Legislature(2009 - 2010)CAPITOL 106
04/03/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Workkeys Interactive Presentation | |
| HB206 | |
| HB204 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 204 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 3, 2009
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Wes Keller
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
OTHER MEMBERS PRESENT
Senator Con Bunde
Senator Bettye Davis
Senator Charlie Huggins
Senator Donald "Donny" Olson
MEMBERS ABSENT
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
COMMITTEE CALENDAR
WORKKEYS INTERACTIVE PRESENTATION
- HEARD
HOUSE BILL NO. 206
"An Act establishing a career assessment requirement in public
schools; and relating to postsecondary courses for secondary
school students."
- HEARD AND HELD
HOUSE BILL NO. 204
"An Act increasing the number of students pursuing a medical
education who are provided postsecondary educational services
and programs; and providing for an effective date."
- MOVED HB 204 OUT OF COMMITTEE
PREVIOUS COMMITTEE ACTION
BILL: HB 206
SHORT TITLE: HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
SPONSOR(s): EDUCATION
03/25/09 (H) READ THE FIRST TIME - REFERRALS
03/25/09 (H) EDC, FIN
03/27/09 (H) EDC AT 8:00 AM CAPITOL 106
03/27/09 (H) Heard & Held
03/27/09 (H) MINUTE(EDC)
04/03/09 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 204
SHORT TITLE: POSTSECONDARY MEDICAL EDUC. PROG.
SPONSOR(s): REPRESENTATIVE(s) DAHLSTROM
03/23/09 (H) READ THE FIRST TIME - REFERRALS
03/23/09 (H) EDC, FIN
03/30/09 (H) EDC AT 8:00 AM CAPITOL 106
03/30/09 (H) Heard & Held
03/30/09 (H) MINUTE(EDC)
04/01/09 (H) EDC AT 8:00 AM CAPITOL 106
04/01/09 (H) Heard & Held
04/01/09 (H) MINUTE(EDC)
04/03/09 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
MARCIA OLSON, Education Specialist II
Teaching/Learning Support
Department of Education and Early Development (EED)
POSITION STATEMENT: Provided an interactive presentation on the
WorkKeys program.
ERIK MCCORMICK, Director
Assessment and Accountability
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: During the WorkKeys presentation, answered
questions.
SAM DIX, Staff
Representative Nancy Dahlstrom
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Spoke on behalf of the sponsor of HB 204,
Representative Dahlstrom.
ACTION NARRATIVE
8:02:59 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Seaton, Gardner,
Buch, and Keller were present at the call to order.
Representative Wilson arrived as the meeting was in progress.
Also in attendance were Senators Davis, Bunde, Olson, and
Huggins.
^WORKKEYS INTERACTIVE PRESENTATION
8:03:37 AM
CHAIR SEATON announced that the first order of business would be
an interactive presentation with the WorkKeys program. He
explained that WorkKeys is academic testing for real world
identification of issues. Legislation, HB 206, has been
introduced and would utilize WorkKeys as the assessment tool
that would be recorded on the transcripts and diploma of
students. He opined that WorkKeys would provide something for
seniors who have passed the High School Graduation Qualifying
Exam (HSGQE) to work for in terms of elevating their scores.
The intention is for WorkKeys to be a longitudinal assessment,
and therefore it could be used throughout high school for
students to identify their different skills relative to various
career paths. The aforementioned proposed legislation specifies
that in the final year, the highest results would be reported on
the student's diploma.
8:05:57 AM
MARCIA OLSON, Education Specialist II, Teaching/Learning
Support, Department of Education and Early Development, began by
informing the committee that she has been the lead person for
the WorkKeys program, career ready project, over the last couple
of years. She clarified that WorkKeys is an assessment and job
analysis system developed by the Advanced College Tuition (ACT)
Company. The WorkKeys system was designed to more specifically
gauge foundational skills that are necessary in the work place.
Before review of the specific test, Ms. Olson related that the
WorkKeys test can be taken over the Internet or by paper and
pencil. All of the WorkKeys tests are standardized tests that
must be given in a proctored environment and are timed. She
provided the practice test to the committee and reviewed the
various details of it.
8:11:58 AM
MS. OLSON demonstrated the Locating Information test, which
provides a graphic representation of information to which the
question relates. All of the graphics are ones that may be
encountered in a workplace, such as a form. She pointed out
that the Internet version has a navigation and review function,
which allows one to return to past questions or mark questions
for later review. She highlighted that the difficulty of the
questions, graphics, and vocabulary increase as the test
proceeds. In response to Chair Seaton, Ms. Olson related her
understanding that the Internet version and paper version of the
test don't have exactly the same questions. She noted that the
practice copy of the paper test does provide the user with the
correct answers as well as some backup regarding how one arrives
at the correct answer. The paper copy of the test is probably
best for students who are practicing, whereas the Internet
version is best for test administration training.
8:21:32 AM
CHAIR SEATON pointed out that the answer key also explains why
the incorrect answers are incorrect. He indicated that the
aforementioned would be helpful as a training tool.
MS. OLSON noted that the paper copy also provides an estimate as
to the level score one would receive if a certain number of
items are correct.
8:22:38 AM
CHAIR SEATON requested that Ms. Olson review the math section.
He then reminded the committee that the University of Alaska
doesn't require an ACT or SAT score. Therefore, the committee
is considering using another test that would provide knowledge
as to whether a college freshman would succeed with the
preparation he/she has received.
8:24:01 AM
SENATOR BUNDE opined that although 40-50 percent of Alaska's
students go on to college, the WorkKeys test doesn't appear to
be aimed at those students.
8:24:20 AM
CHAIR SEATON indicated that the committee is trying to determine
whether the WorkKeys test is [aimed at those students who go on
to college]. So many college freshmen have to take remedial
courses and it seems that there's a lack of knowledge regarding
whether a single score can relate whether a student is prepared
for college. In the Midwest, a test that combines the ACT with
WorkKeys is used to track both work and college-readiness
abilities. The committee intends to find a way in which to
track and assess [work and college-readiness abilities] because
a grade point average (GPA) means different things depending
upon the school at which it's received. Furthermore, the
committee desires to have a test that allows students to work up
through the levels rather than having a single test at the end.
8:27:04 AM
CHAIR SEATON suggested that the WorkKeys test includes the
career path identifier that assesses the level at which one
would need to be in order to be successful in a particular
career.
8:27:36 AM
REPRESENTATIVE KELLER asked if Ms. Olson has reviewed the
aforementioned hybrid test being used in the Midwest.
MS. OLSON confirmed that at least two states, Illinois and
Michigan, use a hybrid test. She related that several states
use different parts of ACT's assessment programs, some of which
are suggested for use in the eighth grade. She then provided
the committee with a summary of what tests states use. For
instance, Michigan uses the ACT plus the writing as well as
three WorkKeys tests plus a math, social studies, and science
test that was developed within Michigan. She then noted that
Illinois uses a couple of pre-assessments and interest inventory
tests as well as ACT plus writing and two of the WorkKeys
assessments. She related her understanding that Michigan is
considering adding the third WorkKeys assessment, Locating
Information. When a student takes all three of the assessments,
a career readiness certificate can be earned.
8:30:31 AM
MS. OLSON, in response to Representative Keller, explained that
the ACT college entrance test would remain a standard that would
be used for state-to-state comparisons. Although the WorkKeys
scores are standardized, the data and results aren't owned by
ACT. The data is owned by the individual who took the test and
the entity that sanctions the test, which could be the state
agency. Therefore, there's probably no way that [WorkKeys] will
be compared state-to-state. She suggested that perhaps it's not
so important to compare state-to-state information, but rather
is a more individualized view.
8:32:24 AM
MS. OLSON, in response to Chair Seaton, clarified that the
Prairie States Achievement Exam (PSAE) is used by Illinois. The
PSAE is Illinois specific and consists of the ACT test plus the
writing component of the ACT college test along with the math
and reading portions of the WorkKeys test. In further response
to Chair Seaton, Ms. Olson related her understanding that
Illinois is considering inclusion of the binding information in
order to provide students with an opportunity to earn the
career-readiness certificate along with a high school diploma.
8:33:23 AM
MS. OLSON, in response to Chair Seaton, explained that the
career-readiness certificate itself has three levels based on
the score achieved. The certificate lists the skills
demonstrated, but doesn't actually list the score itself. The
ACT decided not to list the scores on the certificate.
8:34:17 AM
CHAIR SEATON posed a scenario in which an Alaskan student takes
the WorkKeys test; he/she would receive a diploma along with a
career-readiness certificate that lists the competencies
achieved. He then recalled a handout that listed careers and
their average salary. He asked if that same handout lists the
levels necessary for each career.
MS. OLSON replied yes, adding that it was a compilation of
information from ACT and work the department did. She informed
the committee that ACT makes its occupational profiling scores
available to the public.
8:35:37 AM
SENATOR BUNDE asked if in other states, individuals have
achieved a career-readiness certificate without receiving a high
school diploma. More specifically, he inquired as to the level
of difficulty between the HSGQE and the WorkKeys test.
CHAIR SEATON clarified that WorkKeys is a separate assessment
and certificate.
MS. OLSON explained that because the National Career-Readiness
Certificate is sanctioned by the ACT Company, in order to
qualify for the certificate one must achieve a level three score
on the three WorkKeys tests. The ACT doesn't review whether an
individual has a high school diploma or his/her GPA; rather, the
ACT only reviews the three WorkKeys tests in order to determine
whether an individual qualifies for the career-readiness
certificate.
8:37:26 AM
SENATOR BUNDE inquired as to how a bronze level work certificate
and a diploma would compare. He reiterated his earlier
questions regarding whether an individual may qualify for
WorkKeys but not for high school graduation.
MS. OLSON answered that she doesn't know if ACT has any data on
the aforementioned. Furthermore, since Alaska hasn't had many
students take the WorkKeys tests, the state has limited data.
However, she noted that a preliminary comparison of the WorkKeys
scores and HSGQE scores for about 200 students.
8:38:20 AM
CHAIR SEATON explained that the committee is exploring whether
the WorkKeys test can be utilized as a skills development and
skills assessment test. He pointed out that a lot of students
don't obtain a high school diploma because they don't want to
remain in school. However, that doesn't mean that they couldn't
pass a level of the WorkKeys test. The WorkKeys test isn't
measuring seat time and endurance. Therefore, the WorkKeys test
could encourage students to obtain greater achievement and focus
on a certificate for the occupation in which they have interest
rather than dropping out. He expressed the need for a
comparison of the WorkKeys assessment.
8:40:13 AM
SENATOR BUNDE opined that the WorkKeys assessment could be a
diagnostic tool that could be used early on to encourage
students to stay in school and work hard.
8:40:56 AM
CHAIR SEATON said that is the direction the committee hopes to
pursue.
8:41:06 AM
MS. OLSON, in response to Chair Seaton, reviewed Attachment 3
and explained that those states that are using career-readiness
certificates could be doing so through various state agencies,
such as the State Workforce Investment Board. In further
response to Chair Seaton, Ms. Olson confirmed that job centers
could request that job seekers take these WorkKeys tests in
order to place individuals with the appropriate skills for the
position. Therefore, the WorkKeys test varies in the states as
to how and by whom the test is being implemented. For example,
the Florida Legislature provides funding for every Floridian to
take the WorkKeys test.
8:43:07 AM
CHAIR SEATON inquired as to the cost of the WorkKeys test.
MS. OLSON related that ACT charges $5.00 per test, thus it is
currently $15.00 for an individual to take the three tests. An
additional $5.00 is charged for the National Career-Readiness
Certificate. Therefore, the total cost of the test is about
$20.00 per participant.
8:43:48 AM
MS. OLSON returned to the demonstration of the WorkKeys test and
focused on the math portion. She presented various math
questions, which became gradually more involved and more
difficult.
8:51:20 AM
MS. OLSON mentioned that the largest job centers in the state
have the capability to administer the WorkKeys assessments.
With regard to the cost charged for an individual who takes the
assessments at a job center, Ms. Olson opined that it may depend
on the type of program in which the individual is enrolled. She
suggested asking the Department of Labor & Workforce Development
(DLWD) about the cost of the assessments taken at job centers.
8:52:12 AM
MS. OLSON then demonstrated the Internet version of the Reading
for Information section, which utilizes reading passages that
would be utilized in a job setting.
8:55:30 AM
CHAIR SEATON suggested discussing whether the WorkKeys test
satisfies some of the purposes the committee has discussed with
regard to K-12 education and stimulating vocational education as
well as other certificates.
8:56:13 AM
REPRESENTATIVE BUCH asked if the type of analysis [provided by
the WorkKeys assessment] would be available outside of the
school system, such as in a situation in which a parent
administers the test in the home.
MS. OLSON explained that because the WorkKeys assessments are
secure, standardized tests that must be proctored, it can't be
taken at home. However, the practice software or a practice
test could be utilized in the home or any location where there
is an Internet connection. She directed the committee to the
link on the department's web site entitled "Alaska Career
Ready," which includes the WorkKeys testing and the Worldwide
Interactive Network (WIN) instructional software.
8:59:00 AM
MS. OLSON, in response to Chair Seaton, explained that the links
to the free on-line WorkKeys are practice tests that were not
sanctioned or supplied by ACT but rather by a third party. The
aforementioned links to various practice tests beyond those for
WorkKeys. Although WIN isn't part of ACT either, ACT has
reviewed its software and determined that it addresses the
skills. Ms. Olson then related her understanding that the
Alaska State Board of Education recently decided to delay the
requirement for the WorkKeys test until the 2010-2011 school
year.
9:01:00 AM
REPRESENTATIVE GARDNER recalled that ACT charges $5 per test per
person. She then asked if the test is cost effective in terms
of using it statewide through EED and DLWD.
MS. OLSON deferred to assessment staff.
9:01:43 AM
SENATOR DAVIS asked if the school districts will have to pay for
the tests or will funds from EED's budget be designated to pay
for the tests.
9:02:27 AM
ERIK MCCORMICK, Director, Assessment and Accountability,
Department of Education and Early Development, said that he
didn't believe the costs for the tests would be incurred by the
school districts, but rather would be funded by EED.
MS. OLSON, in further response, confirmed that the tests given
by DLWD will be handled through its own funds.
9:03:14 AM
CHAIR SEATON inquired as to why the implementation of the test
has been delayed until the next school year.
MR. MCCORMICK explained that the Alaska State Board of Education
would like to allow EED time to research correlations with the
state's current assessment system, from K-12 and the HSGQE. The
assessment office has already begun working with the
Teaching/Learning Support office regarding correlations. The
Assessment and Accountability office has been tasked with
providing the Alaska State Board of Education with a report of
the state's entire assessment system and an evaluation of what
can be done with WorkKeys.
9:04:23 AM
CHAIR SEATON requested that the results of that report be shared
with the committee.
9:05:26 AM
REPRESENTATIVE KELLER related his understanding that the data is
owned by the company, not the department. He inquired as to
potential problems the aforementioned would cause in the
scenario in which the WorkKeys score is used for a merit-based
scholarship program. He also inquired as to whether cut scores
with WorkKeys can be set under the current agreement with ACT.
MS. OLSON explained that ACT has its own scoring system in which
it provides level scores as well as scale scores for test
participants. She opined that it would be up to the state to
establish a cut score either using one of the level or scale
scores. Other states, she recalled, are reviewing legislation
in which test participants who scored a certain level on all
tests would be eligible for a scholarship. In response to Chair
Seaton, Ms. Olson related that the packet of information
provided to the committee should include information regarding
how other states are handling the same question.
9:08:21 AM
The committee took an at-ease from 9:08 a.m. to 9:12 a.m.
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
9:12:06 AM
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
9:12:39 AM
CHAIR SEATON noted that although the districts seem to like HB
206, they are concerned that the language regarding the
districts paying for the courses after a student passes the High
School Graduation Qualifying Exam (HSGQE) doesn't have a
limitation. Therefore, he asked the committee whether it wanted
to adopt an amendment to clarify that there isn't an unlimited
requirement for school districts to fund all kinds of distance
education and not honor the agreements with the University of
Alaska for reduced tuition rates. In response to Representative
Buch, Chair Seaton confirmed that he is referring to the
language on page 2, lines 21-23.
9:14:29 AM
REPRESENTATIVE WILSON related her understanding that in some
areas the town, local Native corporations, or fishing fees pay
for these classes. Therefore, the language should be crafted to
accommodate the aforementioned, she indicated.
CHAIR SEATON suggested that the language could be crafted to
specify that the district will secure funding for those
additional courses, regardless of the mechanism.
9:15:49 AM
REPRESENTATIVE KELLER recommended deleting this [language]
because every community has a different arrangement.
Furthermore, those arrangements aren't carefully regulated and
some of them are fairly creative.
9:16:50 AM
CHAIR SEATON suggested that the discussion needs to focus on how
funding will occur and whether there will be a limit to the
benefit. As Representative Keller mentioned, there is no
intention to interfere with the way districts have aligned the
program.
[HB 206 was held over.]
HB 204-POSTSECONDARY MEDICAL EDUC. PROG.
9:18:55 AM
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 204, "An Act increasing the number of students
pursuing a medical education who are provided postsecondary
educational services and programs; and providing for an
effective date."
9:19:19 AM
CHAIR SEATON reminded the committee that pending before it is a
motion to adopt CSHB 204, Version 26-LS0778\R, Mischel, 3/31/09,
to which he had objected.
9:19:59 AM
SAM DIX, Staff, Representative Nancy Dahlstrom, Alaska State
Legislature, relayed that the [sponsor] has decided to [support]
returning to the original version of HB 204, which would merely
add four students to the Wyoming, Washington, Alaska, Montana,
and Idaho (WWAMI) program.
9:20:25 AM
CHAIR SEATON informed the committee that there have discussions
within the legislature, the medical field, and the WWAMI program
regarding eliminating the section of [Version R] that addresses
medically underserved areas of the state because the definition
of "area" wasn't a particular practice. The existing language
could result in a situation in which there's a medically
underserved area with a profitable practice. There was a
proposal to remove the aforementioned section and the definition
of "underserved area." There was also discussion of changing
the definition of "qualified practice" to refer only to
uninsured and Medicare because Medicaid and Denali Kid Care are
profitable in some practices. The concern was that [the
legislation] would dilute the incentive for doctors to take the
three-year reimbursement.
CHAIR SEATON explained that the motion to adopt Version R is
before the committee and there is an objection to it.
9:23:18 AM
REPRESENTATIVE WILSON withdrew her motion to adopt CSHB 204,
Version 26-LS0778\R, Mischel, 3/31/09, as the working document.
There being no objection, it was so ordered and before the
committee was the original version, HB 204.
9:24:17 AM
REPRESENTATIVE KELLER encouraged the committee to move the
legislation out so that it can be considered in the House
Finance Committee. From a policy perspective, he opined that
the legislation shouldn't be passed in a vacuum and that the
entire workforce shortage in the medical field should be
considered.
9:25:53 AM
CHAIR SEATON noted that Version R was discussed so that the
policy questions incorporated in Version R were fully vetted.
9:26:22 AM
REPRESENTATIVE GARDNER agreed with Representative Keller's
comments, particularly since the real way to increase doctors in
Alaska is to increase the residencies. Simply having more
Alaskan students in a medical program doesn't necessarily mean
those students will return to the state.
9:26:52 AM
CHAIR SEATON stated his agreement, adding that he has learned
much about the value of slots in medical schools. The slots are
filled with the students from the states with medical schools,
which is why WWAMI is so important.
9:27:35 AM
REPRESENTATIVE WILSON inquired as to how the benefit works.
9:28:00 AM
CHAIR SEATON explained that the state support amounts to about
$56,000, half of which is converted into a loan and the student
pays about $23,000. That $23,000 loan can be forgiven if the
student returns to Alaska. A returning student who serves in
rural Alaska receives a 33 1/3 percent per year reduction in
their repayment obligation while those who serve in non-rural
Alaska receive a 20 percent per year reduction in their
repayment obligation. He recalled that about 50 percent of
Alaska's WWAMI students return to the state and about another 38
percent of other WWAMI students come to Alaska. Therefore,
Alaska receives about 88 percent of WWAMI students, although the
state funds much less than that. Chair Seaton opined that the
WWAMI program is successful at the current reimbursement rate.
9:29:45 AM
REPRESENTATIVE GARDNER moved to report HB 204 out of committee
with individual recommendations and the accompanying fiscal
notes. There being no objection, it was so ordered.
9:30:33 AM
CHAIR SEATON then asked if there was anything else the committee
wished to discuss.
9:30:39 AM
REPRESENTATIVE KELLER reported that the Department of Education
and Early Development (EED) has expressed an interest in the
virtual charter school issue and has requested review of virtual
education during the interim.
9:31:21 AM
CHAIR SEATON reviewed the interim calendar for the committee and
legislation pending referral to the committee.
9:34:23 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:35 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 1_act-college-career-readiness-system.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| 2_act-statewide-testing-2009january.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| HB 206 material.pdf |
HEDC 3/27/2009 8:00:00 AM HEDC 4/3/2009 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
|
| HB 204 information.pdf |
HEDC 3/30/2009 8:00:00 AM HEDC 4/1/2009 8:00:00 AM HEDC 4/3/2009 8:00:00 AM |
HB 204 |
| cshb204 WORKDRAFT.pdf |
HEDC 4/1/2009 8:00:00 AM HEDC 4/3/2009 8:00:00 AM |
HB 204 |
| workkeys-locating-PRACTICE-TEST.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| workkeys-math-PRACTICE-TEST.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| workkeys-reading-PRACTICE-TEST.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| 3_ACT-CRC-map-0409.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| 4_act-statewide-legislation-2009april1.pdf |
HEDC 4/3/2009 8:00:00 AM |
|
| 5_nam-crc dpf.pdf |
HEDC 4/3/2009 8:00:00 AM |