Legislature(2009 - 2010)CAPITOL 106
01/22/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Anchorage School District Memorandum 96: Comprehensive Study of the Predictors of High School Outcomes | |
| HB235 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 235 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
January 22, 2010
8:04 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: ANCHORAGE SCHOOL DISTRICT MEMORANDUM #96:
COMPREHENSIVE STUDY OF THE PREDICTORS OF HIGH SCHOOL OUTCOMES
- HEARD
HOUSE BILL NO. 235
"An Act relating to professional student exchange program
availability and conditions for loan forgiveness."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 235
SHORT TITLE: PROF STUDENT EXCHANGE LOAN FORGIVENESS
SPONSOR(s): REPRESENTATIVE(s) MUNOZ
04/16/09 (H) READ THE FIRST TIME - REFERRALS
04/16/09 (H) EDC, FIN
01/22/10 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
CAROL COMEAU, Superintendent
Anchorage School District (ASD)
Anchorage, Alaska
POSITION STATEMENT: Presented Anchorage School District (ASD)
Memorandum #96, and introduced the research authors.
LAUREL VORACHEK, Executive Director
Assessment Evaluation
Anchorage School District Education Center
Anchorage, Alaska
POSITION STATEMENT: Participated in the overview discussion of
Anchorage School District (ASD) Memorandum #96.
DIANE BARRANS, Executive Director
Postsecondary Education Commission
Department of Education and Early Development (EED)
POSITION STATEMENT: Responded to questions on HB 235.
MS. KENDRA KLOSTER, Staff
Representative Cathy Munoz
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the CS for HB 235, Version R, on
behalf of Representative Munoz, sponsor.
DR. DAVID LOGAN, DDS
Alaska Dental Society
Juneau, Alaska
POSITION STATEMENT: Testified in support of CSHB 235.
NANCY DAVIS, Executive Director
Alaska Pharmacist Association (AkPhA)
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 235.
GEORGE SHAFFER, DDS
Ketchikan, Alaska
POSITION STATEMENT: Testified on HB 235.
BARRY CHRISTIANSEN, Pharmacist
Ketchikan, Alaska
POSITION STATEMENT: Testified in support of HB 235.
JIM TOWLE
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 235.
ACTION NARRATIVE
8:04:24 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:04 a.m. Present at the call to order were
Representatives Seaton, Gardner, Keller, Munoz, Buch, and
Edgmon. Representative P. Wilson arrived while the meeting was
in progress.
^OVERVIEW: Anchorage School District Memorandum #96:
Comprehensive Study of the Predictors of High School Outcomes
OVERVIEW: Anchorage School District Memorandum #96:
Comprehensive Study of the Predictors of High School Outcomes
8:04:34 AM
CHAIR SEATON announced that the first order of business would be
an overview of the Anchorage School District Memorandum #96:
Comprehensive Study of the Predictors of High School Outcomes.
8:10:41 AM
CAROL COMEAU, Superintendent, Anchorage School District (ASD),
said that the district has been putting major effort into
helping students to graduate, not just attain a GED (General
Education Development) certificate, and minimizing the number of
drop-outs. One approach has been to predict which students may
be in danger of not attaining a diploma, beginning in the middle
school. Via grants, increased legislative funding, and stimulus
dollars, the district has been able to employ middle school
career guides and high school graduation coaches to identify and
target young people who are viewed as at risk students. The K-8
math program is a major sticking point, and does not work for
many of the students. The result is that students find it
difficult to tackle the advanced math that is required in the
upper levels. One of the major predictors for student
graduation is being proficient in 8th grade Algebra. Part of
the challenge is to help the lower level teachers to feel
comfortable with, and be competent in, introducing math
applications. Another finding is that families have difficulty
assisting their student(s) at home with the math regime.
8:15:02 AM
LAUREL VORACHEK, Executive Director, Assessment Evaluation,
Anchorage School District Education Center, stated that the
model being applied is "The On-Track Indicator as a Predicator
of High School Graduation," developed by John Easton, and
originated in the public schools of Chicago, Illinois. The
Anchorage district established two primary goals: confirm
whether the on-track indicator identified by the district was a
strong predictor, and follow a cohort of students from eighth
grade through high school to verify system factors which may be
indicators. She explained that the data being quantified
employs certain factors and there are many more factors that
could be utilized but measurability may not always be possible,
i.e. graduation coaches, advisory programs, intervention
support, and alternative learning programs. A cohort was
determined and the characteristics of the group were identified.
There was a parallel between the Anchorage cohort and similar
groups studied previously in the Fairbanks and Juneau school
districts. It is important to understand that once the cohort
is established, the percentage of a representative group within
the cohort becomes crucial for reading the data. Providing an
example, she said, that realizing a drop-out rate of 46.2
percent among the group's Caucasian students, may seem alarming
unless it is further derived that the Caucasian students
represent only 57.8 percent of the cohort. The data, read thus,
indicates that the Caucasian students were dropping out at a far
lower rate. The group of students who were dropping out at a
higher rate, than the representation in the cohort, was the
Alaska Native American Indian; nearly double the rate. One
predictor was the grade point average(GPA), which indicated that
73 percent of the drop-outs had a GPA of 2.0 or less. However,
she said, in reviewing the assessment results, the majority of
the drop-out students were proficient in reading and math skills
in 8th grade. The assessment scores from 9th and 10th grade
indicated that reading proficiency was sustained, but math
skills were below the 50 percentile. This surprising result
indicates that, not only ability, but a variety of issues,
contribute to whether a student drops-out. Directing attention
to page 19, of the memorandum, she indicated the list:
Regression results. The list includes all of the variables that
were considered predictable, significant factors for graduation:
receiving less than two semester F's in core classes in 9th
grade; earning at least five credits in 9th grade. Both of
these red flags are being used to identify and address student
needs, in the Anchorage schools. Attending school 80 percent of
the time in 9th grade, is another crucial factor.
8:22:40 AM
CHAIR SEATON asked if fail scores for any class, or only core
classes were considered.
8:23:05 AM
MS. VORACHEK replied that only the four core classes were
analyzed. However, consideration of whether electives had any
statistical significance for predicting the outcome was taken
into account, and found to not be relevant. Thus, only a fail
in a core class was found to be a red flag indicator, but when a
student fails an elective, it is a significant part of the data
result for earned credits. In further response to Chair Seaton,
she said a student is required to carry six credits per year.
8:25:03 AM
REPRESENTATIVE P. WILSON asked for clarity regarding the
previously mentioned skill assessment of reading and math and
reading and writing.
8:25:33 AM
MS. VORACHEK directed attention to page [8], Assessment results
indicating the outcome for the drop-outs and the percentages for
not proficient versus proficient for reading, writing and math
at the 8th grade level. Reading the percentages, she amended
her opening statement to mean reading and writing proficiency.
8:25:56 AM
MS. VORACHEK continued with the next predictable factor:
attendance. Attending 80 percent of the time in 9th grade, was
the point that made a significant difference between graduating
in four years and dropping out. She noted that national data
supports this finding as well. Reading from the memorandum, she
said, "The analysis indicated that students who pass Algebra I
in grade 8 or earlier are twice as likely to graduate in four
years, ...". These results indicate how crucial it is for
students to be prepared to perform advanced math by the 8th
grade level. The math curriculum may not be meeting the need,
and the superintendent is taking up this question and reviewing
the current standards. Being a successful student in Algebra I
indicates an individual who has good attendance, is committed,
and will graduate in four years, with a 95.9 percent
probability. Another statistically significant factor, at the
.05 level, is the GPA. Turning to page 17, she read the
statistics from Figure 9: "The Relationship between the Number
of Semester F's in Core Courses in Grade 9 and Whether Students
Graduated in Four Years." She then directed attention to page
[7], Table 7: "Final GPA of Students Who Dropped out and Never
Returned after the Last Incident of Dropping out," to report
that 72.8 percent of the students who have dropped out had a GPA
of less or equal to 2.0.
8:35:08 AM
CHAIR SEATON expressed interest in the Table 7 statistic showing
that 10 percent of the drop-outs had a 3.01-4.0 GPA.
8:35:30 AM
MS. COMEAU opined that this indicates that a number of factors
enter into students dropping out. The task is to ferret out
what the reasons are and intervene where possible.
8:35:55 AM
MS. VORACHEK underscored that despite the multiple reasons for
dropping out, this report can only include factors that can be
quantified. However, a national study, conducted by the Bill
and Melinda Gates Foundation, "The Silent Epidemic, Perspectives
of High School Drop-outs," addresses factors that cannot be
quantified. Attempting to replicate this study in the district
has not been successful. One finding was that a student's
ability is not necessarily the issue, but the lack of support
was identified as crucial. Conducting focus groups with
students who have dropped out can shed light in this realm. The
challenge being that it is difficult to contact and organize a
meeting with drop-outs. The qualitative piece remains elusive
in a quantitative study. She reported that an effort is being
made to take this data a step further by implementing an on-
track early warning system. The identified factors from this
study are being made available to school counselors who can run
student profiles and identify students at risk. Easily
accessible, usable data is important, she opined.
8:40:11 AM
CHAIR SEATON read from the handout, page 7:
The number one category for dropping out is 'non-
attendance' and the number two category for dropping
out is 'unknown reason'. This supports the research
indicating that dropping out of school is a gradual
disengagement rather than a single event.
CHAIR SEATON stated that the committee has taken up the task of
identifying ways to meaningfully engage students. The Kenai
Peninsula School District has recently reported to the committee
regarding the positive effect that their advisory program has
had on graduation rates. He opined that the advisory program
may be a vehicle for posing pertinent questions to students who
drop-out.
8:41:50 AM
REPRESENTATIVE GARDNER turned to [page 7] Table 8, "Breakdown of
the Dropout Categories of the 1,082 Dropout Incidents," and
asked which categories result in suspension, what are district
programs for students who are suspended or expelled, and what is
an administrative drop.
8:42:37 AM
MS. COMEAU replied that the federal and state law, regarding
fire arms and weapons, is followed, requiring an automatic
recommendation for expulsion. Two drug and alcohol violations
also carry a recommendation for expulsion. In the current
school year, a collaborative effort was undertaken to implement
the Step-up program. The McLaughlin Youth Center, Juvenile
Justice, and Department of Health and Social Services (DHSS),
have worked with the district to jointly assist up to 20
expelled students, at a time. Administrative, teaching support,
and educational technology is supplied by the district, and the
students have an alternative program held in a separate
building. The Continuation Program is another model that the
district has established for students expelled for drug,
alcohol, and non violent offenses. Teacher's work individually
with students, and on-line learning is employed, to help
students maintain course work. When the student has met the
requirements to be reinstated, they will be able to return to
school without a loss of instruction. The Continuation Program
is in its fifth year and has proven to be effective. In
addition, the My-High program is being instituted. It is an on-
line virtual classroom, which appears to be an appropriate
approach for engaging a growing number of students for
individualized learning and to help them recover lost credits.
Having these programs helps the schools maintain expulsion
standards, keeping the school populace safe, while not
eliminating possibilities for the delinquents. The district is
required to provide education opportunities to Special education
students who are expelled for more than 10 days, and the
Outreach Program services these individuals. All of these
programs take many resources but results are being garnered.
8:46:51 AM
REPRESENTATIVE GARDNER asked whether the students in the
described programs are included in the study results being
reported today.
MS. COMEAU answered that expelled students come under the
category "Drop-out," and are included.
8:47:30 AM
MS. VORACHEK said, "Last year our percent of those who had
dropped out, the reason for expelled was 4.41 percent, compared
to in this group it was 7 percent. So that number is dropping
because we're keeping more and more of those kids in school."
The administrative drop is when a student has 10 consecutive
absences and all contact attempts have failed; Department of
Education and Early Development (EED) regulations call for the
student to be dropped from the schools registration.
8:48:56 AM
MS. COMEAU mentioned the importance of family support,
particularly for non-English speaking parents who may not
comprehend the system or understand why their student should
continue in school, on a regular basis. She cited families who
depend on help from their older children to manage at home, and
who know that the law requires attendance only through age 16.
8:50:55 AM
REPRESENTATIVE P. WILSON referred to the cycle of students
dropping out more than once, and asked how this correlated to
the study.
8:51:27 AM
MS. VORACHEK directed attention to Page 2, and reviewed the
"Three ways to report dropouts," which indicates the cohort
count and how the drop-out students are counted. She
differentiated the drop-out incidence total from the actual
drop-out number. Continuing to Page 3, Table 2, "Number of
Students Who Dropped out, Reentered and Graduated in Four
Years," provides that 46 of the 774 students who dropped out at
least once, re-enrolled and graduated.
8:53:34 AM
REPRESENTATIVE BUCH praised the report and results of this five
year study, as a useful tool, and noted the importance of
Algebra I as a bench mark for graduation. He asked if it has
been determined why the survey students dropped out, and opined
the evident importance of caretaking students as individuals.
Mentorship programs appear to be successful and inquired whether
this is a direction being expanded.
8:55:52 AM
MS. COMEAU responded that many schools are using the advisory
system, and some are more successful than others. Working
closely with various community entities, it has become apparent
that even one significant person in a student's life will make a
difference. She said this person may be the custodian, but
anyone who cares whether the student shows up or not is an
example of something that works. Providing this type of support
becomes a complex network of community agencies and individuals.
8:57:46 AM
MS. VORACHEK said she would like to do a focus group with the
drop-outs to have a discussion of why they chose to drop-out.
The ASD graduation rate has increased from 59.9 percent in 2004-
05, to 70.48. There is no way to attribute this rise to one
factor or make assumptions, as there is no way to isolate the
qualitative aspects. The national data does indicate the
importance of a relevant, and engaging, curriculum. There are a
variety of ways to connect with the students, but it would be
remiss to attribute the graduation rate to one factor.
Surveying the dropouts may be helpful, but not always possible.
Without a control group it is impossible to measure the effects
of added programs, such as CTE [career training education].
9:00:37 AM
REPRESENTATIVE MUNOZ referred to the Native cultural education
programs, and asked for comment on whether they have a positive
effect on graduation rates.
9:00:59 AM
MS. VORACHEK deferred the question to Doreen Brown, Supervisor
for Title VII, as the appropriate resource. She said that the
education center office provides data for analysis to the Title
VII office.
9:01:30 AM
MS. COMEAU interjected that the Cook Inlet Tribal Council works
closely with ASD. A five year grant was recently received that
will assist in meeting the needs of the Native student's.
General funds have been budgeted to increase the number of staff
directly serving the Native sector. Adding additional
counselors and outreach employees who work directly with Native
families has proven successful. Validation of the cultural
needs, while maintaining expectation standards is a fine line,
she said. She named a number of opportunities that are being
explored using the federal stimulus money.
9:04:33 AM
MS. VORACHEK offered that EED does a thorough analysis of the
Title VII students, on an annual basis, which could be made
available to the committee.
9:05:19 AM
MS. COMEAU reported that the drop-out level of Alaska Natives
American Indian students has decreased from a percentage rate of
9.18 in 2006-2007, to 8.54, in 2007-2008, and to 5.88 in 2008-
2009; representing a 15 percent graduation rate increase.
9:05:58 AM
REPRESENTATIVE KELLER referred to page 3, table 1 figure 1, to
address the transfer number. He asked what occurred with the
389 students who were expected to return and whether there has
been any follow up on their current disposition.
9:06:53 AM
MS. VORACHEK responded that there was no follow up on transfer
students, as they could be anywhere in the world. However, of
the 389 continuing students, 287 did return to school the
following year.
9:07:41 AM
MS. COMEAU referred to the same table and pointed out that 389
students were expected to return as fifth year seniors. Even
though it counts against our graduation rate, given the four
year cohort, every attempt is made to keep students in school
with the focus on attaining a diploma, she reported. Not all of
them make it, but more do today than in past years.
9:08:32 AM
MS. VORACHEK interjected that the effort and emphasis on how
they approach each individual student is demonstrated in the
study numbers. Seventy-four percent of the fifth year students
did return to school and obtained a diploma, and that is a high
rate, she said.
9:09:02 AM
REPRESENTATIVE P. WILSON asked how the fifth year students are
received at school.
9:09:37 AM
MS. VORACHEK explained that they return the same as any student.
The fifth year students are primarily completing credit
requirements that they are lacking. Anchorage has chosen to
identify these students as twelfth grade plus attendees, not
fifth year seniors.
9:10:38 AM
MS. COMEAU added that athletics and activities are not available
to twelfth grade plus students.
9:10:56 AM
CHAIR SEATON turned to page 10, and asked if there are different
mechanisms to respond to students who drop-out at different
ages, or if the approach is the same regardless of class level.
9:11:50 AM
MS. COMEAU stressed that every drop-out is addressed in a
similar way: aggressively. The policies are the same for every
student: identify individual deficits and counsel students to
remain in school.
9:12:27 AM
CHAIR SEATON announced that any additional, relevant studies on
this topic would be welcomed by the committee and invited
submission of information.
9:13:39 AM
REPRESENTATIVE EDGMON stated that the stimulus funds have
allowed for counselors and advisors to be hired, and asked what
will happen when that funding is no longer available. Many
schools do not have the possibility of financially continuing
these positions.
9:14:49 AM
MS. COMEAU responded that prior to the stimulus funding the
decision was made to utilize state funding to hire graduation
coaches, and these positions will be continued. The stimulus
funding provided middle school career guides, and if value and
results are seen from these positions, she pledged that they
will be maintained. It may require difficult decisions for
shifting the focus of general funds; however, the long range
planning that the students are receiving assistance with, is
expected to prove fruitful.
9:18:40 AM
REPRESENTATIVE P. WILSON asked whether students who have
returned to school and are not allowed to play sports can
participate in other activities, such as drama, debate, or band.
MS. COMEAU indicated that the ASSA sponsored activities require
a 2.0 GPA to participate in any activity. Every effort is made
to help students regain, or maintain, this privilege.
REPRESENTATIVE P. WILSON asked if that is a good rule.
MS. COMEAU responded that it is an excellent rule, when the only
reason that some students attend school is to play sports. The
ruling has been a great help to impact student performance,
providing a motivational hook.
9:21:16 AM
REPRESENTATIVE P. WILSON solicited further suggestions from the
superintendent.
MS. COMEAU indicated the high school qualifying exam is an area
that requires a conversation, as well as the possibility of
amending the requirement to attend school until age 16.
HB 235-PROF STUDENT EXCHANGE LOAN FORGIVENESS
9:23:12 AM
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 235, "An Act relating to professional student
exchange program availability and conditions for loan
forgiveness."
The committee took an at-ease from 9:24 to 9:25.
9:25:35 AM
REPRESENTATIVE P. WILSON moved to adopt CSHB 235, Version 26-
LS0913|R, Mischel, 1/8/10, as the working document.
CHAIR SEATON objected for discussion.
9:25:56 AM
REPRESENTATIVE MUNOZ began the introduction of HB 235.
[Technical difficulties interrupted her presentation but did not
result in loss of testimony.]
9:27:18 AM
DIANE BARRANS, Executive Director, Postsecondary Education
Commission, stated that she was available for questions and
comments.
9:27:27 AM
REPRESENTATIVE MUNOZ continued, paraphrasing from a prepared
statement, which read as follows [original punctuation
provided]:
The Western Interstate Commission for Higher
Education, also known as WICHE, is a professional
student exchange program that provides students in 12
Western states access to professional healthcare
programs that are otherwise not available in their
home states. WICHE students pay reduced tuition fees
- usually resident tuition in public institutions or
reduced tuition at private schools.
WICHE is an important tool for accessing educational
opportunities that otherwise would be out of reach for
a number of reasons. HB235 expands the WICHE program
to include a loan forgiveness incentive for the
healthcare fields of dentistry, optometry, and
pharmacy.
As many of you may be aware, healthcare professionals
are needed in many areas of our state. We are also
seeing an increased number of professionals coming to
retirement age. For example, two dentists in the
Ketchikan area have actively been trying to sell their
practices without success because younger dentists are
not returning to this Alaskan community. Dr. George
Shaffer, who is on the line, can speak to this issue.
Over the years his practice has absorbed patients as a
courtesy to retiring dentists however, Ketchikan is
still lacking dentists and leaving a heavy burden on
others.
The student loan forgiveness program starts at a 25
percent forgiveness on the principal loan amount for
participants who maintain their Alaska residency and
return to the state for at least five years. An
additional 25 percent loan forgiveness is provided to
those who practice in an underserved area or serve
patients who are covered under the medical assistance
program.
9:30:22 AM
MS. KENDRA KLOSTER, Staff, to Representative Kathy Munoz, Alaska
State Legislature, explained the changes to each section of the
bill. Section 3 language was changed to clarify the forgiveness
increase for students practicing in underserved areas.
Returning to Section 2, she pointed out that the interest rate
has been amended to be more competitive and aligned with the
WICHE program. Also, the conditions of repayment have been
revised to be on par with the WICHE program; Sections 2 and 3.
9:31:39 AM
CHAIR SEATON asked for clarity regarding the criteria for
forgiveness.
9:31:52 AM
REPRESENTATIVE MUNOZ responded that forgiveness is five percent
per year, up to 25 percent, if they return. If they practice in
an underserved area, or accept Medicaid patients, it becomes 10
percent per year, for five years, or 50 percent.
9:32:22 AM
REPRESENTATIVE BUCH asked for a definition of underserved areas.
He said he located it in the original version, but not in the
committee substitute (CS).
9:33:09 AM
REPRESENTATIVE MUNOZ deferred to Dr. David Logan.
9:33:27 AM
CHAIR SEATON verified that Version A identifies underserved
area, and version R does not have the same language.
9:33:55 AM
MS. KLOSTER indicated that an underserved area is as defined by
the Department of Health and Social Services (DHSS).
CHAIR SEATON noted that Version A included Sec. 14.44.042, and
asked if the information has been omitted, or conformed
differently, in Version R.
9:35:01 AM
MS. BARRANS, offered her understanding that the draft allows the
commissioner of DHSS to designate an area as underserved, which
could be accomplished via regulation. Another means to identify
the standard could be based on the level of the percentage of
billing for services to patients that are receiving medical
assistance through a state program; page 2, lines 29-31, of
Version R.
9:35:59 AM
REPRESENTATIVE GARDNER suggested that the confusion may arise
due to the original draft referring to AS 14.44.042, and Version
R refers to AS 14.44.041.
9:36:24 AM
CHAIR SEATON drew attention to the original language of Version
A, lines 28-[30], where it states: "... if billings for
services provided to those patients are not less than five
percent of the participant's average gross billings for the
year; ...".
9:37:05 AM
REPRESENTATIVE BUCH clarified that his question arises from
[Version R, page 2], line 27, which states: "... in a
geographical area the commissioner of health and social services
has designated as underserved; ...". He expressed concern that
discretion would be the purview of the commissioner. Also, he
opined that this appears to be a vague definition, and asked
whether a clearer definition is included elsewhere in the bill.
CHAIR SEATON said that the provisions of the bill will be
discussed and debated, but the motion being considered is
whether to adopt Version R as a CS. The sectional description
may provide clarity, he suggested.
9:38:16 AM
MS. KLOSTER deferred to Dr. David Logan.
CHAIR SEATON said that if the language is in both versions it
does not need to be addressed, but if there is a change it
should be explained by the sponsor.
MS. KLOSTER noted again the forgiveness aspects, changed in Sec.
3, and the alignment of interest rates and repayment schedules
with the WICHE program.
9:40:05 AM
CHAIR SEATON pointed out that these are technical changes that
do not alter the majority of the bill, which the committee could
decide to amend at a future time. With that he removed his
objection. There being no further objection, Version R was
before the committee.
9:41:04 AM
DR. DAVID LOGAN, DDS, Alaska Dental Society, stated support for
CSHB 235, underscoring the importance of providing this avenue
of support for Alaska's young people to attend professional
institutes. Financial burdens are a reality, for entering and
completing programs to enter these professions; $250,000 for
dental schools. Part of the financial burden is deciding how to
repay the loan, where to establish a practice, and other
economic decisions that may not bring them back to Alaska. A
program of this type may take the edge off of the burden and
allow students to practice in the community of their choice.
Being a benefactor of the WICHE program, he attributed it as the
reason that he has been able to return to Alaska and practice.
9:43:55 AM
REPRESENTATIVE P. WILSON offered support for allowing DHSS to
determine the underserved areas, as these areas fluctuate
annually and can be like moving targets.
9:45:19 AM
REPRESENTATIVE EDGMON commented that this would allow the
commissioner of DHSS to match state and federal definitions of
underserved areas.
9:45:52 AM
DR. LOGAN concurred, and said that the dental state statutes are
already common to federal definition. He opined that an
underserved area may already be a common definition throughout
statutes regarding the entire health care profession.
9:46:22 AM
CHAIR SEATON provided a scenario of an area being serviced by a
sole dentist, who is expecting to receive a 10 percent loan
reduction. If another dentist arrives and begins practicing,
how will this affect the loan forgiveness status of the original
dentist; a question for Ms. Barrans, he said.
9:46:59 AM
REPRESENTATIVE MUNOZ said practices would be handled on a case
by case basis, but the specific scenario described by the chair
has not as yet been addressed.
9:47:11 AM
REPRESENTATIVE GARDNER asked if there is data from other states
to support this approach for changing the behavior of graduates
in establishing practices. Additionally, she said, there has
been an outpouring across Alaska regarding difficulty in getting
access to physicians, and dental care, but the shortage in
pharmacy and optometry is new. She asked what information is
available to support these professions as areas of identified
need.
REPRESENTATIVE MUNOZ said that the WICHE program supports
students who attend programs in states away from their home
state, in the absence of a local program. To that end, the
proposed legislation is a strong incentive for students to
return and practice in Alaska.
9:48:44 AM
REPRESENTATIVE GARDNER asked if this incentive matches or
exceeds what other states offer.
MS. KLOSTER said she would provide that information to the
committee.
REPRESENTATIVE GARDNER underscored that this could prove to be
important, as other states may provide a higher forgiveness rate
and Alaskan students may choose to relocate and take advantage
of that opportunity.
9:49:36 AM
REPRESENTATIVE KELLER queried how the five percent reduction was
chosen, as well as the limit of five students per professional
area, and whether other options were considered.
9:50:37 AM
REPRESENTATIVE MUNOZ responded that the Alaska Commission on
Postsecondary Education (ACPE) assisted in the drafting of this
legislation. The intention is to provide statute that can be
funded via the ACPE structure without additional state support.
9:51:14 AM
REPRESENTATIVE KELLER clarified that ACPE has prioritized the
needs of the areas covered in the bill.
9:51:38 AM
REPRESENTATIVE MUNOZ deferred to Diane Barrans.
9:51:50 AM
REPRESENTATIVE GARDNER reiterated her question on why this is
being extended to pharmacists and optometrists.
9:52:13 AM
REPRESENTATIVE MUNOZ deferred to the professionals who will
testify in their fields.
9:52:23 AM
CHAIR SEATON directed attention to page 1, line 5 [through 7],
and read: "... Notwithstanding the funding priorities
established under (a) of this section, the Alaska Commission on
Postsecondary Education shall provide adequate funding for not
fewer than five students ... ", and asked if the intention is to
supersede the funding priorities currently set forth in section
(a), and why that is being considered.
9:53:24 AM
MS BARRANS pointed out that this bill is an industry led piece
of legislation, and the three fields that are identified in the
bill are brought via advocacy efforts.
9:54:13 AM
CHAIR SEATON asked about the current funding priorities and
whether this bill elevates the three professional fields above
the established priorities.
9:54:43 AM
MS BARRANS recalled that the professional student exchange
program, through WICHE, was funded for the first 20-25 years
through general fund support. Subsequent to 1986 the program
was totally de-funded. In the mid 1990's, the program was
revived by the legislature, but set-up as a loan obligation,
rather than the state providing the support fee directly on
behalf of the Alaska residents participating. Alaskan students
were allowed to apply for loans, subject to the student loan
corporation's capacity to fund the program. The support fee
becoming an individual financial obligation is rather unusual
within the Professional Student Exchange Program (PSEP). Except
for Nevada, participating students do so at their home state's
expense, with no obligation on behalf of their residents to
practice within their home state, although it is encouraged.
Because the student loan corporation is expected to fund the
program, other criteria were put into place. The criteria
reside in AS 14.44.025, which would now be .025 (a), allowing
the Commission on Postsecondary Education to establish funding
priorities by regulation. Under the regulation, in order for a
field to be included in the program, three criteria must be met:
1) the graduate program is not offered in the state; 2) a
shortage of professionals in the state exists; 3) earnings
related to the profession are sufficient to allow obligation
repayment. The fields supported by the loan program include
dentistry, optometry, pharmacy, podiatry, as well as physical
and occupational therapy. The bill would mandate that at least
five participants in each of the three main fields would be
funded each year. She explained that because of the forgiveness
provision, the fiscal note indicates that the student loan
corporation could no longer be tapped as the funding resource.
Instead the loans will become general funded programs and the
repayment will constitute an income stream for the general
funds.
9:58:35 AM
CHAIR SEATON stated his understanding that the criteria used in
(a), of Section 1, elevates the named professions above any
other programs that would be established in this section;
mandating that there would be five students supported in these
fields before any of the other categories established by the
commission.
MS BARRANS concurred.
9:59:09 AM
CHAIR SEATON opened public testimony.
10:00:25 AM
NANCY DAVIS, Executive Director, Alaska Pharmacist Association
(AkPhA), stated support for HB 235, and SB 174, underscoring
that the cost to follow a career path in pharmacy has a price
tag of about $150,000. The path for professional fields has
changed over the years, she said, and pharmacy is now a post
doctoral program earning the Pharm.D moniker. A pre-pharmacy
program does exist in Alaska, and it would be helpful if
students could attend post doctoral programs at in-state tuition
prices. The average out-of-state tuition of the nine schools
surveyed one year ago represents a yearly differential of
$12,000-$13,000, or nearly $50,000 of additional tuition to
complete a program. The proposed loan forgiveness at the rate
of five percent for five years will at least pay this
differential, as well as being an investment in the future.
10:03:21 AM
REPRESENTATIVE GARDNER directed attention to the committee
packet and the letter of support provided by Amber Briggs, AkPhA
President. She read: "Because the health care workforce
shortage in Alaska is reducing health care access for our
state's residents, ... The Alaska Pharmacists Association
strongly supports the concept ...". There appears to be a lack
of data regarding a lack of pharmacists in the state, and she
asked for further information regarding the projected needs in
this field.
MS. DAVIS provided statistics from 2007 that the state derived
indicating a 25 percent deficiency in pharmacists. She opined
that it is difficult to recruit and retain pharmacists in
Alaska, hence the shortage. The loan forgiveness is an
important incentive for Alaskan students to return and practice.
State statistics, surveyed two years ago, indicated a shortage
of approximately 130 pharmacists. A shortage can become a
safety issue, she opined, when dispensing medication and working
long hours, errors can occur. The national average, for
community pharmacists, is a ratio of 5.36:100,000, but in Alaska
it is 3.35:10,000 people. To attain the national average,
Alaska would need to have 137 pharmacists join the current
ranks. The 15 Indian health service pharmacies were not
included in this calculation.
10:05:58 AM
CHAIR SEATON asked the bill sponsor to have the department
provide further information and data regarding the identified
needs of these professions.
10:06:21 AM
MS. DAVIS commented that the AkPhA is supportive of building a
school of pharmacy in the state, however, the pharmacists are
needed now, and it could take ten years to establish an
institution.
10:07:26 AM
GEORGE SHAFFER, DDS, stated the difficulty that students have in
receiving loans for attending school and establishing practices,
at a time when many professionals are entering the age of
retirement. He recalled how, many years ago, the state defined
shortage areas. Unfortunately, difficulties arose as the
definition was not particularly clear, and eventually the
federal definition was utilized and worked well. He cautioned
that to serve the needs of the state today, it should not be
left to federal purview alone, and the state should take an
active role to make designations. Making another point, he
said, a group of students who are already in school may not
qualify for this program. Because of the in-state tuition
differential, many may have given up their Alaskan residency, in
lieu of a lower tuition for graduate school. A provision could
be considered to assist these students to renew their residency
and qualify for the program, he opined.
10:10:29 AM
BARRY CHRISTIANSEN, Pharmacist, stated support for HB 235,
saying that he is a past participant in the WICHE program, and
it proved a benefit to him. He opined that there is a shortage
of pharmacists in Alaska, from his direct experience in the
field. Once students attend school out-of-state, there is a
good chance that they may not return, and this may prove to be
an incentive to remedy that phenomena, he said.
10:11:52 AM
JIM TOWLE, stated support for HB 235, stressing the need to
support the young students of today who are pursuing these
careers.
10:13:42 AM
REPRESENTATIVE MUNOZ reviewed the questions and comments that
arose from today's meeting, which require sponsor response: the
percentages of forgiveness offered in other states; statistics
supporting professional deficiencies in the field of optometry
in Alaska; a representative from DHSS to address the definition
of underserved areas; and an appropriate fiscal note.
10:14:26 AM
CHAIR SEATON concluded, thanking the participants in today's
meeting.
[HB 235 was held over.]
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:15 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| ASD Memorandum # 96 (2009-2010).pdf |
HEDC 1/22/2010 8:00:00 AM |
|
| AK Pharmacists Assoc.pdf |
HEDC 1/22/2010 8:00:00 AM |
|
| HB235 version R.pdf |
HEDC 1/22/2010 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
HB 235 |
| HB235 Sponsor Statement.pdf |
HEDC 1/22/2010 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
HB 235 |
| sectional analysis.pdf |
HEDC 1/22/2010 8:00:00 AM |
|
| Memo from legal re bill changes.pdf |
HEDC 1/22/2010 8:00:00 AM |
|
| Ltr House Ed Comm RE HB235 WICHE.pdf |
HEDC 1/22/2010 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
HB 235 |