02/25/2022 09:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB272 | |
| HB273 | |
| HB48 | |
| Presentation: Understanding Culturally Relevant Education in Alaska | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 48 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 272 | TELECONFERENCED | |
| += | HB 273 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 25, 2022
9:05 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Grier Hopkins
Representative Mike Prax
Representative Mike Cronk
Representative Ronald Gillham
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
HOUSE BILL NO. 272
"An Act relating to education; increasing the base student
allocation; and providing for an effective date."
- MOVED HB 272 OUT OF COMMITTEE
HOUSE BILL NO. 273
"An Act relating to education; increasing the base student
allocation; and providing for an effective date."
- MOVED CSHB 273(EDC) OUT OF COMMITTEE
SPONSOR SUBSTITUTE FOR HOUSE BILL NO. 48
"An Act relating to the Alaska performance scholarship program."
- HEARD & HELD
PRESENTATION: UNDERSTANDING CULTURALLY RELEVANT EDUCATION IN
ALASKA
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: HB 272
SHORT TITLE: INCREASE BASE STUDENT ALLOCATION
SPONSOR(s): REPRESENTATIVE(s) STORY
01/18/22 (H) PREFILE RELEASED 1/14/22
01/18/22 (H) READ THE FIRST TIME - REFERRALS
01/18/22 (H) EDC, FIN
02/09/22 (H) EDC AT 9:00 AM DAVIS 106
02/09/22 (H) Heard & Held
02/09/22 (H) MINUTE(EDC)
02/11/22 (H) EDC AT 9:00 AM DAVIS 106
02/11/22 (H) Heard & Held
02/11/22 (H) MINUTE(EDC)
02/23/22 (H) EDC AT 3:30 PM DAVIS 106
02/23/22 (H) Scheduled but Not Heard
02/25/22 (H) EDC AT 9:00 AM DAVIS 106
BILL: HB 273
SHORT TITLE: INCREASE BASE STUDENT ALLOC. INFLATION
SPONSOR(s): REPRESENTATIVE(s) STORY
01/18/22 (H) PREFILE RELEASED 1/14/22
01/18/22 (H) READ THE FIRST TIME - REFERRALS
01/18/22 (H) EDC, FIN
02/09/22 (H) EDC AT 9:00 AM DAVIS 106
02/09/22 (H) Scheduled but Not Heard
02/11/22 (H) EDC AT 9:00 AM DAVIS 106
02/11/22 (H) Heard & Held
02/11/22 (H) MINUTE(EDC)
02/23/22 (H) EDC AT 3:30 PM DAVIS 106
02/23/22 (H) Scheduled but Not Heard
02/25/22 (H) EDC AT 9:00 AM DAVIS 106
BILL: HB 48
SHORT TITLE: AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
SPONSOR(s): REPRESENTATIVE(s) STORY
02/18/21 (H) PREFILE RELEASED 1/8/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, FIN
04/12/21 (H) EDC AT 8:00 AM DAVIS 106
04/12/21 (H) Heard & Held
04/12/21 (H) MINUTE(EDC)
04/28/21 (H) EDC AT 8:00 AM DAVIS 106
04/28/21 (H) Heard & Held
04/28/21 (H) MINUTE(EDC)
02/22/22 (H) SPONSOR SUBSTITUTE INTRODUCED
02/22/22 (H) READ THE FIRST TIME - REFERRALS
02/22/22 (H) EDC, FIN
02/25/22 (H) EDC AT 9:00 AM DAVIS 106
WITNESS REGISTER
ARIEL SVETLIK, Staff
Representative Andi Story
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Explained the changes to SSHB 48, on behalf
of Representative Story, prime sponsor.
SANA EFIRD, Executive Director
Alaska Commission on Postsecondary Education
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Provided invited testimony on SSHB 48.
REBECCA BRAUN, Consultant
McKinley Research Group, LLC
Juneau, Alaska
POSITION STATEMENT: Provided invited testimony on SSHB 48.
CARIN SMOLIN
Career and Technical Education Coordinator
Juneau School District
Juneau, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
48.
DAVE REES, Facilitator
Alaska Business Education Compact
Eagle River, Alaska
POSITION STATEMENT: Provided public testimony in support of HB
48.
DIANE HIRSHBERG, PhD, representing self
Anchorage, Alaska
POSITION STATEMENT: Presented about culturally relevant
education in Alaska.
BARB QASUGLANA AMAROK, PhD, representing self
Nome, Alaska
POSITION STATEMENT: Presented about culturally relevant
education in Alaska.
MELANIE BAHNKE, President
Kawerak, Inc.
Nome, Alaska
POSITION STATEMENT: Presented about culturally relevant
education in Alaska.
ACTION NARRATIVE
9:05:00 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 9:05 a.m. Representatives Story,
Cronk, Gillham, Hopkins, Zulkosky, and Drummond were present at
the call to order. Representative Prax arrived as the meeting
was in progress.
HB 272-INCREASE BASE STUDENT ALLOCATION
9:06:13 AM
CO-CHAIR DRUMMOND announced that the first order of business
would be HOUSE BILL NO. 272, "An Act relating to education;
increasing the base student allocation; and providing for an
effective date.
9:06:25 AM
CO-CHAIR STORY moved to report HB 272 out of committee with
individual recommendations and the accompanying fiscal notes.
CO-CHAIR DRUMMOND objected for the purpose of discussion.
9:06:44 AM
CO-CHAIR STORY, as prime sponsor, summarized HB 272. She
reminded the committee that the funding for the base student
allocation (BSA) has been flat for the past six years. She
pointed out the drop in per-student funding. She reminded
members that school district representatives have reported to
the committee concerning the rise in fuel prices and other
costs. She said that the result has been cuts in education,
including teacher staffing, technological services, pre-K
programs, and transportation. She stated that the proposed
legislation would increase BSA to $6,153 per pupil.
Additionally, there would be an increase the second year of
$6,280 per pupil. The bill would set the intention of the
legislature to increase BSA a year in advance, which would allow
schools to focus on student achievement, not what needs to be
cut. She reminded the committee that the federal COVID-19
relief funds are meant to address effects of the pandemic and
not meant to replace state dollars. She argued that the
proposed legislation would help to maintain and fund Alaska's
public schools. She asked fellow committee members for their
support.
9:09:44 AM
The committee took an at-ease from 9:09 a.m. to 9:11 a.m.
9:11:07 AM
CO-CHAIR DRUMMOND removed her objection.
9:11:22 AM
REPRESENTATIVE CRONK objected.
9:11:53 AM
The committee took an at-ease from 9:11 a.m. to 9:12 a.m.
9:12:25 AM
A roll call vote was taken. Representatives Story, Hopkins,
Zulkosky, and Drummond voted in favor of the motion to move HB
272 out of committee with individual recommendations and the
attached fiscal notes. Representatives Cronk, Gillham, and Prax
voted against it. Therefore, HB 272 was reported out of the
House Education Standing Committee by a vote of 4-3.
9:13:04 AM
The committee took an at-ease from 9:13 a.m. to 9:15 a.m.
HB 273-INCREASE BASE STUDENT ALLOC. INFLATION
[Contains discussion of HB 164.]
9:15:17 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be HOUSE BILL NO. 273, "An Act relating to education;
increasing the base student allocation; and providing for an
effective date." [Before the committee, adopted as a working
document during the 2/11/22 House Education Standing Committee
meeting, was the proposed committee substitute (CS) for HB 273,
Version 32-LS1366\W, Marx, 2/7/22 ("Version W").]
9:15:36 AM
CO-CHAIR STORY moved to report CSHB 273, Version 32-LS1366\W,
Marx, 2/7/22, out of committee with individual recommendations
and the accompanying fiscal notes.
9:15:52 AM
CO-CHAIR DRUMMOND objected for the purpose of discussion.
CO-CHAIR STORY, as prime sponsor, summarized Version W. She
reviewed that the bill would inflation-proof the base student
allocation (BSA) every year on July 1, starting with fiscal year
2024. This would be done using a three-year average of the
consumer price index for urban Alaska, with a one-year gap. She
stated the cost would be $26,136,000. She stated that there is
a recognition of increased costs to delivering education in
Alaska; however, this modest increase would help maintain
services to students by creating efficiencies, which would allow
districts to focus on student achievement instead of what needs
to be cut from the budget. She encouraged her fellow committee
members to vote in favor of the bill.
9:17:25 AM
REPRESENTATIVE PRAX cited that the Wielechowski v. State of
Alaska, 403P.3d 1141, 1150 n.52, (2017), decision put forth that
appropriation supersedes statutes, "so there's no way to control
it." He argued that this legislature should not be telling
future legislatures how to spend money. He remarked that the
legislature has no control over the consumer price index;
therefore, the future of the price index is unknown.
9:18:46 AM
REPRESENTATIVE GILLHAM commented that HB 164 has provisions
which would accomplish the same things as the proposed
legislation. He recommended bringing HB 164 back before the
committee.
9:19:11 AM
CO-CHAIR DRUMMOND remarked that past legislatures have had
issues increasing BSA. She expressed agreement with
Representative Gillham on moving HB 164; however, she said those
expenditures would be in addition to BSA and the foundation.
She said because of fixed costs, schools have had to make cuts
in the classroom, which adversely affects students.
9:20:45 AM
CO-CHAIR STORY, responding to the comment from Representative
Prax, emphasized that the legislature never seems to finish its
budget before schools must create theirs.
9:22:05 AM
CO-CHAIR DRUMMOND removed her objection.
9:22:11 AM
REPRESENTATIVE PRAX objected.
9:22:19 AM
A roll call vote was taken. Representatives Story, Hopkins,
Zulkosky, and Drummond voted in favor of the motion to move CSHB
273, Version 32-LS1366\W, Marx, 2/7/22, out of committee with
individual recommendations and the attached fiscal notes.
Representatives Cronk, Gillham, and Prax voted against it.
Therefore, CSHB 273(EDC) was reported out of the House Education
Standing Committee by a vote of 4-3.
9:23:05 AM
The committee took an at-ease from 9:23 a.m. to 9:25 a.m.
HB 48-AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
9:25:55 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be SPONSOR SUBSTITUTE FOR HOUSE BILL NO. 48, "An Act
relating to the Alaska performance scholarship program."
9:26:11 AM
CO-CHAIR STORY, as prime sponsor, presented SSHB 48 via a
PowerPoint, titled "Improving the Alaska Performance
Scholarship" [hard copy included in the committee packet]. She
stated that the purpose of the proposed legislation is to
improve the Alaska Performance Scholarship (APS) program by
increasing its use, which would "grow" Alaska's workforce. As
addressed on slides 2-4, she spoke about workers in the state
leaving the workforce. She pointed out that the statistics show
if students attend postsecondary institutions in Alaska, they
are more likely to stay and work in the state. She noted that
APS was created in 2010 to retain students in the state;
however, the use of the program has been less than half of what
was anticipated. She stated that SSHB 48 would add career and
technical education (CTE) credits to APS eligibility. She noted
that graduation rates increase when students take CTE classes.
She listed the three options of applying CTE credits: a student
may replace one credit social studies with one credit CTE,
replace two credits world language with two credits CTE, or
replace one credit social studies with one credit CTE.
9:31:47 AM
CO-CHAIR STORY discussed the program review and recommendations,
beginning on slide 5. Drawing attention to slide 6, she
expressed the desire to keep APS competitive. She indicated
that SSHB 48 would expand the use of the scholarship from six
years to eight years, allowing students to take "gap years," and
it would increase the award. She pointed out on slide 6 the use
and decline of the scholarship by region. On slide 7, she
pointed out that the proposed legislation would increase the
award, as follows: from $4,755 to $7,000 for a grade point
average (GPA) of 3.5 or higher; from $3,566 to $5,250 for GPA of
3.0 up to 3.5; and from $2,378 to $3,500 for GPA of 2.5 up to
3.0. She explained that these numbers are sustainable draws
from the Higher Education Investment Fund, which is sourced from
investment returns. She stated that the proposed legislation
would remove the college entrance examination requirement for
the award. She maintained that research suggests that GPA is a
much better predictor of college success, as seen on slide 8.
9:35:18 AM
CO-CHAIR STORY highlighted slide 9, which addresses making APS
more accessible. She stated that to determine whether students
are on track for the program, the proposed legislation would
require a check in by January 31 of their junior year. She
noted that some states have a deadline for the scholarship, and
she had considered an amendment to add this provision. Moving
to slide 10, she pointed out some photographs of student
involvement. She expressed excitement to see the students who
have higher success in high school and college under this
program.
9:37:40 AM
ARIEL SVETLIK, Staff, Representative Andi Story, Alaska State
Legislature, on behalf of Representative Story, prime sponsor,
presented the changes in SSHB 48 [copy included in the committee
packet], which read as follows [original punctuation provided]:
Version G:
Amends the title of this bill to align with changes
made in the Sponsor Substitute.
• Adds a new Section 3, requiring students to be
notified of their progress towards receiving the APS
scholarship during their junior year.
• Adds a new Section 4, which increases the awards and
removes entrance exam requirements. Changes to award
amounts are as follows: o Level one: $7,000 (was
previously $4,755) o Level two: $5,250 (was previously
$3,566) o Level three: $3,500 (was previously $2,378)
• Adds a new Section 5, which increases the number of
years a student can use the scholarship after
graduating high school from six to eight years.
9:40:25 AM
MS. SVETLIK pointed out the document provided by the Association
of Career and Technical Education (ACTE) [copy included in the
committee packet]. She stated that the document includes a
discussion of ACTE's impact on the workforce. It contains a
list of institutions in Alaska which accept APS; a list of CTE
programs where the scholarship can be used; a data sheet from
the National Conference of State Legislatures showing
scholarships offered in all 50 states; and the APS review which
has influenced many of the changes in SSHB 48.
9:42:16 AM
CO-CHAIR DRUMMOND announced the committee would hear invited
testimony on HB 48.
9:43:06 AM
SANA EFIRD, Executive Director, Alaska Commission on
Postsecondary Education (ACPE), Department of Education and
Early Development, gave invited testimony in support of SSHB 48.
She shared that ACPE's mission is to support secondary
education, and the proposed legislation directly supports the
work of the commission. She said, "To provide for a growing,
robust, Alaska economy, at least 65 percent of Alaskans will
need some type of postsecondary credential to obtain living-wage
employment and to meet Alaska's workforce needs." She shared
that a national survey of the 2020 graduating class found the
top reason for not pursuing postsecondary education had been
financial concerns. To ensure Alaskans have access to funds,
she said, APS is vital. She reviewed the history of the
scholarship, and she reported that since its inception, 26,713
Alaska high school graduates have earned eligibility for the
scholarship. Furthermore, 11,383 graduates have received the
award, which represents 13 percent of all graduates and 43
percent of the eligible students. She echoed the information
regarding the likelihood of students remaining in Alaska if they
get a postsecondary education in the state.
MS. EFIRD named four primary objectives of APS, as follows: to
offer an incentive for Alaska students to excel in high school;
to prepare Alaska students for college or career training; to
help Alaska students succeed in postsecondary programs; and to
keep skilled, high-achieving graduates in Alaska. She said
annual surveys conducted by ACPE have validated the importance
of APS. She stated that of the first full-time APS students who
began their enrollment in 2015 in the University of Alaska
system, 62 percent of these students completed an undergraduate
degree certificate or occupational endorsement within 6 years.
She compared this to only 29 percent of other students.
9:47:27 AM
MS. EFIRD called APS "a motivator for better grades" and shared
statistics in support of the statement, including the
preparedness of those in the program and their higher rate of
involvement in the workforce. She commented on the
comprehensive documentation of the program, which includes 11
reports and a full program review focused on program
improvement. She pointed out a 2021 APS student survey and
quoted students who had recommended the program. She concluded
her testimony by reiterating ACPE's support for the proposed
legislation.
9:52:26 AM
REBECCA BRAUN, Consultant, McKinley Research Group, LLC,
provided invited testimony in support of SSHB 48. She pointed
out that not using APS equals missed opportunities, and this
[negatively] affects the workforce in the state. She said
program participation had peaked at 902 students in 2016, and
then dropped to 644 in 2019 and 700 in 2020. She stated that
eligibility had varied from 23 percent to 34 percent over the
first 9 years of the program, peaking in 2014. She explained
that eligibility went up in 2020 and 2021 because ACPE had
suspended the testing requirements during the COVID-19 pandemic.
She stated that across the board eligibility has grown by 63
percent, with the highest growth percentages being among Alaska
Native, African American, Native Hawaiian, and Pacific Islander
students. She advised that the test is a disproportionate
barrier for certain underrepresented groups.
9:56:37 AM
MS. BRAUN highlighted results from a survey by the McKinley
Research Group, LLC. She stated that about 6,000 high school
students between 2015 and 2020 had been surveyed, with many
eligible graduates choosing an out of state school. This choice
had been based on the belief that they would receive a better
education. She stated this points to a lack of confidence in
the University of Alaska system. She added that scholarships or
financial aid packages were cited as other reasons. She
continued that almost half of ineligible students were
interested in qualifying for the program in high school;
however, they did not meet test score requirements or did not
take the test. She said interviews with administrators, data,
and survey responses all corroborated this. She stressed that
the issue of testing came up consistently. She stated that
national trends show grades are a better indicator of college
success than standardized tests, which have inequitable impact
and serve as barriers to underrepresented groups. She reported
that the Scholastic Aptitude Test (SAT) scores highly correlate
with family income. She related that the National College
Access Network found when schools removed test requirements,
they ended up with more diverse student bodies and did not see a
decrease in student quality or success. She said, concerning
financial aid and admission decisions, the role of standardized
testing is declining.
10:01:48 AM
MS. BRAUN stated that 80 percent of schools have now suspended
test requirements, many permanently. The University of Alaska
Fairbanks, which still requires standardized tests, has waived
the requirement at least through 2025. She pointed out quotes
which highlighted the trend of moving away from these tests.
She said, "The more other institutions and other scholarships
remove testing requirements, the fewer Alaska students are
actually going to be motivated to take it, and then APS will
lose even more and more potential students who could be strong
candidates. I think that's a sort of growing risk."
MS. BRAUN said the recommendation from the McKinley Group study
was to simplify program eligibility by eliminating the
distinction between academic and CTE awards; thus, offering
alternative pathways to demonstrate academic rigor. She stated
that SSHB 48 would support this. Regarding the requirement in
the proposed legislation of using three years for eligibility in
award determination, she argued that using only three years
would mean "students don't meet the necessary rigor." She
recommended the committee consider amending this to three- and
one-half years. She pointed out the recommendation to extend
the six-year window to eight years, which the legislation would
do. She highlighted other provisions in SSHB 48, including
increasing access, eliminating testing requirements, earlier
ongoing academic counseling for students, and amending the
dollar amount of APS awards to keep pace with costs.
10:06:01 AM
The committee took a brief at-ease at 10:06 a.m.
10:06:20 AM
[Public testimony was not officially opened at this point;
however, Co-Chair Drummond subsequently stated that Ms. Smolin's
statement was part of public testimony.]
CARIN SMOLIN, Career and Technical Education Coordinator, Juneau
School District, testified in support of HB 48. She called the
proposed legislation timely and needed. She cited data which
reflects a high rate of students who take CTE classes in high
school will go on to postsecondary education. She highlighted
the provisions and asked the committee to support the proposed
legislation.
10:08:43 AM
CO-CHAIR DRUMMOND opened public testimony on HB 48.
10:09:22 AM
DAVE REES, Alaska Business Education Compact (ABEC), said ABEC's
focus is on connecting educators and employers in partnerships
to focus on career pathways for students. He indicated that
students often leave CTE programs at [the high school] level to
prepare for the APS requirements. He said ABEC supports the
change in the APS qualifications under the proposed legislation.
He emphasized that CTE is much more than auto shop classes, as
it is helpful to those going into occupations related to
science, technology, engineering, and math.
[Public testimony remained open.]
10:13:40 AM
CO-CHAIR DRUMMOND announced that HB 48 was held over.
10:14:29 AM
ADJOURNMENT
CO-CHAIR DRUMMOND announced that the House Education Standing
Committee was recessed to 3:30 p.m.
3:33:24 PM
CO-CHAIR DRUMMOND called the House Education Standing Committee
back to order at 3:33 p.m. Present at the call back to order
were Representatives Zulkosky, Hopkins, Story, Prax, and
Drummond.
^PRESENTATION: Understanding Culturally Relevant Education in
Alaska
PRESENTATION: Understanding Culturally Relevant Education in
Alaska
3:34:15 PM
CO-CHAIR DRUMMOND announced that the final order of business
would be a presentation on understanding culturally relevant
education in Alaska.
3:34:58 PM
DIANE HIRSHBERG, PhD, representing self, referenced her years of
experience in education and research as Director of the
Institute of Social and Economic Research and Professor of
Education Policy, University of Alaska Anchorage. She expressed
concern about the inequity in Alaska's schools for Indigenous
students. When measured through disparities in graduation
rates, drop-out rates, and other standards of school success,
she deduced that many schools in Alaska do not support
Indigenous students. She continued that this is not about
individual failures, as there are bright students and good
teachers throughout the state; however, there continues to be a
system which reflects curriculum, calendars, pedagogies, and
epistemologies developed by people from outside the state who
have different worldviews. She stated that there is a common
factor for success in Indigenous education in other places which
involve local ownership of schools, including New Zealand,
Hawaii, and Canada. This gives the sense that the schools have
not been imposed upon from the outside, rather they have emerged
from within the communities. She expressed the opinion that
models coming from outside of communities do not work. She
stated that in Alaska these models create a systemic failure in
rural schools which is reinforced by the teacher-workforce
crisis. She described current teacher turnover as very high,
with communities having to repeatedly rebuild relationships with
new educators. She concluded that this grows tiring, resulting
in low student achievement.
DR. HIRSHBERG said that when the Alaska Board of Education and
Early Development adopted the [Alaska Standards for Culturally
Responsive Schools] over a decade ago, education standards and
processes were not guaranteed to be met. She suggested that
schools must equip all students with skills and knowledge, so
they have choices for their future. She stated that critical
learning and knowledge transfer can happen in many places,
including the home, on the land, when travelling, and within
school buildings. She expressed the opinion that schools which
reflect local cultures in ways of teaching and learning can
equip students with skills and knowledge to succeed within
Alaska and beyond. She opined that non-Indigenous educators who
learn Alaska Native ways of teaching are better equipped to meet
the needs of all their students.
3:43:11 PM
DR. HIRSHBERG stated that, with respect to educational outcomes
over time and across the state, there remains a gap in
achievements between Indigenous and non-Indigenous students. In
many classrooms throughout the state, she said, "if you closed
the shades, you wouldn't know you were in Alaska," as classrooms
currently do not adequately incorporate Indigenous ways of
learning. She stated that significant evidence supports there
are positive outcomes for students when they receive high-
quality, dual-language education.
3:48:15 PM
DR. HIRSHBERG stated that Alaska currently brings in 50 percent
to 80 percent of its educators from outside the state, and the
required professional development is delivered by video. In
other words, she said, educators from outside the state are not
brought in with a thoughtful or robust policy explaining the
unique intricacies of working in diverse communities. She
pointed out that individual districts have had culture camps to
help educators, but it is not a requirement throughout the state
and not guaranteed because it is usually dependent on federal
funding. She reiterated that the need for culturally responsive
education remains.
3:53:36 PM
DR. HIRSHBERG argued that across the nation a culture has been
created through standardized testing. This culture is centered
around achievement derived from rewards, funding, and sanctions
for school districts. She argued that because of this, skills
based on standardized-test subjects surpass place-based, hands-
on activities. She suggested that standardized tests convey to
teachers that they are not trusted to assess student learning.
In contrast, she referenced the schools in Finland, which do not
test students until around age 15. She added that the teachers
there are required to have a master's degree and mentor new
teachers. She said, "none of it is rocket science," as
standardized testing should be a check along the way, not the
sole method of assessing individual students.
3:59:35 PM
DR. HIRSHBERG referenced a University of Tennessee study on
literacy skills in a pre-K program. She stated that upon
entering kindergarten these students were reading at a higher
level than children who had not been in the program; however,
the students lost reading gains by first grade and behavioral
issues began by third grade. She said that the students were
doing worse than others by sixth grade. She deduced that overly
prescriptive programs create behavioral issues later. In
response to a question about the five reading principles, she
suggested that a diverse group of researchers should speak on
this topic. She added that just because something may be
successful in other states, does not mean it will work in
Alaska. She suggested looking at educational programs in other
countries which have similar heritage language aspirations as
Indigenous Alaskans.
4:12:35 PM
DR. HIRSHBERG, in response to questions about homeschooling,
emphasized the importance of creating a connection between the
school building and the community to increase engagement. She
explained that school buildings can be a place for elders, a
local library, and a community meeting space for "more than just
basketball." Regarding recruitment, she answered that a
combination of out-of-state teachers and local teachers is
necessary, because presently not enough local students in small
villages become teachers. She advised that more opportunities
need to be available for local teachers to be incorporated into
the community from the start. She continued that bringing in
teachers from outside the state can also be valuable, as they
provide alternative experiences for students in villages.
4:18:24 PM
BARB QASUGLANA AMAROK, PhD, representing self, shared her
experience as Director of the University of Alaska Fairbanks
Northwest Campus. She shared that her parents were fluent in
Inupiaq but chose not to teach their children their heritage
language out of fear for their safety. She stated that her
career has focused on education. She expressed gratitude for
Representative Story's advocacy for equity and inclusion in
schools, because ultimately the state is responsible for the
education of every child. She said, "Organizations are
perfectly designed for the results they are getting," and it is
widely known that Alaska Native students have never achieved
proficiency in mathematics and language arts at rates which they
are capable of. She emphasized that students in the state are
not deficient; therefore, the system must improve.
Dr. Amarok expressed support for a transformation of the
educational system and said, "The children do not need fixing;
the system needs fixing." She continued that every school in
Alaska should be a place where identities, lifeways, and
languages of Alaska Native students are strongly present. She
argued that effective schooling starts with educating
administrators and teachers about authentic culture and history
in Alaska, as this would support efforts toward antiracism,
equity, and inclusion. She stated that a truly multicultural
education is not about just switching out textbooks. She
expressed the opinion that teachers criticize Native families
and have lesser expectations of Alaska Native students. She
stated that understanding the historical perspective is
essential to implementing policies which would decolonize
schools so they would be more effective for all students. She
said that the [Alaska Standards for Culturally Responsive
Schools] had been adopted in 1998; however, the guidelines have
not been implemented across the state. She argued that Alaska
Native families have rarely been involved with the decision
making and planning processes in schools, and inclusion of those
who have been excluded "on our own land" is necessary for the
success of all, especially Native students. She emphasized her
support for language immersion in classrooms for all districts
and for HB 272 and HB 273.
4:28:34 PM
MELANIE BAHNKE, President, Kawerak, Inc., presenting about
culturally relevant education in Alaska, shared that she has a
bachelor's degree in elementary education and a master's degree
in rural development. She stated that traditional curriculum at
the Head Start program in Nome resulted in low attendance rates
and risked federal funding losses. She said that after
beginning her role as president, along with help from elders and
education experts, a new culture-based curriculum was designed.
She said that now the program has full attendance, with a
waitlist, as children are eager to be in school because they can
relate to what is being taught. She stated that now children in
the Head Start program have had higher achievement compared to
those not in the program in the Nome area.
MS. BANKE pointed out that suicide rates are extremely high in
rural Alaska. She stated that the current school systems
devalue Alaska Natives because these individuals are not
adequately represented. She suggested that the school year
should be designed around subsistence calendars, and there
should be an investment in local teachers instead of importing
the workforce from outside the state. She reasoned that
longevity and consistency of teachers within a district would
make a difference. She exemplified the Alaska Native Science
and Engineering Program as a model which should be replicated
across the university schools of education and nursing. She
added that education degrees should be incentivized through loan
forgiveness. She recommended that the state partner with Native
corporations to create higher success rates for Native students.
This could be done through remote learning in rural villages,
and it could help rural students navigate Anchorage when
embarking on higher education.
MS. BAHNKE urged that when new education legislation is being
considered, educators with experience in rural Alaska should be
highlighted, and she warned that unfunded mandates should not be
passed. She encouraged the committee to look at the whole
system and not just make "tweaks" to a failing system. She
stated, "Don't come up with a prescription without first
thoroughly diagnosing the problem." She continued that, "Our
kids should succeed because of the way our school system is
designed, not despite it. I am an example of somebody who
succeeded despite the system not being created for success for
somebody like me."
4:46:57 PM
DR. AMAROK concluded that any child could do well on a
standardized test; however, the issue is the system, delivery,
and content. She stated that effective education is measured by
how the policies and practices implement transformation,
decolonization, and antiracism practices. She advised that
multicultural-education systems can be inclusive; however, this
cannot be accomplished until policy makers have a thorough
understanding, promote relevant teacher-education programs, and
create institutions which support students who will make society
better.
5:04:48 PM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 5:05 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 48 Bill Packet.pdf |
HEDC 2/25/2022 9:00:00 AM |
HB 48 |
| HB 48 Presentation.pdf |
HEDC 2/25/2022 9:00:00 AM |
HB 48 |