02/21/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Galena School District | |
| HB6 | |
| HB5 | |
| Presentation(s): Lego League Robotics Competition | |
| HB104 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 6 | TELECONFERENCED | |
| += | HB 5 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 104 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 21, 2011
8:04 a.m.
MEMBERS PRESENT
Representative Alan Dick, Chair
Representative Eric Feige
Representative Paul Seaton
Representative Peggy Wilson
Representative Scott Kawasaki
MEMBERS ABSENT
Representative Lance Pruitt, Vice Chair
Representative Sharon Cissna
COMMITTEE CALENDAR
PRESENTATION(S): GALENA SCHOOL DISTRICT
- HEARD
HOUSE BILL NO. 6
"An Act authorizing the governor to remove or suspend a member
of the Board of Regents of the University of Alaska for good
cause; and establishing a procedure for the removal or
suspension of a regent."
- MOVED CSHB 6(EDC) OUT OF COMMITTEE
HOUSE BILL NO. 5
"An Act requiring a standardized statewide history of American
constitutionalism curriculum and a secondary school history of
American constitutionalism examination in public schools in the
state; and providing for an effective date."
- HEARD & HELD
PRESENTATION(S): LEGO LEAGUE ROBOTICS COMPETITION
- HEARD
HOUSE BILL NO. 104
"An Act renaming the Alaska performance scholarship and relating
to the scholarship and tax credits applicable to contributions
to the scholarship; establishing the Alaska performance
scholarship investment fund and the Alaska performance
scholarship award fund and relating to the funds; making
conforming amendments; and providing for an effective date."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HB 6
SHORT TITLE: REMOVING A REGENT
SPONSOR(s): REPRESENTATIVE(s) GRUENBERG
01/18/11 (H) PREFILE RELEASED 1/7/11
01/18/11 (H) READ THE FIRST TIME - REFERRALS
01/18/11 (H) EDC, JUD
02/11/11 (H) EDC AT 8:00 AM CAPITOL 106
02/11/11 (H) Heard & Held
02/11/11 (H) MINUTE(EDC)
02/21/11 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 5
SHORT TITLE: CONSTITUTIONAL HISTORY CURRICULUM
SPONSOR(s): REPRESENTATIVE(s) KELLER
01/18/11 (H) PREFILE RELEASED 1/7/11
01/18/11 (H) READ THE FIRST TIME - REFERRALS
01/18/11 (H) EDC, FIN
02/09/11 (H) EDC AT 8:00 AM CAPITOL 106
02/09/11 (H) Heard & Held
02/09/11 (H) MINUTE(EDC)
02/18/11 (H) EDC AT 8:00 AM CAPITOL 106
02/18/11 (H) -- CANCELED - Rescheduled to 02/21/11 -
-
02/21/11 (H) EDC AT 8:00 AM CAPITOL 106
BILL: HB 104
SHORT TITLE: ALASKA PERFORMANCE SCHOLARSHIPS
SPONSOR(s): RULES BY REQUEST OF THE GOVERNOR
01/18/11 (H) READ THE FIRST TIME - REFERRALS
01/18/11 (H) EDC, FIN
02/09/11 (H) EDC AT 8:00 AM CAPITOL 106
02/09/11 (H) Heard & Held
02/09/11 (H) MINUTE(EDC)
02/14/11 (H) EDC AT 8:00 AM CAPITOL 106
02/14/11 (H) Heard & Held
02/14/11 (H) MINUTE(EDC)
02/21/11 (H) EDC AT 8:00 AM CAPITOL 106
WITNESS REGISTER
CHRIS REITAN, Assistant Superintendent
Galena, Alaska
POSITION STATEMENT: Provided the presentation of the Galena
School District.
JIM SMITH, Superintendent
Galena School District
Galena, Alaska
POSITION STATEMENT: Offered comments, during the presentation
of the Galena School District.
REPRESENTATIVE MAX GRUENBERG
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the committee substitute (CS) for
HB 6.
REPRESENTATIVE WES KELLER
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented the committee substitute (CS) for
HB 5.
BRUCE JOHNSON, Executive Director
Alaska Council of School Administrators (ACSA)
Juneau, Alaska
POSITION STATEMENT: Testified in opposition to HB 5.
CARL ROSE, Executive Director
Association of Alaska School Boards (AASB)
Juneau, Alaska
POSITION STATEMENT: Testified in opposition to HB 5.
STEWART THOMPSON
Wasilla, Alaska
POSITION STATEMENT: Testified in support of HB 5.
PAT RACE, Design Judge
Juneau, Alaska
POSITION STATEMENT: Directed the the presentation of the Lego
League Robotics projects.
REBECCA PARKS
First Team
Juneau, Alaska
POSITION STATEMENT: Assisted during the presentation of the
Lego League Robotics projects.
JAN CUMMINS, Parent Volunteer
First Team
Juneau, Alaska
POSITION STATEMENT: Provided commentary, during the
presentation of the Lego League Robotics projects.
NICHOLAS PENNINGTON, Teacher
Kodiak Island School District
Kodiak, Alaska
POSITION STATEMENT: Testified in support of HB 104.
TOM HEWITT, Student
University of Alaska Fairbanks (UAF)
Fairbanks, Alaska
POSITION STATEMENT: Testified in support of HB 104.
ACTION NARRATIVE
8:04:22 AM
CHAIR ALAN DICK called the House Education Standing Committee
meeting to order at 8:04 a.m. Present at the call to order were
Representatives Dick, Seaton, Wilson, Feige, and Kawasaki.
^PRESENTATION(S): Galena School District
PRESENTATION(S): Galena School District
8:05:00 AM
CHAIR DICK announced that the first order of business would be a
presentation from the superintendent of the Galena School
District.
8:06:13 AM
CHRIS REITAN, Assistant Superintendent, explained that the
Galena School District is one district with three distinct
choices, which are the Galena Interior Learning Academy (GILA),
the Interior Distance Education (IDEA) of Alaska program, and
the Sidney C. Huntington School. He said that GILA is a high
school facility, situated on the site of a decommissioned
airbase, which has served as a boarding school for 14 years.
The academy has been successful and able to boast high AYP
(adequate yearly progress) scores. The student body is
currently at 198, and as a district run statewide boarding
school, is serving students from 58 communities. He described
the students as being 90 percent Native, and said many enroll
because they are considered at risk of dropping out. The
academy offers career and technical education (CTE) programs,
allowing students to become certified in a number of fields,
which include: aviation, culinary arts, cosmetology,
automotive, small engines, welding, carpentry, electricity, and
computer technology. The CTE courses are one of the primary
reasons that students attend GILA, as well as being offered a
fresh start. Describing the Interior Distance Education of
Alaska (IDEA) program, he said it has also been in existence for
14 years, providing a K-12 education to home school students
statewide. The IDEA program participants also attain high AYP
scores, enjoy flexible course scheduling, achieve graduation at
a laudable rate, and many students receive college credits,
while completing high school requirements. He reported that
IDEA is currently serving 3,510 students from 6 regions,
including 200 rural Alaskan students from 24 communities.
Preschool students are not solicited for the IDEA program, but
families have been given the opportunity and a subsidy for
enrollment; 186 students are in attendance. Named for a
renowned Galena elder, the Sidney C. Huntington School is the
district's flagship facility as an Alaskan "School of Choice."
Huntington School, fully accredited in 1980, has made AYP every
year since the inception of NCLB. The student base is 78
percent Alaska Native; 105 K-12 and 11 preschool students. He
stressed that the Galena City School District provides three
programs with one focus: providing educational choice, access
and opportunity for families statewide. This endeavor means
that the district serves students from over 70 rural Alaskan
communities.
8:11:43 AM
JIM SMITH, Superintendent, Galena School District interjected
that the district's system is based on the theory that one shoe
does not fit all, and the model for choice has proven
successful. Additionally, the IDEA approach represents a
positive economic value to the state, at $4,544 per student.
Conversely, GILA is possibly one of the most costly programs, at
approximately $19,000 per student. However, considering the
boarding school situation, the IDEA enrollees and the students
at Huntington school, the average is $7,000 that the state
contributes for each enrollee, which he opined, is a great
value.
8:15:32 AM
REPRESENTATIVE P. WILSON noted that the state does not
financially support the district's effort in the area of
preschool, but the benefit of offering the option has been
evident. She asked what services are provided.
MR. REITAN responded that the preschool and kindergarten have
been combined to form a working program. He reported that, for
10 years, Galena hosted a Parents as Teachers (PAT) program,
offering child care and preschool, until the grant funding was
no longer available. The benefit of the PAT program was great
enough to stimulate interest in folding the services into the
school program. The IDEA program is available for preschool age
children.
8:18:57 AM
REPRESENTATIVE SEATON queried how the graduation rate is
measured.
MR. REITAN said that all students are tracked once they are
enrolled. GILA receives a high percentage of students who are
in the junior or senior class age bracket, but who have a
limited number of credits for graduation. For many, GILA is
considered to be the final resource. Many of these students
study into a fifth year of high school, which is a costly for
GILA, but, he opined, a worthwhile effort. A credit recovery
program and online classes are frequently part of a student's
day along with regular classroom attendance. The students who
attend want to participate and succeed.
REPRESENTATIVE SEATON stated his understanding that every
student has an individual education plan (IEP) and possibly an
advisor.
MR. REITAN responded that the intent is to have IEPs in place
and provide advisors for every student; however, it is not
available, in all programs, at this time.
HB 6-REMOVING A REGENT
CHAIR DICK announced that the first order of business would be
HOUSE BILL NO. 6, "An Act authorizing the governor to remove or
suspend a member of the Board of Regents of the University of
Alaska for good cause; and establishing a procedure for the
removal or suspension of a regent."
8:24:17 AM
REPRESENTATIVE MAX GRUENBERG, Alaska State Legislature,
explained the substantive changes presented in the CS for HB 6.
He said the language from page 2, lines 2-4, of the original
bill has been retained in the CS and now appears on page 1,
lines 12 and 13; indicating that the legislature has the power
to pass laws that pertain to the University of Alaska. The
second change occurs on page 3, line 8, which adopts the
adjudicative chapter from the administrative procedures act,
replacing language which empowered the governor to provide a due
process procedure; the adjudicative chapter is well established
under AS 44.62.330-.630. Specifically, this change designates
that the proceedings in this section fall under the guidelines
of the Administrative Procedures Act (APA). Finally, page 2,
lines 27-31, allows a suspended regent to request a hearing to
either defend against the grounds of suspension or to have it
lifted.
8:27:23 AM
CHAIR DICK closed public testimony.
8:27:43 AM
REPRESENTATIVE P. WILSON moved to report CSHB 6, Version 27-
LS0027\D, Mischel, 2/9/11, out of committee with individual
recommendations and the accompanying fiscal notes. There being
no objection, CSHB6 (EDC) was reported from the House Education
Standing Committee.
The committee took an at-ease from 8:28 a.m. to 8:31 a.m.
HB 5-CONSTITUTIONAL HISTORY CURRICULUM
8:31:33 AM
CHAIR DICK announced that the next order of business would be
HOUSE BILL NO. 5, "An Act requiring a standardized statewide
history of American constitutionalism curriculum and a secondary
school history of American constitutionalism examination in
public schools in the state; and providing for an effective
date."
8:31:47 AM
REPRESENTATIVE SEATON moved to adopt the committee substitute
(CS) for HB 5, labeled Version 27-LS0018\D, Mischel, 2/1011, as
the working draft. There being no objection, Version D was
before the committee.
8:32:16 AM
REPRESENTATIVE WES KELLER, Alaska State Legislature, reviewed HB
5, which he originally presented to the committee on 2/9/11,
proposing American Constitutionalism as a required course in all
high schools; spanning the development of governmental documents
adopted between 1776 and 1791. He noted that in 1993, the
standards established to teach government classes, in Alaskan
schools, included this time period. The CS redesigns the bill
to remove the $1.75 million dollar fiscal responsibility from
the Department of Education and Early Development (EED), and
transfers it to the individual school districts. He
acknowledged that the school districts may testify against this
bill, and appealed to the committee to raise the bar for
education on this topic. A mandate should be instituted, for
teaching a one half credit course on American Constitutionalism,
and requiring students pass it in order to graduate. He
conceded that many districts may already be in compliance with
this action.
8:39:19 AM
REPRESENTATIVE P. WILSON asked whether this information could be
integrated into an existing course of study, or if the bill
requires it to be a stand-alone class.
REPRESENTATIVE KELLER stated his belief that currently there are
no credit requirements for high school history. The content
standards are in place, however, and American Constitutionalism
could be incorporated, or expanded, into the existing
curriculum. Additionally, internet access exists for obtaining
American Constitutionalism information, which would not require
funding.
8:40:43 AM
REPRESENTATIVE SEATON referred to the bill page 2, lines 26-28,
and asked:
Isn't this really adopting a second high school
qualifying examination. ... [The bill reads] [(b)] a
district may not issue a secondary school diploma to a
student who does not successfully complete the course
and examination in this section.
REPRESENTATIVE KELLER responded:
A high school qualifying exam is for state standards,
for what we expect our students to know broadly in the
state; where this standard would be set by each
particular district. ... It is not one that is a
common state standard. It is a requirement that they
have to pass a test that demonstrates their capability
according to the standards of the school district.
8:41:49 AM
REPRESENTATIVE SEATON requested an opportunity to discuss
specific points with the sponsor, outside of the committee,
because the intent is clear but not the structure.
REPRESENTATIVE KELLER emphasized that the proficiency of the
students would need to be tested.
8:43:06 AM
REPRESENTATIVE P. WILSON noted that the bill makes a course
requirement for graduation, and questioned why the test would
not need to be standardized throughout the state.
REPRESENTATIVE KELLER said that requesting EED to provide state
standards would cost $1.5 million; hence the CS eliminates that
requirement and allows districts to establish proficiency
standards and appropriate testing. He pointed out that there is
not a penalty for a school district's non-compliance.
REPRESENTATIVE P. WILSON argued that a penalty does exist in
disallowing graduation to the students of a non-compliant
district.
REPRESENTATIVE KELLER agreed and said a district could make that
choice. He said:
I would ask the committee to keep in mind that this
bill directs the requirement for testing on the
districts; it is not a statewide standard.
8:46:07 AM
REPRESENTATIVE P. WILSON referred to the bill, page 2, lines 26-
28, and paraphrased from the language, which read [original
punctuation provided]:
(b) A district may not issue a secondary school
diploma to a student who does not successfully
complete the course and examination described in (a)
of this section. A school district may not grant a
waiver of this requirement.
8:46:50 AM
REPRESENTATIVE KELLER concurred and identified the issue to be
which entity has the authority to deny graduation. Authority
should rest with the school district, not the state, he said,
and, if not, the bill will need to be revised appropriately.
8:47:47 AM
BRUCE JOHNSON, Executive Director, Alaska Council of School
Administrators (ACSA), stated opposition to HB 5, and questioned
whether the credit concept, for this course of study, should be
a requirement. A semester course is calculated in hours of
study to be complied with by a student. Seat time is becoming a
variable, in today's classroom as it shifts away from the
Carnegie unit standard and students are allowed to challenge
courses. The standards that the bill sets out are good, and the
content should be taken seriously. However, when testing is
mandated, the requirement becomes complicated; consideration
must be given to special education students and English
learners, for instance. Relative to other very important pieces
that the ACSA is considering, it would be hard to include, and
prioritize, this type of mandate on the plate. He reported his
understanding that high school requirements include a half
credit of American Government, and three credits of social
studies, of which a one half credit course must be Alaskan
history. The remaining two and one half credits are electives
of district offerings. He said, "I can't imagine a school
district leaving out American Government and civics." However,
another mandate would not be productive, he opined. The
national and state standards movement, which swept American
schools twelve years ago, is now being recognized as a difficult
process, and questioned. The importance of individual student
needs is being realized and becoming a focal point, at the
district level. He finished stating that this bill is not
necessary, and will require funding or redirection of money, as
well as drawing down existing resources.
8:52:50 AM
REPRESENTATIVE FEIGE asked, "A mandate that you teach a course
in American Constitutionalism, what is it taking away from."
MR. JOHNSON stated that it may vary between districts depending
on reprioritization, but local control would be important and
supported by ACSA.
REPRESENTATIVE FEIGE queried whether it is important for
graduates to understand the foundation and fundamentals of the
U.S. government.
MR. JOHNSON said absolutely.
REPRESENTATIVE FEIGE asked whether it is already being taught.
MR. JOHNSON responded that it may not be taught as outlined in
the CS, in every district; however, the vast majority of schools
spend class time teaching the underpinnings of U.S. democracy.
REPRESENTATIVE FEIGE suggested that it's a non issue if it's
being taught.
MR. JOHNSON indicated that the material may not be brought as a
one semester course, as required by the CS. He provided
examples of how government concepts are taught and tested.
8:55:52 AM
REPRESENTATIVE SEATON maintained that the CS, in making this
course a requirement for graduation but not including it in the
structure of the current high school graduation qualifying exam,
represents an additional graduation test, and asked for comment.
MR. JOHNSON speculated that perhaps it could be given as an end
of course test, with opportunities to challenge the exam until
graduation; perhaps longer if it represents a barrier to
receiving a high school diploma. The high stakes issues would
need to be regulated.
8:58:24 AM
CHAIR DICK opined that the stakes may be high if people lose, or
have not learned, the fundamentals of the government of the
country where they live, including those for whom English is a
second language. The constitution provides a basic
understanding of government rules. He stressed that mandates
are not a welcome factor, but the best proof that this bill
isn't necessary would be to show how the students are currently
receiving and understanding the constitution. He suggested that
many people might consider that individual rights are provided
by the government, not the creator, which is contrary to what is
stated in the constitution. Where a citizen's rights originate,
and how the United States is run, may be missing in classrooms,
hence the necessity for the introduction of HB 5.
9:00:15 AM
REPRESENTATIVE FEIGE noted that the required class is stipulated
to be taught in twelfth grade, and suggested eliminating that
language to allow flexibility.
MR. JOHNSON said that in many of the rural facilities, high
school classes are populated by students from every upper grade
level. He agreed that this class should not be delayed, or
restricted, to the final year.
9:02:47 AM
REPRESENTATIVE P. WILSON recalled having this course work taught
in eighth grade, and agreed that it should not be delayed to the
twelfth grade but determined by the district. Further, she
expressed concern for making the class a requirement for
graduation, and said it makes it difficult to support the bill.
9:05:17 AM
REPRESENTATIVE FEIGE offered to propose an amendment.
9:05:35 AM
The committee took an at-ease from 9:05 a.m. to 9:06 a.m.
9:06:36 AM
CARL ROSE, Executive Director, Association of Alaska School
Boards (AASB), stated opposition to HB 5, and said AASB opposes
unfunded mandates. He reported that he served on a citizen's
advisory task force to create civics education policy, in recent
years. Every citizen has a responsibility to understand the
U.S. Constitution and all that it represents, and how it relates
to the state constitution, and down to the community level. He
said civics is being taught, beginning in 8th grade. The intent
of the bill is already being accomplished, he opined, and
acknowledged that the bill sponsor is seeking evidence of that
teaching. However, this bill represents a financial burden, and
the zero fiscal note means that it will need to be redirected
from the foundation formula receipts by each district.
9:13:04 AM
STEWART THOMPSON stated support for HB 5, paraphrasing from a
prepared statement, which read as follows [original punctuation
provided]:
The need for statutory restraint against sabotage of
comprehension of citizenship and our form of
government is illustrated by this quote from the Mat-
Su School Board Nov. 3rd, 2010 Meeting minutes:
"Currently there are no sections of Civics being
taught in the Mat-Su Borough School District.
Elements of Civics are embedded in 8th grade US
Studies; 11th grade US History; and 12th grade
Government." This scarcity of educational opportunity
naturally retards development of competent citizenship
while more often developing the lazy irresponsibility
of political apathy.
How can this be and be tolerated by adults who
allegedly mean their Pledge of Allegiance? Thomas
Paine, in his Rights of Man, suggests: "Reason and
ignorance, the opposite of each other, influence the
bulk of mankind. If either of these can be rendered
sufficiently extensive, the machinery of government
goes easily on. Reason obeys itself and (my emphasis)
Ignorance submits to whatever is dictated to it."
Symptomatic of the decline of general comprehension of
civics and citizenship is our grossly low voter
participation - and its justifying whine "politicians
do whatever they want no matter what I say or do."
That is the correct mindset for being subject to
elected aristocracy and, if you add an addiction to
government protection from the trials of living
itself, outright serfdom. That true political power
does lie with the People acting together has just been
illustrated in Egypt. Current public education
produces Americans who believe such defense of
inalienable rights results from manipulation by
America's enemies. This is while often believing
government officials are there to make the hard, often
secret, decisions for everyone. I'm serious!
I recommend three things:
1) Pass this bill with more specifically named
references.
2) Have legislators themselves set a good example by
openly attending public school civics classes to
refresh THEIR comprehension of government
fundamentals.
3) The ultimate test of education is application.
Encourage gradient application of our political
heritage by the young people themselves, as they
naturally discover the necessity for self-governing
their student society to make their education
successful. Dictatorial control by an aristocracy of
indoctrinating adults currently makes the public
school experience a hypocritical attack on the very
political heritage we're constitutionally charged to
pass on.
My testimony is perhaps inadequate to express the
urgency of truly arming our youth against the enemies
of rational government and human civilization.
Consider another Thomas Paine quote instead: "An army
of principles will penetrate where an army of soldiers
cannot. It will succeed where diplomatic management
would fail. It is neither the Rhine, the Channel, nor
the Ocean that can arrest progress. It will march on
the horizon of the world and it will conquer."
9:16:52 AM
The committee took an at-ease from 9:16 a.m. to 9:17 a.m.
9:17:30 AM
CHAIR DICK announced that the bill would be held, and public
testimony would remain open.
The committee took an at-ease at 9:18 a.m.
^PRESENTATION(S): Lego League Robotics Competition
PRESENTATION(S): Lego League Robotics Competition
[Audio was not captured and time stamps do not link to audio.]
9:18:17 AM
CHAIR DICK announced that the next order of business would be a
presentation of projects from the Lego League Robotics
competition.
9:18:17 AM
PAT RACE, Design Judge, said that learning how to create
programs for moving robots is one method of teaching applied
math. He stated his belief that this is a means to promote
hands on science, and teaches engineering concepts.
9:18:17 AM
REBECCA PARKS, First Team, said a similar project has been
successful in New York, and that she has been working with the
program for three years. The team numbers have grown, and
participation has been drawn from every school in Juneau. She
pointed out that the program is student driven. Bio-medicine
was the theme for this year's project, and she explained the
tasks that each robot was to complete, which were mounted on a
four foot by 8 foot display table. She then introduced a number
of First Team students who built the display, and asked them to
demonstrate their robots.
9:18:17 AM
JAN CUMMINS, Parent Volunteer, First Team, provided commentary
for the various challenges as the students guided their robots
through the display.
9:18:17 AM
MS. PARKS asked the students a series of questions, regarding
the robots. The students explained the problems and solutions,
which they encountered during the design phase. The robotics
group meets after school three days a week, and occasionally on
Saturdays.
The committee took an at-ease from 9:42 to 9:44.
9:44:13 AM
[Audio resumed.]
HB 104-ALASKA PERFORMANCE SCHOLARSHIPS
CHAIR DICK announced that the final order of business would be
HOUSE BILL NO. 104, "An Act renaming the Alaska performance
scholarship and relating to the scholarship and tax credits
applicable to contributions to the scholarship; establishing the
Alaska performance scholarship investment fund and the Alaska
performance scholarship award fund and relating to the funds;
making conforming amendments; and providing for an effective
date."
9:44:38 AM
NICHOLAS PENNINGTON, Teacher, Kodiak Island School District,
stated support for HB 104, paraphrasing from a prepared
statement, which read as follows [original punctuation
provided]:
I am the student body president of the Kodiak
Community College. I will keep this brief and
concise. I have a very strong passion for success and
believe that the lack of scholarship for needs-based
students needs to be addressed and changed. I work 3
jobs and I am a full-time student. One of my jobs is
working for the Kodiak Island Borough School District.
I believe in the students and have faith in their
success, however the financial deprive of my students
is a huge deciding factor on whether or not to
continue onto college upon graduation. It is with
strong passion that I stand here to ask for your help
and support for HB 104 so that my students can achieve
their hopes and dreams, without going through the same
financial struggles that I have been going through.
Your support will keep retention within Alaska and
help build the infrastructure that makes our beautiful
state.
9:45:57 AM
TOM HEWITT, Student, University of Alaska Fairbanks (UAF),
stated support for HB 104, paraphrasing from a prepared
statement, which read as follows [original punctuation
provided]:
I'm a journalism and computer science student at the
University of Alaska Fairbanks.
I've been fortunate in my experience going to school
at UAF. My parents don't have the money to help with
my education but tuition when I started going to
school here was relatively affordable. I worked in
the summer and throughout the school year, and with
that money plus a small but prudent investment in
Apple stock about a dozen years ago, I've been able to
get through school not only without outside aid, but
also debt-free.
Not everyone who goes to school is as lucky as I am.
I have a friend named Nikki. She's smart, she's
energetic, and she's exactly the kind of person who
represents what's best about the University of Alaska.
I'm not just saying that because she's my friend - a
lot of other students think so too, and that's why we
elected her president of the student body.
Nikki is a hard worker. Her parents haven't been able
to give her much help with school either, so she holds
down a job herself. Now keep in mind that this is a
job on top of her job as student president, which is a
full time job in itself. Nikki wasn't lucky enough to
have a couple hundred shares of Apple stock, so she
got a job as the morning news anchor for a local TV
(television) station. That means she gets up at 3:00
a.m. every morning for work, and after working a full
shift she goes to class, where she does her best to
stay awake and learn. After class, she does her job
representing the students as student body president.
Now there are only so many hours in the day, and all
of her work takes a toll. Nikki is stretched to her
limit, and while she's a good student, as her friend I
can tell you that all the work she has to do to pay
for school absolutely has a negative effect on her
ability to exercise her full potential in classes.
None of us here are looking for a free ride. We like
working hard. But with tuition having doubled over
the past 10 years, sometimes working hard enough
doesn't get us all the way there.
So that's why I'm here. I'm not here for me. I'm
here because of Nikki, and because I know that just
about everyone at the university knows someone like
her. And those are the people who need your help.
Alaska is sorely in need of needs-based aid, and I
would strongly urge you not only to support HB 104 but
to include language that ties need-based into funding
for students, as in the senate version of this bill.
9:48:21 AM
REPRESENTATIVE SEATON indicated that the CS for HB 104 includes
a needs-based financial aid component, and reviewed the award
limits.
9:48:58 AM
MR. HEWITT said any help is appreciated.
9:49:47 AM
CHAIR DICK said that public testimony would remain open and
announced the next meeting.
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:50 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CSHB 5 sponsor.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| CSHB 5 Work Draft.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| HB 5 Mat-Su Board Resolution.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| HB 5 support 1.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| CSHB 5 Sectional.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| Galena City School District.ppt |
HEDC 2/21/2011 8:00:00 AM |