Legislature(2025 - 2026)DAVIS 106
05/09/2025 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HJR25 | |
| HB190 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HB 190 | TELECONFERENCED | |
| += | HJR 25 | TELECONFERENCED | |
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
May 9, 2025
8:07 a.m.
DRAFT
MEMBERS PRESENT
Representative Rebecca Himschoot, Co-Chair
Representative Andi Story, Co-Chair
Representative Maxine Dibert
Representative Ted Eischeid
Representative Jubilee Underwood
Representative Rebecca Schwanke
Representative Bill Elam
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
HOUSE JOINT RESOLUTION NO. 25
Supporting and encouraging the continued recruitment and
retention of international educators on J-1 and H-1B visas in
the state.
- HEARD & HELD
HOUSE BILL NO. 190
"An Act relating to the insurance tax education credit; relating
to the income tax education credit; relating to the oil or gas
producer education credit; relating to the property tax
education credit; relating to the mining business education
credit; relating to the fisheries business education credit;
relating to the fisheries resource landing tax education credit;
renaming the day care assistance program the child care
assistance program; relating to the child care assistance
program and the child care grant program; and providing for an
effective date."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: HJR 25
SHORT TITLE: INTERNATIONAL TEACHER VISAS
SPONSOR(s): REPRESENTATIVE(s) MINA
05/07/25 (H) READ THE FIRST TIME - REFERRALS
05/07/25 (H) EDC
05/07/25 (H) EDC AT 8:00 AM DAVIS 106
05/07/25 (H) Scheduled but Not Heard
05/09/25 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 190
SHORT TITLE: CHILD CARE ASSISTANCE; TAX CREDITS
SPONSOR(s): RULES BY REQUEST OF THE GOVERNOR
04/14/25 (H) READ THE FIRST TIME - REFERRALS
04/14/25 (H) EDC, L&C
05/09/25 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
REPRESENTATIVE GENEVIEVE MINA
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, presented HJR 25 to the
committee.
DR. MADELINE AGUILLARD
Superintendent, Kuspuk School District
Aniak, Alaska
POSITION STATEMENT: Gave invited testimony on HJR 25.
MCKERWIN ACDAL, Principal Teacher
Crow Village Sam School
Chuathbaluk, Alaska
POSITION STATEMENT: Gave invited testimony on HJR 25.
DR. LISA PARADY, Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Gave invited testimony on HJR 25.
JENNIFER SCHMITZ, Director
Alaska Education Recruitment & Retention Center, Alaska Council
of School Administrators
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HJR 25.
DR. DALE EBCAS, Special Education & Lead Teacher
Kuspuk School District
Kalskag, Alaska
POSITION STATEMENT: Testified in support of HJR 25.
}AIMEE BUSHNELL, Legislative Liaison
Department of Revenue
Juneau, Alaska
POSITION STATEMENT: On behalf of House Rules by request of the
governor, prime sponsor, presented HB 190 to the committee.
LEAH VAN KIRK, Health Care Policy Advisor
Department of Health & Social Services
Juneau, Alaska
POSITION STATEMENT: On behalf of House Rules by request of the
governor, prime sponsor, presented HB 190 to the committee.
ACTION NARRATIVE
8:07:53 AM
CO-CHAIR STORY called the House Education Standing Committee
meeting to order at 8:07 a.m. Representatives Eischeid,
Himschoot, Dibert, Elam, Schwanke, Underwood, and Story were
present at the call to order.
HJR 25-INTERNATIONAL TEACHER VISAS
8:09:57 AM
CO-CHAIR STORY announced that the first order of business would
be HOUSE JOINT RESOLUTION NO. 25, "Supporting and encouraging
the continued recruitment and retention of international
educators on J-1 and H-1B visas in the state."
8:10:32 AM
REPRESENTATIVE GENEVIEVE MINA, Alaska State Legislature, as
prime sponsor, presented HJR 25 to the committee. She
paraphrased the sponsor statement for HJR 25 [included in the
committee packet], which read as follows [original punctuation
provided]:
Alaska faces difficulties recruiting and
retaining teachers, especially in rural and remote
communities. HJR 25 acknowledges the essential role
and contributions of international educators working
under J-1 and H-1B visas towards educational stability
and high-quality instruction for Alaska's students.
While the state works to grow our own educators and
recruit teachers from out-of-state, many school
districts across Alaska have turned to international
recruitment as a practical, effective solution. School
districts in western Alaska, Kodiak, and the North
Slope have relied heavily on international educators
to fill school vacancies. In some cases, over 60% of
teaching staff have been filled by international
hires. These educators not only bring professional
expertise, but a strong commitment to their new
community, and enrich the classroom with global
perspectives.
However, despite their vital role, international
educators often face challenges related to immigration
status, uncertainty in visa durations, limited job
mobility, and delays in paperwork processing. These
obstacles threaten the stability of the very schools
they support and jeopardize the state's ability to
provide consistent, high-quality education.
HJR 25 urges the Alaska Legislature, local school
districts, higher education institutions, and federal
leaders to recognize and support international
educators as an essential part of Alaska's educational
workforce. These actions include policies that provide
greater visa security, improved mobility, and pathways
to long-term stability for educators on J-1 and H-1B
visas. The resolution also fosters collaboration among
stakeholders to create sustainable strategies for
recruiting and retaining skilled international
teachers.
Along with American teachers in Alaska's school
districts, international educators are valued
professionals whose dedication, resilience, and
contributions are vital to the future of Alaska's
education system. Their contributions extend far
beyond the classroom, bolstering local economies, and
supporting community life. By supporting this
resolution, the State of Alaska affirms our commitment
to ensuring every student has access to the quality
education they deserve, no matter where they live.
8:13:45 AM
The committee took an at-ease from 8:13 a.m. to 8:14 a.m.
8:14:50 AM
DR. MADELINE AGUILLARD, Superintendent, Kuspuk School District,
gave invited testimony on HJR 25. She explained the benefits of
a school district being able to hire international educators and
said that over 60 percent of the teachers in the Kuspuk School
District are international teachers. She said that the biggest
challenge in hiring a person with a J-1 or H1-B visa is the
federal immigration system and emphasized the stress that the
federal immigration system places on both the students and
school districts around Alaska. She shared as series of
achievements that international teachers have made and
emphasized the importance of their role in the communities they
work in.
8:19:32 AM
REPRESENTATIVE SCHWANKE asked why an international teacher might
not have an immigration sponsor.
DR. AGUILLARD answered that a series of complaints and stories
about living conditions in rural Alaska lead federal agencies to
only sponsor J-1 visa teachers on Alaska's road system.
8:22:10 AM
CO-CHAIR HIMSCHOOT asked if access to health care plays a role
in the placement of an international teacher.
DR. AGUILLARD confirmed Co-Chair Himschoot's understanding that
access to healthcare plays a determining factor in the placement
of an international educator.
8:24:12 AM
CO-CHAIR STORY asked Dr. Aguillard to elaborate on the training
that an international educator might receive versus that of a
domestic teacher.
DR. AGUILLARD shared her experience in working as an
international teacher in the Philippines and explained that
there are differences in the implementations of the theoretical
teaching methods around the world, though the core curriculum
remains the same.
8:26:01 AM
REPRESENTATIVE EISCHEID asked if international teachers are
experiencing a "learning curve" to classroom management in
Alaska and asked what the average level of experience is with
international educators.
DR. AGUILLARD answered that classroom management is a challenge
of international educators and explained that her school
district has implemented a positive behavior intervention system
(PBIS) as a means to effectively address the challenges of
classroom management. She shared her anecdote that international
educators are often maxing out the Kuspuk School District's pay
scales.
8:29:34 AM
REPRESENTATIVE ELAM asked where international educators who are
teaching in Alaska received their education.
DR. AGUILLARD answered that all of the international teachers in
her school district received their education in the Philippines.
8:31:07 AM
REPRESENTATIVE DIBERT asked what the workload of J-1 visa
teachers is compared to other domestic or international
educators.
DR. AGUILLARD explained that the workload of an international
educator often is a product of the learning curve to teaching in
Alaska.
8:34:13 AM
MCKERWIN ACDAL, Principal Teacher, Crow Village Sam School, gave
invited testimony on HJR 25. He read from a prepared statement
[not included in the committee packet], which read as follows
[original punctuation provided]:
Good morning, Madam co-chair and esteemed members of
the committee. For the record, my name is Mc Kerwin
Niño M. Acdal. I am the Principal/Teacher, teaching K-
5 Multigrade Class at Kuspuk School District. My
school, Crow Village Sam School is in Chuathbaluk,
Alaska, within the Kuskokwim region.
I am here today to speak in support of House Joint
Resolution Number 25.
This is my 14th year of teaching, with four of those
years spent in remote Alaska on a J1 visa. During this
time, I have witnessed the remarkable and
transformative impact that international educators
have on our educational experiences and the
communities we serve.
International teachers introduce not only diverse
perspectives and innovative teaching methods but also
a global mindset that is essential in today's
interconnected world. We made our lessons engaging and
foster a sense of curiosity among students about
different cultures and worldviews. By embracing this
understanding in our classrooms, we prepare our
students to become more empathetic and culturally
aware individualsqualities that are vital for their
future
success.
International teachers play a crucial role in
addressing the significant teacher shortage in Alaska,
especially in remote areas. Many schools across the
state face challenges in attracting qualified teachers
to work in these locations, and international
educators step in to fill these gaps with unique
skills, expertise, experience, and commitment.
Throughout my time in the classroom, I have witnessed
the positive impact of a diverse teaching staff.
Students become more engaged, attendance rates rise,
and academic performance improves when they feel
supported and when their teachers remain in the
community for longer periods.
I also want to highlight how international teachers
contribute to community engagement. We participate in
local events, share our culture, and connect with
families, which strengthens the bond between the
school and the community. This connection fosters a
sense of belonging and encourages parental
involvement, which is crucial for student success.
My time in Alaska has provided me with the incredible
opportunity to learn about the Yup'ik way of life and
culture. Engaging with the local community and
participating in cultural events has enriched my
understanding of their traditions, values, and
perspectives. For instance, I have learned about the
significance of storytelling in Yup'ik culture, which
emphasizes resilience. This cultural immersion has not
only informed my teaching practices but has also
allowed me to incorporate culturally responsive
teaching practices into the classroom, fostering a
deeper connection between students and their heritage.
By doing so, we create a place where students feel
valued and empowered, and this enhances their overall
learning experience. Supporting the hiring of
international teachers can further enrich this
cultural exchange, enabling us to continue learning
and growing together as a community.
In conclusion, I respectfully urge the committee to
support this resolution, as it presents a vital
opportunity to improve our educational system in
Alaska. By advocating for the hiring and retention of
international teachers, we are prioritizing the
quality of education our students receive and ensuring
they have access to a rich and diverse learning
environment. This advocacy is a commitment to my
students' right to a high-quality education that
prepares them for a successful future. Their potential
is boundless, and it is our duty to provide them with
dedicated educators who can help them reach that
potential. Thank you for your time and consideration,
and I eagerly anticipate the positive changes this
resolution will bring to our schools and communities.
8:39:26 AM
CO-CHAIR STORY asked Mr. Acdal if he and other international
educators receive recurrent training on the implementation of
the Alaska READS act of 2021.
MR. ACDAL answered that he was one of the co-authors for the
implementation guide of the Alaska READS act of 2021.
8:40:24 AM
REPRESENTATIVE ELAM asked Mr. Acdal how his experience in
teaching in the Philippines has been different to his experience
in teaching in rural Alaska.
MR. ACDAL explained that it has been very challenging to teach
all levels of K-5 instruction to all students at once in Alaska,
while in the Philippines he would have only one class of one age
group learning one core subject.
8:42:06 AM
DR. LISA PARADY, Executive Director, Alaska Council of School
Administrators, gave invited testimony on HJR 25. She said that
school districts across Alaska are experiencing success in
filling faculty gaps with international educators. She explained
that students, staff, and teachers all have extremely positive
things to say about the international teachers that serve rural
Alaska and emphasized the importance of the role that the
Department of Education and Early Development (DEED) has played
in facilitating the recruitment and retention of international
educators. She highlighted the viability of recruiting
international educators as a way to address the challenges of
teacher recruitment and retention overall and explained that
international hiring helps relieve an immediate need while a
school district may hire other high quality domestic educators.
She urged the committee's support of HJR 25.
8:48:25 AM
CO-CHAIR STORY opened public testimony on HJR 25.
8:49:10 AM
JENNIFER SCHMITZ, Director, Alaska Education Recruitment &
Retention Center, Alaska Council of School Administrators,
testified in support of HJR 25. She explained that international
educators are of immense value to both students and community
members alike and said that the hiring of international students
is a great method to counter the challenges of domestic or in-
state teacher recruitment and retention. She urged the
committee's support of HJR 25.
8:52:37 AM
CO-CHAIR HIMSCHOOT asked Director Schmitz if the work that she
is doing applies to international teaching programs around the
world, not just in Alaska.
DIRECTOR SCHMITZ answered that the work she is doing as the
Director of the Alaska Education Recruitment & Retention Center
is universal across the entire world and field of education.
8:55:27 AM
DR. DALE EBCAS, Special Education & Lead Teacher, Kuspuk School
District, testified in support of HJR 25. He emphasized the
importance of international teachers as a means to address the
challenges of in-state teacher recruitment and retention and
highlighted the work he has done as both a teacher and community
member in Kalskag. He explained that international teachers are
"committed" to the communities that they are apart of and urged
the committee's support of HJR 25.
8:59:41 AM
CO-CHAIR STORY, after ascertaining that there was no one else
who wished to testify, closed public testimony on HJR 25.
[HJR 25 was held over].
HB 190-CHILD CARE ASSISTANCE; TAX CREDITS
9:00:00 AM
CO-CHAIR STORY announced that the final order of business would
be HOUSE BILL NO. 190, "An Act relating to the insurance tax
education credit; relating to the income tax education credit;
relating to the oil or gas producer education credit; relating
to the property tax education credit; relating to the mining
business education credit; relating to the fisheries business
education credit; relating to the fisheries resource landing tax
education credit; renaming the day care assistance program the
child care assistance program; relating to the child care
assistance program and the child care grant program; and
providing for an effective date."
9:00:46 AM
}AIMEE BUSHNELL, Legislative Liaison, Department of Revenue, On
behalf of House Rules by request of the governor, prime sponsor,
presented HB 190 to the committee. She read from a prepared
statement [not included in the committee packet], which read as
follows [original punctuation provided]:
Good morning, Madam co-chairs and members of the
House Education Committee.
Thank you for hearing House Bill 190 and having us
before you today.
My name is Aimee Bushnell, I am the Legislative
Liaison for the Department of Revenue.
Good morning, for the record, my name is Leah Van
Kirk, Health Care Policy Advisor for the Department of
Health.
Starting off, I would like to provide a quick recap of
why House Bill 190 is before you today.
Last Legislative Session, Senate Bill 189 passed the
Legislature and became law without the Governor's
signature on October 9, 2024, as CH15 SLA 24. SB 189
was an omnibus bill that wrapped several other bills
into it at the end of session. The sections of SB 189
dealing with the child care portion of the education
tax credit came from then House Bill 89. HB 89 had
multiple hearings, passed the House and made it
through the Senate Health and Social Services
committee and eventually to the Senate Finance
committee, but ultimately did not make it to the
Senate floor.
SB 189 is currently the subject of a lawsuit
challenging the "single-subject" of the bill, which
would void the changes made last year.
Because of that, the Governor has put forward this
bill.
To avoid the statutes from being reverted in the event
the State loses the challenge to the single-subject
rule in court, this bill repeals and replaces with
portions of HB 89 that were added to SB 189. This
includes the expansion of the education tax credit to
include donations made to child care facilities,
operated by the employer or a nonprofit, for the
children of the taxpayer's employees, or for payments
made to an employee of the taxpayer for the purpose of
offsetting the employee's child care costs.
There is one additional tax change in this bill,
raising the education tax credit cap from $3M to $10M.
Previously, SB 189 raised the education tax credit cap
from $1M to $3M.
9:02:52 AM
LEAH VAN KIRK, Health Care Policy Advisor, Department of Health
& Social Services, on behalf of House Rules by request of the
governor, prime sponsor, presented HB 190 to the committee. She
read from a prepared statement [not included in the committee
packet], which read as follows [original punctuation provided]:
The second half of HB 190 focuses on changes to
the Child Care Assistance, and Child Care Grant
programs to support the affordability and
accessibility of child care for families.
This bill makes changes to the child care assistance
program by adding additional rate methodology options,
such as a cost of care study and the market price
survey, to establish subsidy rates that are more
aligned with the actual cost of providing child care
throughout the state.
This bill also adds language to allow for exemptions
from income eligibility requirements in certain
instances, following the federal requirements.
An example of this may include waiving co-pays
for families who meet certain criteria, or
establishing a subsidy for children of parents who
work in the child care sector.
Changes to the Child Care Grant Program include adding
requirements for Child Care Grant providers to
prioritize children participating in the child care
assistance program when filling available child care
spaces.
It also establishes the ability for the department to
provide grants to high quality child care facilities
in the state using quality recognition measures and
prohibits grant-funded child care facilities from
denying admission based on disability or socioeconomic
status.
This bill maintains the technical changes from SB 189
that include updating terminology in statute, removing
the reference to "day care" and replacing it with
child care, as well as amending the definition of
"child care facility."
Although HB 190 does not include some elements from SB
189, it does not prevent the department from
addressing them through regulatory changes.
HB 190 does not include 4 elements from SB 189 because
the department can make these changes through the
regulatory process. Sections removed include:
The expansion of family income eligibility for
the Child Care Assistance Program to 105% of the
state's median monthly household income, and the
establishment of a program to incentivize employers to
develop child care programs on site, or near-by.
Funding for these two sections was included in the
Governor's proposed budget.
It also removes the requirement for Child Care
providers to be designated as a quality child care
facility in order to receive the child care grant.
This designation is already built in through the
licensing process and child care facilities can reach
levels in the already established Learn and Grow
system.
And finally, this bill removes the requirement to
cap family contributions or co-pays at 7% because this
has become a federal requirement, so a statutory
change is not needed.
9:05:50 AM
CO-CHAIR HIMSCHOOT asked the invited testifiers if they have
permission to be in the capitol building and asked what the
"missing" pieces of the senate companion bill (SB 189) were in
HB 190.
MS. VAN KIRK confirmed that she had permission to attend the
current committee meeting and explained that the exapnsion of
the family income eligibility to 105% of the Alaska median
income, incentives for the establishment of an onsite employer
childcare service, and a 7% cap on insurance copay, which was
already addressed by federal law.
9:09:17 AM
CO-CHAIR STORY opened public testimony on HB 190. After
ascertaining that there was no one who wished to testify, she
closed public testimony.
9:09:42 AM
CO-CHAIR STORY announced that HB 190 would be held over.
9:10:33 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:10 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HJR 25 v.A.pdf |
HEDC 5/9/2025 8:00:00 AM HEDC 5/12/2025 8:00:00 AM SEDC 5/14/2025 3:30:00 PM |
HJR 25 |
| HJR 25 FN 5-07-25.pdf |
HEDC 5/9/2025 8:00:00 AM HEDC 5/12/2025 8:00:00 AM SEDC 5/14/2025 3:30:00 PM |
HJR 25 |
| HJR 25 Article APM 5.28.24.pdf |
HEDC 5/9/2025 8:00:00 AM HEDC 5/12/2025 8:00:00 AM SEDC 5/14/2025 3:30:00 PM |
HJR 25 |
| HB 190 Transmittal Letter 04.11.25.pdf |
HEDC 5/9/2025 8:00:00 AM |
HB 190 |
| HB 190 version A.pdf |
HEDC 5/9/2025 8:00:00 AM |
HB 190 |
| HB 190 Sectional Analysis version A.pdf |
HEDC 5/9/2025 8:00:00 AM |
HB 190 |
| HB190-DOR-FN04-10-25.pdf |
HEDC 5/9/2025 8:00:00 AM |
HB 190 |
| HJR 25 Sponsor Statement Version A.pdf |
HEDC 5/9/2025 8:00:00 AM |
|
| HJR 25 Written Testimony 5.7.25.pdf |
HEDC 5/9/2025 8:00:00 AM |
|
| HJR 25 Testimony ACSA, Kuspuk SD 5.25.pdf |
HEDC 5/9/2025 8:00:00 AM SEDC 5/14/2025 3:30:00 PM |
HJR 25 |