03/27/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB33 | |
| HB206 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 206 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 33 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 27, 2009
8:03 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
HOUSE BILL NO. 33
"An Act relating to compulsory school attendance; and providing
for an effective date."
- HEARD AND HELD
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
PREVIOUS COMMITTEE ACTION
BILL: HB 33
SHORT TITLE: RAISE COMPULSORY SCHOOL ATTENDANCE AGE
SPONSOR(s): REPRESENTATIVE(s) MUNOZ
01/20/09 (H) PREFILE RELEASED 1/9/09
01/20/09 (H) READ THE FIRST TIME - REFERRALS
01/20/09 (H) EDC, FIN
03/13/09 (H) EDC AT 8:00 AM CAPITOL 106
03/13/09 (H) Heard & Held
03/13/09 (H) MINUTE(EDC)
03/27/09 (H) EDC AT 8:00 AM CAPITOL 106
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
WITNESS REGISTER
KELSEY CLARK, Senior
Unalaska City High School
Unalaska, Alaska
POSITION STATEMENT: Testified in support of HB 33.
NANCY WAGONER, Superintendent
Fairbanks North Star Borough School District
Fairbanks, Alaska
POSITION STATEMENT: Testified in support of HB 33.
BARB ANGAIAK, President
NEA-Alaska
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 33.
LARRY LEDOUX, Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified on HB 206.
ERIK MCCORMICK, Director
Assessment and Accountability
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Testified on HB 206.
ACTION NARRATIVE
8:03:34 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:03 a.m. Representatives Seaton, Wilson,
Edgmon, Gardner, Buch, Keller, and Munoz were present at the
call to order.
HB 33-RAISE COMPULSORY SCHOOL ATTENDANCE AGE
8:05:25 AM
CHAIR SEATON announced that the first order of business would be
HOUSE BILL NO. 33, "An Act relating to compulsory school
attendance; and providing for an effective date."
8:06:01 AM
KELSEY CLARK, Senior, Unalaska City High School, stated support
for HB 33 and paraphrased the following portion of her prepared
statement, which read as follows [original punctuation
provided]:
As an Alaskan student I have witnessed many of my
peers' drop-out of high school when they are sixteen.
I have seen students who were once very enthusiastic,
transition to frustrated students who give up. I was
recently speaking with a boy, who I was supposed to
walk with at graduation, about how he decided to drop-
out of high school. The boy stated that he regretted
dropping out, but felt like it was too late to go
back.
I would have liked to have prevented my friend from
dropping out, but since the past cannot be changed I
feel the future could be. Since the drop-out rate is
horrendously high, and thirty-nine percent of our
ninth graders are predicted to not have high school
diplomas I feel that as a state we need to create a
change. I believe that one of the strongest and most
effective ways we can create a change in Alaska is by
supporting and passing the House Bill 33, which raises
the compulsory school age in public schools.
The House Bill 33 was sponsored by Representative
Cathy Munoz, and if passed would raise the drop-out
age from sixteen to eighteen. In my most sincere
opinion I feel this house bill could have a positively
dramatic affect on Alaska's drop-out statistics. It
is scientifically proven that at the age of sixteen
the brain's decision-making section is not fully
developed so many students do not truly mull over
their decision to drop-out of high school. In my
experience with my friend, he stated that he wished he
had not dropped out, so if this bill had been enacted
he would not have been able to make such a devastating
decision.
8:07:27 AM
REPRESENTATIVE WILSON related concerns she has heard regarding
having students in school who don't choose to be there, which
could make it more difficult for others.
MS. CLARK noted that the friend she referenced in her testimony
was very bright, had good grades, and participated in
extracurricular activities. In response to Chair Seaton, Ms.
Clark explained that her friend dropped out due to frustration
and [to take advantage] of employment opportunities. The
frustration arose from life in general, family problems, and
homework. She related that everyone likes the school.
REPRESENTATIVE GARDNER asked whether anything else, besides a
law requiring his attendance, could have been done to help Ms.
Clark's friend stay in school.
MS. CLARK replied no, adding that her friend has indicated that
he severely regrets the decision to drop-out now.
8:10:08 AM
NANCY WAGONER, Superintendent, Fairbanks North Star Borough
School District, stated her strong support for HB 33,
paraphrasing from a prepared statement, which read as follows
[original punctuation provided]:
I strongly support HB 33. Raising the compulsory
attendance age to 18 sends the message that we
(Alaskans) value education. It sets the expectation
that all students should graduate from high school.
Will this Bill solve the Dropout problem? The answer
is NO. However, it sets the expectation and then it
is our job as educators to provide the three R's
mentioned in the Bill: Rigor, Relevance, and
Relationships. We must provide a rigorous and
challenging curriculum that is relevant in today's
world as well as in the future. We must build strong
relationships with students and families; letting them
know that we believe in them and that we care about
them and their future.
Knowing that students learn differently and at
different rates, districts all across the state offer
a variety of alternative programs to accommodate the
needs of students who are not successful in the
traditional programs.
When the compulsory attendance age of 16 was set, the
world was a different place. It was very possible to
get good jobs without a high school diploma. That is
not the case in today's world.
Passing this bill will provide districts with "some
teeth" to our anti-dropout plans. It will provide
support to parents who are trying to keep their
children in school. Through attendance clerks and
counselors, and excellent tracking records of students
who leave school, and [by] encouraging them to enroll
in alternative programs or re-enroll back into the
school district, we will be able to increase our
graduation rates and decrease our dropout rates. When
Texas raised their compulsory attendance age, the
Pasadena Independent School District recorded the low
annual dropout rate of 1.6 percent.
The dropout problem is so alarming we must do all we
can to turn it around. Increasing the compulsory
attendance age can be an important component in a
comprehensive effort to limit the number of students
who drop-out of school each year. Research indicates
there is no single reason a student drops-out of
school, but that a combination of factors acting
together increases the probability.
Understanding the dropout crisis is not a simple task,
and improvement requires improvement at all levels.
School districts, communities, and parents all play
important roles in preventing students from dropping
out of school. When students miss school frequently
and/or drop-out of school, they are unable to gain the
knowledge and skills they will need to be successful.
They are not prepared for the work force and they are
not prepared for postsecondary education.
Raising the compulsory attendance age will not by
itself solve our dropout problem. It is our job as
educators to focus on meeting the needs of all
students by creating learning environments and
opportunities that employ alternative programs,
supervised work experience, and additional counseling.
However, setting the expectation that all students
should stay in school until they graduate or reach the
age of 18 sends the message that we value education.
It sets the stage for students to take advantage of
the educational opportunities afforded them through
public education and prepares them for their future.
All students should leave high school "work ready and
college ready." It is not reasonable to think that 16
year old students are at this point.
Increasing the compulsory attendance age can be an
important component in a comprehensive effort to limit
the number of students who drop-out of school each
year.
I encourage you to pass HB 33. Send the message that
Alaskans value education and expect our children to
graduate leaving high school "work ready and college
ready."
8:14:25 AM
CHAIR SEATON asked if those who drop-out in Fairbanks are all
age 16.
MS. WAGONER responded no, but noted that students drop-out at
th
different ages, but many are merely waiting for their 16
birthday to drop-out. Ms. Wagoner informed the committee that
research has found that potential drop-outs can be identified at
an early age, by third grade. In fact, warning signs for a
potential drop-out can be seen as early as kindergarten and
first grade.
8:15:39 AM
REPRESENTATIVE GARDNER asked if students who are at risk of
dropping out have access to alternative programs without
parental support.
MS. WAGONER commented that the district always attempts to
include parents in educational decisions. However, the
Fairbanks North Star Borough School District, as do other school
districts, has programs for struggling students. For example,
Fairbanks has a career education program for those students who
don't function well in a traditional program and only need a few
credits to graduate. The student can take advantage of this
program without parental involvement. She reminded the
committee that correspondence and home schooling programs are
also available. In further response to Representative Gardner,
Ms. Wagoner confirmed that students with parents who aren't
engaged or responsive to the school district have options to
find their own way to some of the programs.
8:18:24 AM
BARB ANGAIAK, President, NEA-Alaska, related that NEA-Alaska is
in support of any measure that would encourage students to stay
in school longer. Although the organization isn't convinced
that this legislation will solve the drop-out problem, it
certainly can't hurt. In fact, the legislation may help some
students who are on the fence, she suggested.
8:19:39 AM
CHAIR SEATON recalled that NEA, nationally, supports raising the
compulsory attendance age to 21. He then asked if NEA-Alaska is
supportive of such.
MS. ANGAIAK replied yes, adding that the feeling is that as long
as students are in school, there's a chance of educating them.
8:20:13 AM
REPRESENTATIVE GARDNER highlighted an e-mail [from Steve Pratt],
in the committee packet, which encourages the committee to
ensure that any decisions on the mandatory school attendance age
doesn't increase class size, reduce teacher attention, or
redirect resources from students who wish to remain in school.
Representative Gardner asked Ms. Angaiak to speak to the concern
of the possible increased disruption from those students who
have no interest in being in school.
MS. ANGAIAK opined that the [state] has an obligation to ensure
that school districts offer what's needed for a child.
Therefore, if different classes and programs have to be offered,
it doesn't necessarily take away from the education of others.
She pointed out that schools already have disruptive students
who don't want to be at school. "We are working hard to try to
help develop programs and plans to address the needs of all
kids," she stated.
8:22:00 AM
CHAIR SEATON inquired as to the structure of a school in which
there are older students, who do not want to be in school, and
incoming freshmen.
MS. ANGAIAK informed the committee that the middle school model
has been very successful in many cases. Schools across the
state, particularly those working on continuous progress models
of older students who are in the same classes as younger
students, already exist. She noted that as a middle school
teacher in Bethel the age of those in her class range from age
12 to 18.
8:23:20 AM
CHAIR SEATON closed public testimony.
8:23:39 AM
REPRESENTATIVE BUCH inquired as to how truancy will be enforced.
REPRESENTATIVE MUNOZ reminded the committee that in the Juneau
School District one in four students don't finish high school.
Furthermore, there are higher drop-out rates, as high as 54
percent, for some minority populations. With these high
statistics, it is impossible to say that these drop-outs are all
disruptive students. The current law and HB 33 provide
exemptions for individuals to pursue. She informed the
committee that the Juneau School District has a truancy officer
who works to enforce attendance of those students under the age
of 16 who aren't attending school. This legislation doesn't
include funding for truancy officers. However, she opined that
there's a lot of support for truancy officers.
8:27:18 AM
CHAIR SEATON recalled that one of the concerns has been that the
current exemptions allow any parent to say he/she is
homeschooling their child. Furthermore, there are work
exemptions and other "holes in the system" that allow children
under the age of 16 to leave school.
8:28:14 AM
REPRESENTATIVE WILSON related her experience as a school nurse,
and the attempts she made to encourage students to attend
school. She opined that HB 33 is probably needed.
8:29:49 AM
REPRESENTATIVE KELLER expressed opposition to HB 33 and
announced that he would oppose the legislation leaving the
committee. He said that he wants to do something to address the
drop-out rate, but he believes keeping a student in school who
doesn't want to attend is harmful. He pointed out that in
Alaska a high value is placed on freedom of choice. In fact a
couple of cases heard by the Alaska Supreme Court specify that
children have fundamental rights under the Alaska State
Constitution. This matter also touches parental rights, in that
parents have the right to the care and custody of their
children. Furthermore, there is no evidence that raising the
compulsory school attendance age will help. In fact, other
states with higher compulsory attendance ages don't illustrate
any correlation in higher graduation rates. Representative
Keller said that the success stories in particular schools, such
as those at Chugach High School, [Juneau's] alternative school,
and the military academy, are more compelling.
8:33:40 AM
REPRESENTATIVE KELLER, referring to an article in "Education
Week," related that the results of exit interviews, conducted by
the Gates Foundation, with drop-outs between the age of 16 and
25 overwhelmingly found that the students weren't challenged,
were unmotivated, and have problems outside the context of
academics. Representative Keller expressed his belief that
forcing children to stay in school won't help [with the drop-out
rate.]
8:34:24 AM
CHAIR SEATON directed the committee's attention to the
Legislative Research Report 09.172 entitled "Compulsory School
Attendance Age and Statistics Associated with Education Levels."
The report references a 2007 Gates Foundation report that
concludes that [raising the compulsory school attendance age
should be done in conjunction with providing alternative
learning opportunities and other educational reforms. The
Legislative Research Report also relates the following:
"Opponents of raising compulsory attendance ages hold that
requiring all young people under age of 18 to attend school can
marginalize those who fare least well in traditional high
school. ... The Home School Legal Defense Association (HSLDA) is
staunchly against raising mandatory age limits." Chair Seaton
also highlighted that the Legislative Research Report also
relates the following:
Dr. Jay Smink, executive director of the National
Dropout Center, believes that raising the compulsory
school age might be a good idea. He cautions,
however, that raising the compulsory age without
identifying struggling students and providing them
with alternative learning opportunities, would result
in no benefit.
CHAIR SEATON went on to point out that a New Brunswick, Canada,
study found that there wasn't any change in the relative drop-
out rate in New Brunswick, although there were small positive
effects in the United States. He then reviewed the top five
reasons dropouts identify as major factors in their decision to
drop-out. Chair Seaton expressed the need to critically analyze
all the issues.
8:37:16 AM
REPRESENTATIVE EDGMON stated that although he won't oppose HB 33
leaving committee today, he pointed out that school districts
have varying resources available to address the drop-out
situation. He suggested that perhaps at some point something
other than merely raising the compulsory attendance age will be
required.
8:38:46 AM
REPRESENTATIVE MUNOZ highlighted that the committee packet
includes much information contrary to the information
highlighted by Chair Seaton. In fact, the committee packet
should include letters of support from organizations such as the
Alaska School Board Association, the Anchorage School District,
the Juneau School District, the Cordova School District, the
Alaska Native Brotherhood Grand Camp, and the National Education
Association. The aforementioned are the state's own people.
Therefore, she questioned where the HSLDA fits into the
discussion of Alaska's drop-out rate.
8:39:43 AM
CHAIR SEATON said that he was merely encouraging members to
thoroughly review the committee packet to ensure a knowledgeable
decision. He then expressed the need for the committee to
consider that the problem, as related by the Juneau School
District, isn't a drop-out problem but rather a push-out
problem. If the aforementioned is the case, then raising the
compulsory attendance age requirement will be of no consequence.
8:41:27 AM
REPRESENTATIVE MUNOZ clarified that the term push-out was first
used by a local Native Sisterhood representative who explained
the difficulty for Native Alaskans to succeed in a system that
has cultural misunderstandings toward Native Alaskans. The
Juneau School District was merely present at the meeting in
which the aforementioned was discussed.
8:42:08 AM
REPRESENTATIVE WILSON informed the committee that research shows
that adolescent brains do not mature, to the extent of fully
understanding action consequences, until about age 24. She
opined that she has come to believe that too many kids are able
to easily opt out of things, and thus they don't learn how to
stick with and work through uncomfortable situations.
Furthermore, young people aren't developed enough to realize the
consequences of quitting school.
8:44:22 AM
REPRESENTATIVE GARDNER noted that often studies or research [can
be found] showing both sides of an issue. She asked if the
committee agrees that there should be compulsory attendance at
all in schools. If so, the question is what age is appropriate
for the student or family to decide they've received enough
education. She mentioned her agreement with Representative
Wilson that kids don't have the information and experience to
make some important decisions. However, the CD How Institute
has found that drop-outs fare worse later in life in that they
earn less and are more likely to be unemployed, be on public
assistance and other welfare programs, be in jail, and have poor
health. Although changing the compulsory attendance age may not
impact the drop-out rate to the extent desired, it may help
some. Raising the compulsory attendance age, she opined, is a
small piece in conjunction with programs that are known to work
in keeping students in school. With regard to the exit
interview responses, Representative Gardner related her
skepticism because of a student's limited vision.
8:47:54 AM
CHAIR SEATON stated that HB 33 would be held.
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
8:48:05 AM
CHAIR SEATON announced that the final 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."
8:50:00 AM
LARRY LEDOUX, Commissioner, Department of Education and Early
Development (EED), informed the committee that on the State
Board of Education's fall meeting agenda is a complete
discussion of the state's assessment system, including the High
School Graduation Qualifying Exam (HSGQE). Therefore, the board
is interested in discussing HB 206. Commissioner LeDoux then
explained that existing regulations require students to complete
the WorkKeys assessment during their junior year. Although the
program is being delayed for a year, the board has been clear
that it's not backing away from the requirement.
COMMISSIONER LEDOUX related that at this time EED doesn't have a
point of view on HB 206 other than that the assessments used
must be of the quality to inform the student, parents, and
employers and provide accountability for the school system.
However, students who take the assessment as a senior don't have
time to respond to the learning needs that are identified.
Currently, the regulation requires completion of the WorkKeys
assessment in the junior year in order that parents and students
can review the scores and address areas in need. He noted that
some states allow this exam to be taken more than once, and only
the final score is listed on the student's transcript.
8:52:15 AM
CHAIR SEATON asked if the department intends to expand WorkKeys
to freshman-year students in order that lower classes can track
the development of their skills for intended careers or
colleges.
COMMISSIONER LEDOUX informed the committee that WorkKeys
includes an assessment that is performed in sixth and eighth
grade. The aforementioned includes a complete learning program,
WIN, in which students can participate. Commissioner LeDoux
then said that what's lacking statewide is a comprehensive,
integrated career education plan for Alaskan children. Although
many districts have curriculum, many teachers would say that the
career and technology curriculum isn't integrated into the
courses being offered. The assessment will reveal what students
have learned and what they haven't learned, but that won't be
the program that ensures students learn the information.
8:54:29 AM
CHAIR SEATON asked if the WorkKeys information is useful for
college assessment purposes in determining the need for remedial
classes and the possible success of a student during his/her
freshman year.
COMMISSIONER LEDOUX said that the WorkKeys assessment has a
broad range, such that a high score would indicate a good
foundation in math and technical reading. However, it isn't a
pre-college exam. He related that the graduation exam for the
State of Illinois is the WorkKeys exam plus a Standards Based
Assessment (SBA) similar to that used in Alaska. He
characterized the aforementioned as a good option. The WorkKeys
program is a good exam for assessing certain skills, but it
doesn't go far enough in terms of some of the technical skills
necessary for college. For instance, the WorkKeys being used in
Alaska only tests in the areas of finding information, math, and
reading.
8:57:06 AM
ERIK MCCORMICK, Director, Assessment and Accountability,
Department of Education and Early Development (EED), informed
the committee that the Career and Technical Education [office]
administers the WorkKeys test. He noted that he will be meeting
with that office's staff to review correlations with the HSGQE.
This will be the first review of the data. In response to Chair
Seaton, Mr. McCormick said that he didn't know the cost for the
WorkKeys program but offered to obtain that information.
8:58:19 AM
REPRESENTATIVE KELLER asked if the American College Testing
(ACT) has a combination test for college readiness along with
the WorkKeys test.
COMMISSIONER LEDOUX related that one state uses the ACT college
exam as its exit exam. However, Commissioner LeDoux opined that
the ACT college exam is too limiting. He specified that the
combination test in Illinois includes WorkKeys and measures
social studies, science, mathematics, and language arts skills
in a broader standards based assessment, known as the Prairie
State Achievement Exam.
8:59:49 AM
REPRESENTATIVE GARDNER asked if a student could completely fail
a section of the Prairie State Achievement Exam and still
graduate.
COMMISSIONER LEDOUX opined that if it's a high stakes exam, then
one would likely have to pass all sections. In response to
Chair Seaton, Commissioner LeDoux said that he didn't know
whether it's a high stakes exam.
9:00:49 AM
COMMISSIONER LEDOUX, in response to Chair Seaton, said that any
time an assessment is going to be administered, the students
must be given the opportunity to learn. The assessment needs to
be integrated into learning activities, likely even in
kindergarten.
9:01:54 AM
CHAIR SEATON related:
Our goal here was to try to have something on the
diploma that had an encouragement for achievement
throughout the senior year so that you could actually,
towards the end of the senior year, take it and have
improved your scores and be more, shall we say,
employable or there could be relative balance ....
CHAIR SEATON expressed the need to make the [assessment] exam
relative to the diploma.
9:03:11 AM
COMMISSIONER LEDOUX remarked that he liked the fact that the
Prairie State Achievement Exam can be taken several times with
only the highest score being reported. He related his
understanding that either the ACT or Scholastic Assessment Test
(SAT) will begin reporting an individual's highest score only.
If students take a test during their junior year, they have the
opportunity to know what they need to do to raise their score.
Therefore, the opportunity to take the test again should be
allowed if the test is going to be used to form instruction, he
said.
9:03:51 AM
REPRESENTATIVE WILSON inquired as to how many states have
adopted the WorkKeys test.
COMMISSIONER LEDOUX recalled that about 25 states have done so.
9:04:22 AM
CHAIR SEATON asked if any changes to the first section of HB
206, the WorkKeys assessment, are necessary. He reminded the
committee that HB 206 won't be moved through the legislature
this session. The legislation is before the committee in order
to engender interaction between the committee and the State
Board of Education while working on the drop-out rate.
9:06:03 AM
COMMISSIONER LEDOUX remarked that the intent of this legislation
is exciting. He then informed the committee that many schools
have teachers teaching co-credit classes. In such cases, since
the district is paying for the teacher, the only fee is a
registration/credit fee. The fee is negotiated between the
school district and the local campus. He then discussed the
concept of middle colleges in which students take co-credit
courses as well as associate level courses while in high school.
Those courses that are taught by college professors who are paid
by the university should probably charge full tuition. However,
those courses taught within the high school by teachers under
contract with the school district probably shouldn't charge full
tuition.
9:08:45 AM
CHAIR SEATON said that it's not the committee's intent to
increase costs rather the intent is to formalize the HSGQE
across the state. Therefore, he questioned how the
aforementioned could be accomplished.
COMMISSIONER LEDOUX answered that EED will work with the
university on language to effectuate the intended goal of the
legislation.
9:10:38 AM
REPRESENTATIVE BUCH characterized HB 206 as a laudable
beginning, especially if the desire is to measure career
aptitude and readiness. He suggested that [career assessment
recommended in HB 206] should occur in elementary school at a
very young age. He related that his goal is to help students
thth
such that by the time they reach 6-8 grades they can be
successful.
CHAIR SEATON highlighted his understanding that most members
would agree that vocational education is lacking in the existing
education system. Therefore, districts will have to gear
education to accommodate more than the 30 percent of students
who go on to higher education, which is one of the reasons for
the career path language in HB 206.
REPRESENTATIVE BUCH clarified that he is interested in the
success of the student, whether it is in academia or otherwise.
9:14:41 AM
COMMISSIONER LEDOUX stated his agreement that career and
technical education is lacking and is an area that needs to be
addressed as it's a pathway to success for many students. On
Friday, the State Board of Education approved Alaska's education
plan, which includes a comprehensive package that will achieve
many of the goals discussed today. Commissioner LeDoux agreed
to provide the draft plan to the committee once it's available.
9:15:36 AM
REPRESENTATIVE GARDNER stated that she finds the co-credit and
middle college approach problematic. She reminded the committee
that the national system already includes advanced placement
classes in high school. Those classes are identified and
recognized as being different from normal high school classes.
Students don't receive college credit for those courses unless
they reach a certain level on a nationally standardized test for
that subject. Even then, some universities and schools don't
accept them as credit toward graduation. She opined that the
rationale is that a good education isn't necessarily a quicker
education. Moving students through the system faster doesn't
necessarily benefit the student. She recalled some 8 graders
in her district that were ready for math that wasn't offered in
the district. The question became whether these students should
take math classes at the high school. However, high school
teachers felt that although these students could pass tests, it
didn't mean the students had a "solid grounding."
Representative Gardner opined that it's a mistake to rush
students through high school or college.
COMMISSIONER LEDOUX noted that many co-credit classes are
vocational in nature, more specifically these are articulated
programs that lead to vocational certification. Commissioner
LeDoux then remarked that to treat all students the same is to
treat them unfairly. Since students are different, he opined,
schools need comprehensive centers of learning at which students
can explore their individual interests and can learn at a pace
which they are able and/or choose. One of the problems in
Alaska's system that leads to dropping out is the lack of
options. Commissioner LeDoux expressed the need to remove the
transitions between early childhood and primary education,
elementary and middle school, middle school and high school, and
high school and college. Research, he related, on drop-outs
shows that transitions are critical in regard to keeping
children in school. He reiterated the need to remove the
transition between high school and college because that's where
students are being lost; opportunities for students to express
who they are need to be available.
9:20:21 AM
REPRESENTATIVE GARDNER clarified that she would view it as fine
for a student who is doing well to take a college class.
However, she would advise against a student trying to complete
college freshman-year requirements in high school. "It's not a
race to success ... we want to enrich what they're doing, not
speed it up."
COMMISSIONER LEDOUX said he understood. In American society,
graduation from high school represents passage into adulthood.
Many feel that young people, because of their emotional
maturity, need to be in a protected environment [high school].
9:21:23 AM
REPRESENTATIVE EDGMON asked if the stimulus package includes
funds that would provide the department more tools to achieve
what Commissioner LeDoux has described.
COMMISSIONER LEDOUX answered that the stimulus package is
structured such that most of the funds are moved through the
school districts. Very little money is targeted for the
department. Only 20 percent of the stabilization funds can be
used by the department to pay down retirement.
REPRESENTATIVE EDGMON pointed out that many of the issues
discussed aren't going to be addressed if the department doesn't
receive the resources to do so.
9:23:02 AM
COMMISSIONER LEDOUX, in response to Chair Seaton, informed the
committee that several schools in the state are piloting credit
recovery programs or credit by exams, although it's not
widespread. Using the HSGQE at the sophomore level is the
gatekeeper for college classes, which will be a motivator for
some students. He related his belief that students who are
interested in taking college classes will [easily pass the
HSGQE]. College classes, co-credit, are usually available
during a student's regular schedule, although sometimes evening
college classes are made available to high school students. In
further response to Chair Seaton, Commissioner LeDoux pointed
out that the state sets broad requirements while the districts
must ensure that their requirements are aligned with the state
standards. This is similar to what occurs when students
transfer from out-of-state high schools.
9:26:38 AM
REPRESENTATIVE WILSON suggested that gaining college credits in
high school is a cost savings for a number of students.
COMMISSIONER LEDOUX stated his agreement while adding that for
many young people college is no longer a four-year program, but
rather a five-year program.
9:28:19 AM
REPRESENTATIVE BUCH asked if there is a readiness evaluation
test for high school.
MR. MCCORMICK explained that the state's SBAs are aligned with
the grade level expectations. Therefore, the courses a student
thth
takes in 8 grade represent what an 8 grader is expected to
rdth
vertically articulated, and therefore a student in 8 grade can
th
be compared to a 9 grader. Mr. McCormick said that the state
doesn't have the skills to say what a student going into high
school should know, but rather does know what a student should
th
know by the end of 8 grade.
9:30:00 AM
REPRESENTATIVE BUCH asked, "Based on what standard?"
MR. MCCORMICK answered that there are content and performance
standards that have been created by Alaskan educators. The
state's SBAs are based on the grade-level expectations, which
the department is working to integrate into curriculum across
the state. He offered to share the specifics with the
committee, if it so desired.
9:30:46 AM
REPRESENTATIVE BUCH surmised then that the SBAs are based on the
national education composite, not just Alaska. Therefore, he
questioned whether the information is standardized and could be
compared to other states' data.
MR. MCCORMICK explained that the SBAs were specifically
developed by Alaskan educations for Alaskan students. In Alaska
the only norm referenced tests that can be compared state-to-
state are the Terra Nova tests, the California Achievement tests
(CAT), and the National Assessment of Educational Progress
(NAEP).
9:32:16 AM
COMMISSIONER LEDOUX, in response to Representative Buch, related
his understanding from the U.S. Secretary of Education that
national/common standards are part of the agenda. He noted that
he has been invited to a meeting of chief executives who will
try to put together a coalition to facilitate the development of
common standards for the nation. Some of the competitive funds
in the stimulus package are to be allocated based on progress in
development of some of these national standards.
REPRESENTATIVE BUCH opined that if the committee intends to
craft a change, it should be crafted in alignment with the
national movement.
9:33:59 AM
REPRESENTATIVE GARDNER asked if Commissioner LeDoux believes
that the common standards would incorporate academic
preparedness along with something similar to WorkKeys.
COMMISSIONER LEDOUX informed the committee that the State Board
of Education has determined that WorkKeys is a high priority of
discussion. Therefore, data will be collected and there will be
discussions regarding the state's assessment program. He
predicted that there will likely be changes to the exam
recommended to the legislature.
REPRESENTATIVE GARDNER stated her pleasure with the
aforementioned answer as much time is lost with [HSGQE] testing.
9:35:13 AM
REPRESENTATIVE KELLER said it is helpful to compare Alaskan
students to those in other states. He asked if within the state
there's a move to have an assessment based on the state's own
standards.
MR. MCCORMICK reminded the committee that EED has been asked to
perform a full evaluation of all the state's assessments. The
recent federal Title I regulations now require all states to
report NAEP results in their district and state report cards.
th
Also, NAEP is piloting a 12 grade exam that tests reading,
writing, and science. At this point, Alaska isn't one of the
pilot states. Mr. McCormick expressed the need to ensure that a
track of an occupation isn't limited by these assessment scores.
9:37:24 AM
CHAIR SEATON pointed out that the second aspect of HB 206 is how
to handle the HSGQE. He noted that he is not opposed to
eliminating the HSGQE if EED and the State School Board find it
necessary to do so. He mentioned that he has serious concerns
with regard to the quality of the HSGQE. Therefore, he
expressed openness to other possible tracks.
9:39:28 AM
COMMISSIONER LEDOUX asked to have a future meeting with the
committee along with the State Board of Education. He noted
that the department intended to have recommendations before the
committee by mid-September. To that end, he asked if the
committee would be available to meet this summer.
CHAIR SEATON replied yes, adding that members may also be able
to attend work sessions of the State Board of Education.
9:40:53 AM
COMMISSIONER LEDOUX invited the committee to various discussions
in the near future on topics such as the graduation rate.
9:41:34 AM
CHAIR SEATON noted that Friday there will be an interactive
WorkKeys presentation during which members can take the test.
9:43:11 AM
MR. MCCORMICK welcomed statements the committee would like to
forward to the graduation rate committee that will meet April
th
15.
[HB 206 was held.]
9:43:40 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:44 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 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 |
|
| Compulsory_Comparison.pdf |
HEDC 3/27/2009 8:00:00 AM |
|
| hb 33 material.pdf |
HEDC 3/27/2009 8:00:00 AM |
HB 33 |
| HB 33 material II.pdf |
HEDC 3/27/2009 8:00:00 AM |
HB 33 |