition of "out-of-home
care." Section 10, borrowed from the State of Minnesota,
provides an immunity provision such that there's no legal right
of action against a social worker should he/she miss a monthly
[home] visit. In order to allow for the option to extend foster
care to the age of 21, conforming language in Section 13 was
necessary. Sections 14 and 16 adopt the "out-of-home care"
definition. Section 17 provides a monetary living expense
stipend in an amount that is not less than the daily rate
provided to a licensed foster parent for necessary living
expenses. This stipend can be received by the foster care youth
for up to a year. The language in Section 17 is meant to be
flexible in terms of the amount the foster care youth receives
and its duration.
9:44:52 AM
CHAIR SEATON removed his objection. There being no further
objection, Version S was before the committee.
9:45:17 AM
REPRESENTATIVE GARA then reviewed various sections of Version S.
Section 1 specifies that transportation funds will be provided
for those students who move to another school within the same
school district. Furthermore, when feasible the student will be
kept in the same school in order to avoid foster care students
from bouncing between various schools. A similar program, the
McKinney-Vento Homeless Education Assistance Improvement Act of
2001, is being successfully utilized in the Municipality of
Anchorage.
9:46:28 AM
REPRESENTATIVE GARDNER pointed out that the requirements don't
apply if a student changes district, or if the superintendant
doesn't find it to be in a student's best academic interest.
She inquired as to the sponsor's view on other types of waivers.
She explained that she is a big believer in neighborhood schools
and a foster child might benefit from doing all the things the
foster family does. Although it may be in the foster child's
academic interest to stay at their original school, often the
academic issue isn't the primary concern for a child trying to
fit into a new environment.
REPRESENTATIVE GARA suggested that Representative Gardner
consult with some of the experts on this issue. However, he
offered that many foster youth are changing schools during the
school year. The academic consequences of the aforementioned,
especially with the trauma associated with a foster care change,
is terrible. Representative Gara said that although he could
imagine cases in which it may be desirable to place foster youth
in a neighborhood school, he expressed concern about a flat rule
that would always place the youth in a new school when he/she
changes foster care parents.
9:48:20 AM
REPRESENTATIVE GARDNER clarified that she is interested in a
waiver based on something other than academic interest, perhaps
the youth's best interest.
REPRESENTATIVE GARA said that would likely make sense, but
expressed the need to speak with experts in the area in order to
address such.
9:49:02 AM
REPRESENTATIVE WILSON inquired as to whether [Section 1] only
affects a single school year or is forever.
REPRESENTATIVE GARA, referring to page 2, highlighted that the
language refers to the standard of "the student's best academic
interest". The legislation, as written, would allow a child to
attend another school the next school year, if it's in the
student's best interest. Adding the neighborhood school
preference as suggested by Representative Gardner would require
language specifying that such could occur when it's appropriate
for the youth and in the best interest of the youth. The
problem, however, is that it's not always that neat. He
highlighted the difficulty in specifying which placements are
stable. Representative Gara clarified that the desire is to
avoid the school changes during the semester, especially for
those youth who are transferring to many foster families.
9:50:57 AM
CHAIR SEATON inquired as to who determines the best academic
interest of the youth.
REPRESENTATIVE GARA answered that the school district would make
the determination. He suggested that the committee hear from
two individuals who make these determinations in the Anchorage
School District for those foster youth and homeless youth who
aren't in permanent foster care.
9:51:49 AM
REPRESENTATIVE KELLER surmised that the sponsor has implied that
OCS is moving children around, which is problematic. He
questioned whether limiting waivers to only youth who move and
the academic considerations would eliminate OCS's ability to
make a determination based on social matters.
REPRESENTATIVE GARA replied no. He specified that this
legislation doesn't attempt to micromanage what OCS considers to
be the most appropriate placement for a youth. The OCS has a
duty to serve the best interest of the youth. This legislation
doesn't stop OCS from doing a placement as it currently does,
rather Section 1 only specifies that if a change is made by OCS
such that the foster youth would go to another school
transportation funding would provided, if it's determined to be
in the child's best interest to stay in the same school.
Representative Gara reiterated that [Section 1 of Version S]
doesn't impact OCS placement decisions; rather it merely speaks
to funding to the school district after a decision is made.
9:54:13 AM
REPRESENTATIVE GARA, continuing his sectional analysis, informed
the committee that nationally only half of all foster youth
attend college as compared to their peers. He noted that there
is some college aid available, including scholarships from the
Casey Family Foundation, the university, and OCS. Section 2
provides needs-based aid to foster youth in order that they can
attend higher education. He reminded the committee of a few
years ago when legislation, commonly know as the aspire bill,
passed to provide college aid for youth. The legislation aimed
to provide college scholarships to foster youth, but the
fundraising effort to obtain private funds hasn't happened at
this point. The legislature has made a determination that
foster youth would need assistance in attending college. He
highlighted that many college students have a parent, a "life
line," to call during the college years, but foster youth don't
have that opportunity once foster care ends. He noted that part
of the effort is to include living expenses for higher education
because living expenses are a large part of the problem for
foster youth.
9:56:54 AM
CHAIR SEATON, referring to page 2, line 2, inquired from where
the language "under 29 years of age" came.
REPRESENTATIVE GARA noted that the language originally referred
to "under 23 years of age." The question, he specified, is how
long an individual who was in foster care should be given to
complete college. The availability of the grant program has
been extended to 10 years after high school.
9:57:55 AM
REPRESENTATIVE KELLER, referring to page 2, lines 25-26,
inquired as to where the term "state-supported educational
institution" is defined.
9:58:24 AM
REPRESENTATIVE GARA explained that the program proposed in HB
126 likely won't have enough funds to send a foster youth to
Harvard. The grant program is limited to the state university
system, including the Alaska Vocational Technical Center
(AVTEC). He mentioned that AVTEC representatives want to bring
in youth. In response to Chair Seaton, Representative Gara
confirmed that the intent is to limit [the grant program] to the
State of Alaska university system.
9:59:55 AM
REPRESENTATIVE GARA then turned the committee's attention to the
other main sections of Version S. One provision extends the
option of foster care to age 21 for which there is federal
funding available. The notion is that if a youth finds a foster
care placement, why take them out if the youth and the parents
believe the placement is beneficial. Similarly, this
legislation would extend Medicaid benefits to age 21, which is
essentially the current practice. The last major provision
provides a year of living assistance, if necessary, when the
youth leaves foster care. The fiscal note from the Department
of Health and Social Services specifies an estimate of $130,000,
which the department has said is a low estimate. Still,
doubling that estimate is a small amount, he opined. He also
pointed out that half of the state's 2,000 foster youth are in
the homes of relatives and the other half are in non-relative
homes. Therefore, he estimated that maybe 100-200 foster youth
would come out of foster care in a year, of which a certain
amount would be [stable].
10:02:04 AM
CHAIR SEATON, noting that HB 126 has a House Health and Social
Services Standing Committee referral, reminded the committee it
would primarily focus on the educational impacts of HB 126.
10:02:30 AM
REPRESENTATIVE GARDNER asked if foster youth can refuse to
remain in state custody the extended timeframe. She further
asked if there is a requirement for the foster youth to be
employed or attending school rather than just merely living in
someone's house.
REPRESENTATIVE GARA clarified that there is no requirement that
the foster youth has to stay in foster care to age 21. The
aforementioned would be up to the foster youth and the foster
family. Therefore, it's an option. Furthermore, Representative
Gara related that no standards have been developed regarding how
to qualify for foster care up to age 21.
[HB 126 was held over.]
10:03:15 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:03 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| hb 126 materials.pdf |
HEDC 2/25/2009 8:00:00 AM HEDC 3/2/2009 8:00:00 AM HEDC 3/9/2009 8:00:00 AM |
HB 126 |
| Link to UA workforce development programs (health).doc |
HEDC 2/25/2009 8:00:00 AM |
|
| Link to University of Alaska Budget Request and performance summary.doc |
HEDC 2/25/2009 8:00:00 AM |
|
| UA Training tomorrow's workforce today 2008.pdf |
HEDC 2/25/2009 8:00:00 AM |
|
| U A FactSheet_lifescience.pdf |
HEDC 2/25/2009 8:00:00 AM |
|
| UAA-Sports-Arena.pdf |
HEDC 2/25/2009 8:00:00 AM |
|
| UAS-Auke-Lake-Fact-Sheet1.pdf |
HEDC 2/25/2009 8:00:00 AM |
|
| workdraft HB 126.pdf |
HEDC 2/25/2009 8:00:00 AM HEDC 3/2/2009 8:00:00 AM HEDC 3/9/2009 8:00:00 AM |
HB 126 |