02/11/2020 09:00 AM Senate EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB6 | |
| Presentation: University of Alaska--program Review, Teacher Training, Enrollments | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| += | SB 6 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
February 11, 2020
9:00 a.m.
MEMBERS PRESENT
Senator Gary Stevens, Chair
Senator Shelley Hughes, Vice Chair
Senator John Coghill
Senator Tom Begich
MEMBERS ABSENT
Senator Mia Costello
COMMITTEE CALENDAR
SPONSOR SUBSTITUTE FOR SENATE BILL NO. 6
"An Act relating to early education programs provided by school
districts; relating to funding for early education programs;
relating to the duties of the Department of Education and Early
Development; establishing a reading intervention program for
public school students enrolled in grades kindergarten through
three; establishing a literacy program in the Department of
Education and Early Development; and providing for an effective
date."
- HEARD & HELD
PRESENTATION: UNIVERSITY OF ALASKA--PROGRAM REVIEW, TEACHER
TRAINING, ENROLLMENTS
- HEARD
REVIOUS COMMITTEE ACTION
BILL: SB 6
SHORT TITLE: PRE-K/ELEM ED PROGRAMS/FUNDING; READING
SPONSOR(s): SENATOR(s) BEGICH
01/16/19 (S) PREFILE RELEASED 1/7/19
01/16/19 (S) READ THE FIRST TIME - REFERRALS
01/16/19 (S) EDC, FIN
03/21/19 (S) EDC AT 9:00 AM BUTROVICH 205
03/21/19 (S) Heard & Held
03/21/19 (S) MINUTE(EDC)
04/16/19 (S) EDC AT 9:00 AM BUTROVICH 205
04/16/19 (S) Heard & Held
04/16/19 (S) MINUTE(EDC)
01/21/20 (S) SPONSOR SUBSTITUTE INTRODUCED-REFERRALS
01/21/20 (S) EDC, FIN
01/23/20 (S) EDC AT 3:30 PM SENATE FINANCE 532
01/23/20 (S) Heard & Held
01/23/20 (S) MINUTE(EDC)
01/28/20 (S) EDC AT 9:00 AM BUTROVICH 205
01/28/20 (S) Heard & Held
01/28/20 (S) MINUTE(EDC)
02/04/20 (S) EDC AT 9:00 AM BUTROVICH 205
02/04/20 (S) Heard & Held
02/04/20 (S) MINUTE(EDC)
02/07/20 (S) EDC AT 9:00 AM BUTROVICH 205
02/07/20 (S) Heard & Held
02/07/20 (S) MINUTE(EDC)
02/11/20 (S) EDC AT 9:00 AM BUTROVICH 205
WITNESS REGISTER
TIM LAMKIN, Staff
Senator Gary Stevens
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Reviewed anticipated changes in the
committee substitute for SB 6.
MICHAEL JOHNSON, Ph.D., Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Answered questions about proposed changes to
SB 6.
MONICA GOYETTE, Ph.D., Superintendent
Matanuska-Susitna School District
Palmer, Alaska
POSITION STATEMENT: Spoke in favor of SB 6.
MARK STOCK, Ph.D., Deputy Superintendent
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Testified in support of SB 6 on behalf of
Anchorage School District Superintendent Dr. Deena Bishop.
PAUL LAYER, Ph.D., Vice President
Academics, Students, and Research
University of Alaska
Fairbanks, Alaska
POSITION STATEMENT: Presented on UA Teacher Programs, Training,
and Enrollments.
STEVE ATWATER, Ph.D., Executive Dean
Alaska College of Education
University of Alaska Southeast
Juneau, Alaska
POSITION STATEMENT: Presented on UA Teacher Programs, Training,
and Enrollments.
ACTION NARRATIVE
9:00:27 AM
CHAIR GARY STEVENS called the Senate Education Standing
Committee meeting to order at 9:00 a.m. Present at the call to
order were Senators Begich, Hughes, and Chair Stevens. Senator
Coghill arrived shortly thereafter.
SB 6-PRE-K/ELEM ED PROGRAMS/FUNDING; READING
9:00:48 AM
CHAIR STEVENS announced the consideration of SPONSOR SUBSTITUTE
FOR SENATE BILL NO. 6, "An Act relating to early education
programs provided by school districts; relating to funding for
early education programs; relating to the duties of the
Department of Education and Early Development; establishing a
reading intervention program for public school students enrolled
in grades kindergarten through three; establishing a literacy
program in the Department of Education and Early Development;
and providing for an effective date."
He advised his staff will review the requested changes in the
forthcoming CS. He stated his intention to hear invited
testimony and hold the bill for further review.
TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, Juneau, Alaska, gave a shoutout to the substantial
amount of work done by Senator Begich's staff and the Department
of Education and Early Development (DEED). He said the
forthcoming committee substitute (CS) incorporates 34
amendments.
9:03:10 AM
Item: 1
Amend/Insert/Delete: Amend
Language/Changes: Amends terms "literacy" used
throughout bill to "reading"
Justification/Consideration: To clarify and better
align language with intent of the bill and modern
vernacular
Item: 2
Amend/Insert/Delete: Insert
Language/Changes: Parents as Teachers Program Language
from SB 182 (2012)
Justification/Consideration: Ensures the PAT program
continues and ties into the high-quality early ed
program work of SB 6.
MR. LAMKIN said this language would separate the Parents as
Teachers program from the Alaska Reads Act.
Item: 3
Amend/Insert/Delete: Insert
Language/Changes: K-3 educators, administrators and
parents shall have an opportunity for annual
commentary on the efficacy of the Alaska Reads Act.
The department shall establish, by regulation, a tool
for this purpose. Annually, the department shall
convene a panel of K-3 educators, administrators and
parents review the effectiveness of the Alaska Reads
Act. The panel may convene electronically
Justification/Consideration: Ensure all stakeholders,
parents, teachers, admin, students, have an
opportunity to provide feedback on implementation and
effectiveness of Alaska Reads Act.
Item: 4
Amend/Insert/Delete: Amend
Language/Changes: Makes explicit that a previously
retained student may not be retained a second time
under the Alaska Reads Act.
Justification/Consideration: policy decision,
compromise;
Item: 5
Amend/Insert/Delete: 5 Insert
Language/Changes: Amends AS 14.03.080(d) by changing
the date a child may enter kindergarten to June 1
Justification/Consideration: policy decision,
compromise;
9:04:29 AM
MR. LAMKIN noted that the current date is September 1.
Item: 6
Amend/Insert/Delete: Amend
Language/Changes: Amends AS 14.03.080(g) by changing
the date a child may enter preschool to July 1
Justification/Consideration: Ensure a child is at
least 4 when they enter preschool
Item: 7
Amend/Insert/Delete: Delete
Language/Changes: As relates to the number of students
within a district being retained from advancing to the
next grade, Delete "and publish on the district's
Internet website".
Justification/Consideration: Duplicates efforts
already being performed by DEED
Item: 8
Amend/Insert/Delete: Insert
Language/Changes: districts shall report "the number
of students assigned to each classroom in grades k-3"
Justification/Consideration: Requires districts to
report on class size
Item: 9
Amend/Insert/Delete: Insert
Language/Changes: "number and percentages of students
in grades k-3 who demonstrated improvement on expected
grade-level skills on?
Justification/Consideration: Ensures districts will
report on student improvement
Item: 10
Amend/Insert/Delete: Amends
Language/Changes: Inserts "skills" after "grade
level", to read "grade level skills"
Justification/Consideration: Students are not assessed
by grade in Kindergarten
Item: 11
Amend/Insert/Delete: Amend
Language/Changes: Five two or more years of
experiencing teaching
Justification/Consideration: Reduces years of
experience teaching kindergarten or another early
education program, but requires additional coursework
related to reading instruction as determined and
required by the department
MR. LAMKIN said item 11 is designed to make that process easier.
9:06:58 AM
CHAIR STEVENS said after Mr. Lamkin finishes, it will be good to
talk to the department about data collection in numbers 7 and
11.
Item: 12
Amend/Insert/Delete: Insert
Language/Changes: coursework requirements will be
established by the department in regulation
Justification/Consideration: Align language with
changes proposed by DEED and other states
Item: 13
Amend/Insert/Delete: Insert
Language/Changes: "establish a waiver process for
districts to apply to the commissioner to use an
evidenced-based reading screening or assessment tool
that is already in use in the district, to administer
to students in..."
Justification/Consideration: Establishes a waiver
process for districts to continue to use their
evidence-based reading screening or assessment tool
that may already be in use by the district
Item: 14
Amend/Insert/Delete: Amend (SAME AS #16,18,30, below)
Language/Changes: Replace "phonic" with "phonemic"
Justification/Consideration: Fixes drafting error
Item: 15
Amend/Insert/Delete: Amend
Language/Changes: Replace "science of reading" with
"evidence based reading"
Justification/Consideration: Clarification purposes,
conformity/ consistency
Item: 16
Amend/Insert/Delete: Amend
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes,
modern vernacular
9:08:33 AM
Item: 17
Amend/Insert/Delete: Insert
Language/Changes: Require consideration of the
Recommendations from the 2018-19 Task Force on Reading
Proficiency and Dyslexia
Justification/Consideration: Ensure recommendations to
department on screening or assessment tools meet needs
of all students, and to honor the previous work of
leaders in reading science.
Item: 18
Amend/Insert/Delete: Amend
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes
Item: 19
Amend/Insert/Delete: Amend
Language/Changes: Amend 70 hour requirement to
"?implemented outside of regular school hours as
directed in the student's individual reading
improvement plan"
Justification/Consideration: Ensures intervention is
dictated by student needs
9:09:21 AM
MR. LAMKIN said items 20, 21, and 22 make the written
requirements less stringent. For example, notifications could be
done during parent-teacher conferences.
Item: 20
Amend/Insert/Delete: Insert
Language/Changes: "or in conference"
Justification/Consideration: Allows a district or
school to notify parents or guardians in writing or in
conference after a student is identified as having a
reading deficiency.
Item: 21
Amend/Insert/Delete: Delete
Language/Changes: "written"
Justification/Consideration: Aligns with above
amendment. Deletes the requirement that the
notification to parents be written.
Item: 22
Amend/Insert/Delete: Insert
Language/Changes: "shall provide written
notification".
Justification/Consideration: Cleans up a proceeding
section that would require a district or school to
provide written notification to parents at 45 days
9:09:42 AM
Item: 23
Amend/Insert/Delete: Amend
Language/Changes: Amend subsection (e ) (1): "scoring
at a proficient or higher achievement level on the
statewide screening or assessment tool or on the
statewide summative assessment."
Justification/Consideration: Clarifies language
regarding which achievement level a student should
achieve to be considered for grade progression
Item: 24
Amend/Insert/Delete: Amend
Language/Changes: Removes "a" and replaces with "the"
Justification/Consideration: Clarifies language
regarding "a" statewide summative assessment to "the"
statewide summative assessment
Item: 25
Amend/Insert/Delete: Delete
Language/Changes: Removes "certified under AS 14.20",
DEED certification standards
Justification/Consideration: Removes potential
barriers to ensure there is an existing pool of
qualified reading teachers exist
Item: 26
Amend/Insert/Delete: Amend
Language/Changes: As relates to notification that a
3rd grade student is subject to being retained, Change
from 30 days notification to 45 days
Justification/Consideration: Alignment/consistency
with remainder of the bill
Item: 27
Amend/Insert/Delete: Insert
Language/Changes: Insert definition of "evidence based
reading intervention": means the instruction or item
described is based on reliable, trustworthy, and valid
evidence and has demonstrated a record of success in
adequately increasing students' reading competency in
the areas of phonemic awareness, phonics, vocabulary
development, reading fluency, including oral language
skills, and reading comprehension.
Justification/Consideration: Language provides
definition for "evidence based reading intervention"
9:11:35 AM
MR. LAMKIN noted the need for a definition of evidence-based
reading.
Item: 28
Amend/Insert/Delete: Amend
Language/Changes: Adheres selection criteria for
selection of 10 schools, based on lowest performing
10% of school as defined by AS 14.03.123
Justification/Consideration: Ensures all comprehensive
support schools meet the criteria to apply for school
improvement resources.
Item: 29
Amend/Insert/Delete: Delete
Language/Changes: Strike entire section (h), for
redundancy (120 days to 45 notice of retention
candidacy)
Justification/Consideration: Redundant, Aligns with
amended language from P 14, Line 12
Item: 30
Amend/Insert/Delete: Amend (SAME AS #18 above)
Language/Changes: Amends 5 components of reading:
phonemic awareness, phonics, vocabulary, fluency, and
comprehension
Justification/Consideration: Clarification purposes
9:13:15 AM
MR. LAMKIN said item 31 is in response to requests that the bill
include a definition of reading specialist.
Item: 31
Amend/Insert/Delete: Insert
Language/Changes: Inserts definition of "Reading
specialist": A reading specialist: an applicant shall
hold a professional teacher license with an
endorsement in an approved content area; have
completed an approved graduate program for the
preparation of reading specialists at an accepted
institution of higher education, including a
supervised practicum or internship as reading
specialist OR have three or more years of fulltime,
demonstrated classroom teaching experience where
reading instruction was a primary responsibility;
shall be knowledgeable about literacy instruction and
shall have demonstrated competencies including: -
Understanding of the Five Components of Reading
Instruction as identified by the National Reading
Panel; - Knowledge of and experience implementing
effective reading instruction strategies and
intervention methods; - Experience designing and
implementing school-wide Response to Intervention
(RTI) programs and/or Multi-Tiered Systems of Support
(MTSS); - Understanding of and experience with
reading/literacy screeners, including data analysis
that informs instruction; - Knowledge of dyslexia and
other learning disorders that affect reading
achievement; - Knowledge of and ability to effectively
articulate the methods, issues, and resources involved
in support of student instruction to a wide variety of
audiences including but not limited to staff, parents,
and students with reading problems for whom English is
not their native language; And shall have completed
required Alaska Reads coursework as identified by the
Department of Education and Early Development.
Justification/Consideration: To ensure education and
professional requirements are clear
9:15:28 AM
CHAIR STEVENS said he wanted to hear the department's
interpretation of item 31 and he'd also like to give the
university an opportunity to address it.
Item: 32
Amend/Insert/Delete: Insert
Language/Changes: Amends transition language: Allows
department to use school accountability rankings from
2018-2019 and have that district ranking task
completed by July 1, 2021.
Justification/Consideration: Allows department to use
previous school accountability rankings to determine
the lowest performing 10% of districts while the
district develops processes to rank districts
Item: 33
Amend/Insert/Delete: Amend
Language/Changes: Report by Commissioner of Education
and Early Development. Not later than 3 months after
the effective date of this Act, and continuing
annually not later than the 30th legislative day of
each regular session, the commissioner of education
and early development shall submit a report to the
state Board of Education and Early Development and the
education committees of the Alaska House of
Representatives and the Senate describing the progress
made to implement this Act. The report will include
information collected under AS 14.03.120 including
data on how districts are using Inservice days for
professional development
Justification/Consideration: Amends language to
require annually reporting by DEED to state Board of
Education and education committees of both legislative
bodies regarding implementation and effectiveness of
this act.
Item: 34
Amend/Insert/Delete: Insert
Language/Changes: Report by Commissioner of Education
and Early Development. Not later than 3 months after
the effective date of this Act, and continuing
annually not later than the 30th legislative day of
each regular session, the commissioner of education
and early development shall submit a report to the
state Board of Education and Early Development and the
education committees of the Alaska House of
Representatives and the Senate describing the progress
made to implement this Act. The report will include
information collected under AS 14.03.120 including
data on how districts are using Inservice days for
professional development
Justification/Consideration: Amends language to
require annually reporting by DEED to state Board of
Education and education committees of both legislative
bodies regarding implementation and effectiveness of
this act.
CHAIR STEVENS asked the commissioner to speak to data
collection.
9:18:08 AM
MICHAEL JOHNSON, Ph.D., Commissioner, Department of Education
and Early Development (DEED), Juneau, Alaska, said he
appreciated the efforts of Mr. Lamkin, Loki Tobin, staff for
Senator Begich, and Erin Hardin, DEED Legislative Liaison, in
considering all the comments and incorporating them into the
bill. He also thanked all those who have provided comments. He
asked Senator Stevens to repeat his question.
CHAIR STEVENS asked for the department's plans to collect data.
COMMISSIONER JOHNSON replied the department already does various
data collection and they will continue to do so as efficiently
and non-intrusively to districts as possible. Last year the
department created a new web site to present data and they will
try to incorporate the new data collected under this bill into
the current online data presentation.
CHAIR STEVENS asked for an explanation of the difference between
phonics and phonemic.
COMMISSIONER JOHNSON answered that phonics is print and phonemic
is sound. Phonemic awareness is an awareness that words are made
up of different sounds. A child has to understand words are made
up of sounds in order to learn to read. Phonics is understanding
that letters represent those sounds.
CHAIR STEVENS asked about the definition of reading specialist
in item 31.
COMMISSIONER JOHNSON replied the bill tries to establish some
qualifications and a high bar for people providing interventions
and support for students while recognizing that the state has a
recruitment issue. It is also important to recognize that in
rural Alaska some of the best interventionists are
paraprofessionals. Many have lived in the community for a long
time and districts have invested a lot in their training. Many
schools have turnover problems, but classroom aides stay longer.
The state has to strike a balance between qualification
requirements for training and higher education, while also not
making the problem worse by discounting some of the
paraprofessionals. Some of the changes in the committee
substitute address that balance.
CHAIR STEVENS asked what his expectations are for the
university.
9:24:13 AM
COMMISSIONER JOHNSON replied he expects great cooperation and
positive interaction with the university. If the legislature
passes the Alaska Reads Act, DEED can take that act to the
university and ask how the department and university can work
together to make sure the university will prepare teachers to
teach based on the bill.
COMMISSIONER JOHNSON noted that the department asked for an
increment in the budget so that the State Board of Education can
meet more often in anticipation of meeting with the Board of
Regents to ensure that the university is providing the teachers
needed to implement the bill.
CHAIR STEVENS said he understands that the department will be an
integral part of professional development. Districts will not be
asked to figure this out on their own.
COMMISSIONER JOHNSON responded that the bill includes positions
for the department to provide staff development. The department
will continue connecting with partners, including the
university. A number of school districts are providing great
professional development and the department hopes to facilitate
that around the state.
9:26:08 AM
SENATOR HUGHES observed that the phrase "approved graduate
programs" is used. She asked if there are programs already
identified and whether DEED would identify them. She further
asked if the University of Alaska has an approved graduate
program.
COMMISSIONER JOHNSON responded that getting students through the
program and growing the state's own teachers starts with getting
more kids reading because kids who read proficiently by third
grade are more likely to graduate from high school and go on to
the university and complete these programs. The university does
have approved teacher education programs. Dean Atwater will give
a presentation today about the list of UA's approved programs.
9:27:44 AM
SENATOR BEGICH shared that his hope for the report to the
legislature, which will be part of the committee substitute, is
that the legislature will learn from implementation about what
is working and what needs to be retooled on a regular basis. He
asked if that was his understanding.
COMMISSIONER JOHNSON responded that the department has had
excellent partnerships with many in the education community with
the Alaska Education Challenge. If the Alaska Reads Act passes,
he wants to interact with that same community on the
implementation. This is an opportunity to refine and improve
implementation. He looks forward to having a regular, annual
ongoing opportunity to interact with stakeholders on how the
implementation is going and what needs to be modified.
CHAIR STEVENS expressed appreciation to the commissioner and his
department for being so intensely involved in this bill. He
called on Dr. Goyette to testify.
9:29:51 AM
MONICA GOYETTE, Ph.D., Superintendent, Matanuska-Susitna School
District, Palmer, Alaska, thanked Governor Dunleavy, Senator
Begich, and Commissioner Johnson for their work on the Alaska
Reads Act. She said the Mat-Su Borough School District
legislative priorities include evidence-based literacy policies
and practices. Over the past year the commissioner has
repeatedly sought input from superintendents regarding reading
proficiency and his goals for bringing forward legislation. The
components of the bill, early education, evidence-based
intervention systems, and school accountability, are not new to
education. She is not concerned about any of the items in the
bill if it passes. She is deeply concerned about Alaska's
children who do not have access to evidence-based reading
practices.
DR. GOYETTE said 750 students or 50 percent of next year's
incoming kindergarten class are currently enrolled in district-
funded preschool programs. The district funds these with federal
education and special education dollars. All principals,
including secondary, unanimously voted to set aside 10 percent
of Title 1 funds to support early learning opportunities. If
additional funding is made available, Mat-Su will expand its
efforts. If not, it will still remain a district priority
because the research supporting kindergarten readiness compels
the district to do so.
DR. GOYETTE said that over the past decade the district has
systemically implemented a comprehensive multitiered system of
support (MTSS), formerly known as response to intervention. Each
iteration gets better but the concept stays consistent. This
includes a comprehensive screening and assessment system. This
is not new to Alaska. In 2014 and 2015, DEED required early
literacy screening. After several years, the direct funding from
the state went away. However, the practice should not have
stopped. It is a critical component to ensuring that all
students are passing reading benchmarks. Early screening is
inexpensive and quick to administer. This data is available in
multiple formats for schools and communities to use. The system
cannot get better if the districts and department are not
willing to be transparent about areas of success and ones that
need improvement.
9:32:33 AM
DR. GOYETTE stated that another key component of MTSS is
evidence-based curriculum, both at the core grade level and for
intervention materials. She noted that this was not new to
education. In 2000, the National Reading Panel issued a report
on the science of reading. This includes phonemic awareness,
phonics instruction, reading and oral fluency, comprehension,
and vocabulary development. Curriculums should align with the
state standards, have a large literature base supporting its
efficacy, and be implemented with fidelity. This year DEED
awarded reading grants to districts to identify effective
curriculum. This process will help smaller districts identify
and implement evidence-based programs. The work of MTSS should
be facilitated by reading experts. For over a decade, Mat-Su has
supported an instructional coach in each of its comprehensive
elementary schools. Through braided funding of general operating
and federal funds, Mat-Su has secured these vital positions.
Mat-Su does not view any component of this bill as an unfunded
mandate. It is simply a prioritization of the funding the
district already receives.
DR. GOYETTE observed that in listening to testimony, school
accountability has brought the most concern. She questioned
whether there would there be the same concern if Alaska were
first in the nation for reading. Transparency in data combined
with targeted interventions and support has helped Mat-Su
increase its Alaska Native graduation rates by 20 percent in the
last four years. It started with working with local tribes and
acknowledging inequities in the system. It is not easy to take
responsibility for weaknesses, but it must start there, she
said.
9:34:32 AM
DR. GOYETTE admitted that despite the systems in place, Mat-Su
still has kids not reading proficiently by the end of third
grade. That is critical because in kindergarten through third
grade, children are taught to read. In fourth grade, the
transition is to reading to learn when as much as half the
curriculum in public schools will be delivered through reading.
DR. GOYETTE advised that students who are not reading by the end
of third grade are statistically four times more likely to drop
out of high school, and six times more likely if they live in
poverty. Eighty-five percent of juveniles who interface with the
court system are below proficient in reading. She emphasized
that everyone should be more concerned about what happens when
children are moved on without having learned to read than
implementing a proficiency-based promotion policy.
DR. GOYETTE added that as the bill works through the legislative
process, she hopes that it maintains the critical components
that were proven effective in other states. This should not be
about what all the adults can agree on. It should be about
proven practices to ensure a high-quality education for every
student every day.
CHAIR STEVENS asked if she has concerns about the retention
provisions in the bill.
DR. GOYETTE replied not at all. The Education Commission of the
States reviewed legislative reading policies in other states and
identified early education, school accountability, and evidence-
based practices as key components. One part of accountability is
retention. It is one of many tools at the end of four years of
reading instruction that can be available to students, parents,
and staff. None of the states with retention policies saw a
spike in retention rates. These states saw a spike in student
achievement. If Alaska is looking to replicate this success, it
is essential to replicate all of the components.
9:37:31 AM
SENATOR HUGHES asked if she would have concerns about a stronger
proficiency-based promotion policy if it were phased in over
time.
DR. GOYETTE replied not at all. In fact, she is concerned that
through this process, the accountability in the bill is being
weakened. Developmentally, children learn to read at different
rates. There are kindergarteners who know how to read, but by
the end of third grade, the transition away from teaching
reading to synthesis, evaluation, and analysis starts. Retention
is important as a last resort. In education, time and support
are variables. That is seen in this bill. Outside of the school
term, reading time is critical. Some students need additional
time and that may mean an additional year.
SENATOR HUGHES thanked her for having the courage to make that
statement. Her commitment, whether or not a stronger policy is
adopted, to work with Mat-Su schools as if there is a stronger
policy is clear. Senator Hughes said she looks forward to the
outcomes.
SENATOR BEGICH asked what parents' role is in a decision about
retention.
DR. GOYETTE answered that parents should be the final decision
maker in all aspects of their child's education. If the school
district has been working with them and demonstrated that it has
accessed all resources and believes additional time and support
could be of benefit, she believes the district will have formed
a good relationship with parents and the parents will come to
the same conclusion. Things will not work without support from
the parents.
CHAIR STEVENS said he appreciates her thinking that reading is
foundational and that this bill is not an unfunded mandate but a
requirement of all education. He called Dr. Mark Stock to
testify.
9:41:45 AM
MARK STOCK, Ph.D., Deputy Superintendent, Anchorage School
District, Anchorage, Alaska, said that he would read a letter
from the Anchorage School District (ASD) Superintendent Deena
Bishop and then add his personal commentary.
DR. STOCK read Dr. Bishop's written testimony:
Dear members of the Senate Education Committee,
Thank you for allowing me to testify today. I want to
begin with an affirmation for the bill considered,
Sponsor Substitute for SB6. As the superintendent of
the Anchorage School District, I want to communicate
that Senator Begich and his cosigners' reading bill,
the Alaska Reads Act, aligns with our district's
strategic plan to have 90 percent of third grade
students reading on grade level. In addition, ASD's
legislative agenda provides support to this statewide
effort. Alaska depends on this legislation to empower
our teachers to ensure students are readers and
thinkers in today's global society.
The evidence is clear that Alaska's students are not
performing as well as their peers in the nation in
reading. Not only is our status on the exams evident
of this, the fact that we are losing ground is also
clear as we move further away from the mean in grade
four to grade eight. Comments surrounding this bill
have criticized the use of data to gauge success.
Please know that whether or not we like national
assessments, one question we must ask ourselves is,
"WHY is there a difference between our students'
abilities and students from other states?" I know our
students and teachers are as smart, as hard working,
and as caring as any other students and teachers in
the nation. The delta between our achievement and
other students in the United States should have all
Alaskans demanding a change in how public schools are
preparing our children to live in the information
world.
9:44:08 AM
The science is clear on effective ways to teach
students to read. It is inclusive of the five areas of
reading grounded in brain-based research. You have
proposed a bill to make a change in our stateto
guarantee all students receive the benefit of
excellent, evidence-informed instruction. Your courage
to do this is highly respected. I have written earlier
in the year of the need for this legislation. Our
commissioner has asked superintendents on multiple
occasions to provide input. Please know I am not
interested in a consensus bill by which everyone can
be happy with the outcome while picking apart the
essential tenants that research has proven are good
for students. Rather, I prefer a bill that will make a
positive change, as improving the outcomes for
Alaska's children is the primary reason public schools
exist.
I understand that Alaska has not been down the reading
road before. Just like any new road in our state, a
great amount of dust is thrust about as one first
travels along a bumpy trail. The dust often makes it
difficult to see the destination. However, continued
forward momentum, with heightened awareness of needs,
leads to a clearer vision. The dust around this bill
will settle. I am confident that you have heard from
stakeholders across the state who have provided
feedback to allow DEED's Administrative Codes to guide
us on this newly dusted trail.
In Anchorage, too many of our students are not reading
at expected levels. Our student learning data are not
what our community expects. Please know that I am not
shamed by what our data represent, rather I am
socially incentivized to improve our teaching and
learning in the area of reading. Monitoring success is
essential to growth. We should inspect what we expect.
In summary, I am grateful for your fiscal support of
preschool. I understand the need for assessment and
reporting. I accept accountability in public
education. A school system that allows continued
feedback to parents as well as their involvement and
action is essential to schools and classrooms.
Thank you again for your courage to make a change.
Legislation must remain relevant and uphold and
reflect the values and beliefs of a society. The
Committee Substitute for SB6 does just this as it
provides for all Alaska's children to leave our
schools with the fundamental skill of reading. A
literate citizenry is paramount to a democratic
society
9:46:59 AM
DR. STOCK shared that this is his fourth decade in public
education. He has been a superintendent for 15 years and prior
to coming to the Anchorage School district, he lived in Indiana
and Wyoming. Those two states are in the top 10 in the nation of
NAEP (National Assessment of Educational Progress) scores for
fourth grade reading. Those states took different approaches to
reading but share some commonalities. First, Indiana and Wyoming
raised their standards and expectations and eliminated some
things, including lower-track classes.
DR. STOCK said Wyoming was different in that expectations came
through its funding formula. Wyoming put in its formula things
such as mandated reading tutors and extra support and
instructional coaches that were funded outside the BSA (base
student allocation) model so that schools would make sure that
money was spent on the right things. Both of those appear to be
working. He noted that he also spent five years at a university
training future superintendents. He said there was a time when
reading, writing, civics, and math were the core focus that
education provided, but in the 70s, 80s, and 90s the floodgates
opened and more expectations were laid upon schools.
9:48:59 AM
DR. STOCK said this bill does two things. First, it will codify
evidence-based instruction, which some educators know works
well. However, it is not innovative, nor is Alaska a pioneer,
since many other states have done this. Alaska would simply put
in statute evidence-based instruction. Secondly, it will give
principals and teachers permission to prioritize evidence-based
instruction in grades K-3. Principals need accountability and
permission to focus on what is most important, he said.
DR. STOCK said the issue of academic freedom has arisen in
Anchorage in recent years, but that should only go towards
success. There is no freedom to fail Alaskan students. This bill
puts the state on the course to succeed.
CHAIR STEVENS asked if Dr. Stock's would expect to see greater
student success and Alaska move up from the bottom in nationwide
studies with passage of SB 6.
DR. STOCK replied absolutely, especially with the commitment to
training. Recruitment and retention are secondary issues. The
bill gets to the heart of it through raised expectations and
accountability and permission to prioritize.
SENATOR HUGHES applauded the high bar that Anchorage has set for
90 percent of students being proficient. She asked if the
district has a timeframe to achieve that. While concerns have
been raised about a stronger state policy of proficiency-based
promotion, based on her conversations, she sensed that Dr.
Bishop did not seem concerned.
9:52:01 AM
DR. STOCK replied Anchorage School Board's current strategic
plan requires 90 percent proficiency by 2020. However, the
district has a long way to go to get to that point. The new
strategic five year plan will outline a time frame for student
proficiency. He agreed with Superintendent Goyette and Dr.
Bishop that retention is a key leverage point. Making it a
priority draws attention and creates the energy and leverage.
Carefully reading the legislation shows that there are plenty of
places for alternative methods for proving proficiency. The
retention policy is important but it must allow for waivers and
alternatives. He pointed out that Superintendent Goyette said
that if parents are not supportive of what happens with their
child, it is a nonstarter.
SENATOR BEGICH clarified that he heard Dr. Stock say that he is
comfortable with the way the bill addresses progression, early
education, and those things.
DR. STOCK answered that is correct.
9:54:20 AM
CHAIR STEVENS held SB 6 in committee.
9:54:44 AM
At ease
^Presentation: University of Alaska--Program Review, Teacher
Training, Enrollments
Presentation: University of Alaska--Program Review, Teacher
Training, Enrollments
9:57:32 AM
CHAIR STEVENS reconvened the meeting and announced the next item
for consideration was a presentation titled "University of
Alaska--Program Review, Teacher Training, Enrollments." He
called Dr. Layer and Dr. Atwater to the table.
9:57:48 AM
STEVE ATWATER, Ph.D., Executive Dean, Alaska College of
Education, University of Alaska Southeast, Juneau, Alaska,
introduced himself.
PAUL LAYER, Ph.D., Vice President, Academics, Students, and
Research, University of Alaska, Fairbanks, Alaska, said he and
Dr. Atwater would follow up on items that UA President Johnsen
addressed in his testimony [to the joint House and Senate
Education Committees] a week or so ago. He and Dr. Atwater would
also expand on their progress in teacher education and discuss
student recruitment and strategies. As committee members know,
enrollment has been dropping and each university has been
innovative to improve recruitment, retention, and graduation.
9:58:47 AM
DR. LAYER noted that the presentation is an abbreviated version
of one planned for the upcoming Board of Regents Academic and
Student Affairs Committee. He said he and Dr. Atwater would
cover an accreditation overview, teacher education update,
student recruitment and enrollment in their presentation.
DR. LAYER began with a briefing on accreditation on slide 4.
Accreditation is the gold standard for any university. It is a
recognition by an external group and by the U.S. Department of
Education that academic programs and graduates are meeting
standards. It is done by an independent evaluator. It allows
students to be mobile to move through universities, be eligible
for federal aid, and assures employers that students are of high
quality. There are three types of accreditation: regional,
national, and program/specialized.
DR. LAYER stated the Board of Regents Academic Student Affairs
Committee receives a quarterly update from each university and
the board receives an annual, extensive written report about
accreditation. He noted that he provided a copy of last year's
report to the committee.
10:01:41 AM
DR. LAYER pointed out on slide 5 that the University of Alaska
Anchorage (UAA), University of Alaska Fairbanks (UAF), and the
University of Alaska Southeast (UAS) are separately accredited
by the Northwest Commission on Colleges and Universities (NWCCU)
and all are in good standing. NWCCU works on a seven-year cycle.
UAF was scheduled for a site review by NWCCU last fall, but
because of the uncertainty about budgets and the financial
exigency declaration, the visit was delayed until September of
this year.
DR. LAYER said most of the documentation he provided to the
committee was about specialized accreditation. UA has over 60
specialized accreditations across the system. Slide 5
highlighted four of them, for engineering, business, nursing,
and teaching. The Council for the Accreditation of Education
Preparation (CAEP) accredits Alaska's teacher programs. Many
organizations' licensure boards rely on students graduating from
accredited programs. The Alaska Board of Education requires that
students graduate from CAEP-accredited programs or those that
substantially meet CAEP accreditation. Good standing with both
the regional accreditor and the program accreditors is critical,
and the board is constantly monitoring that.
CHAIR STEVENS stated that the legislature was shocked by the
loss of UAA accreditation for the teacher training program.
Everyone he spoke to was surprised to learn this was about to
happen. He asked if the annual report for the Board of Regents
has red flags or a heads up of any potential problems with
accreditation.
DR. LAYER answered that that is the intent of that report and
updates. There were some communication lapses in reporting to
the board the status of the accreditation review for UAA
programs. The university is reviewing the lessons learned from
that seismic event. It was a major loss for the university.
CHAIR STEVENS asked if the university has learned lessons so
that something like this will not sneak up on anyone in the
future.
DR. LAYER replied that is the expectation. He believes
safeguards are in place now.
10:06:28 AM
SENATOR BEGICH shared that for three years he listened to the
university tell the legislature how it would recruit and build
teachers in the state. The data is showing that as a result of
the loss of the accreditation, the university has failed the
education system in the state. The number of teacher candidates
has dropped almost in half. He does not see a plan but he sees
the university upset that it got caught out. He expressed hope
to hear about a plan by the end of the presentation.
DR. LAYER replied he would come back to that at the end. He
thanked the State Board of Education and Commissioner Johnson
for acting quickly to provide mechanisms for UAA students to get
licensure. The board decided to discontinue those programs and
have UAF and UAS develop programs in Southcentral to meet those
needs.
DR. LAYER presented the timeline of the UAA College of Education
and initial licensure accreditation review on slide 8. He said
Dr. Atwater would speak to where UA is now and discuss the
university's future plans.
10:08:38 AM
DR. ATWATER said slide 9 shows which education units at UAA,
UAF, and UAS are functioning and offering programs. The UAA
School of Education is not offering initial licensure, he said.
DR. ATWATER showed the accreditation status of the UA education
units on slide 10. He emphasized that the CAEP accreditation is
for the unit, the entire school, not an entire program. It would
be wrong to assume that an elementary program was at fault for
the loss of accreditation. That is an important distinction.
DR. ATWATER reviewed how the spring semester enrollment numbers
are dropping as shown on slide 11. This follows the university
trend of dropping enrollment, and this is a national trend in
teacher preparation programs, which is down 30 percent in the
last decade.
DR. ATWATER showed in slide 12 how UAA enrollment in initial
licensure and advanced program majors was dropping quickly in
the last three years prior to the loss of accreditation.
Fairbanks was flat and Juneau was dropping a little. Students
transferring into UAF and UAS out of Anchorage are responsible
for an uptick in Fairbanks and Juneau. Obviously, only 100
people enrolled at UAA is a concern. The university is tasked
with the challenge of recruiting students into the teaching
profession. It has become harder to recruit teachers into the
profession across the country and particularly in Alaska, since
people are simply not drawn to the profession. However, the
university is making a concerted, coordinated effort to recruit
students.
10:12:00 AM
SENATOR BEGICH asked why people are not drawn to the profession,
particularly in Alaska.
DR. ATWATER answered that there are a variety of reasons. The
teaching profession is more complicated than in the past because
of a myriad of things going on in schools so a lot more is
required of teachers now. There is a lot more challenging
student behavior in schools and there are external factors such
as salary and retirement, the incentives that bring people to
the profession. All of these are coming together to help people
decide to do something different. Finally, not all teachers that
UA prepares work in the field. For a variety of reasons, only 60
percent of the graduates with teaching certificates take jobs
the year following graduation, but they may get into the
workforce later. He pointed out that hiring teachers into the K-
12 system is outside of the university's control.
SENATOR BEGICH observed that the governor in his State of the
State speech identified teacher recruitment and retention as
critical issues. He expressed hope that that would be addressed
later this year.
10:14:09 AM
DR. ATWATER showed the table of completions for all programs at
UAA, UAF, and UAS from 2017-2019 on slide 13. The three
education units have a variety of programs. While the number of
completions is down, it is not dropping off quite as much. The
number of completions reflects that initial licensure is not the
only thing that UA does. It has advanced and graduate programs.
DR. ATWATER shared the number of first-time completers of UA
initial licensure programs on slide 14. The expected number for
this year is only 158. That is concerning because the number of
vacancies in the state is well above that each year. The
university is working hard to bring people into the fold to turn
that number around, but the number was going down before the
loss of accreditation at UAA.
DR. ATWATER showed that four students who transferred to UAF
from UAA completed in the fall of 2019 and 28 are scheduled to
complete in spring 2020. Seven completed at UAS in the fall of
2019 and 24 are scheduled to complete in spring 2020.
DR. ATWATER said UA education graduates are well received. Each
year the three units participate in different surveys. One is of
the principals who hired the teachers eight months later. That
feedback is positive. The university uses the Network for
Excellence in Teaching (NExT) Survey, which is nationally
validated. NExt is used across the country so UA can compare
itself to national survey statistics. He showed the results of
the NExT Survey on slide 18.
CHAIR STEVENS asked if his assumption is that Alaskan students
who become teachers are more likely to remain in Alaska than
those hired from outside.
10:17:49 AM
DR. ATWATER replied UA knows that UA-prepared teachers are more
likely to stay in the profession longer in Alaska and stay at
the site of hire longer. It only makes sense when one thinks
about the logistics of moving to a remote community. Many of UA
candidates do their teaching in remote communities. These
teachers are Alaskans, while those from the lower 48 often have
a difficult adjustment.
DR. ATWATER said he would focus on what is happening in
Southcentral Alaska because he knows that is a concern. The
table on slide 21 summarizes what UAF is doing about UAA
students with face-to-face courses on the UAA campus. UAF has a
strong presence at UAA and this will only increase.
DR. ATWATER said one slide 22 shows the percentage of classes
taken online vs. face to face is the same in Anchorage and
Fairbanks. Much of the instruction is delivered by distance. At
UAS, the majority of the instruction is delivered by distance.
Students are taking advantage of multiple universities to pursue
their degrees. Online options are critical to that.
CHAIR STEVENS asked whether he thought the use of online classes
would increase in Anchorage and Fairbanks.
DR. ATWATER responded yes. It is also driven by need. Slide 23
captures the idea that there is not just one type of student
pursuing an education degree. The slide shows how students in
Southcentral have choices in location and course delivery
method. Student B, for example, lives in Anchorage and is
pursuing a Bachelor of Arts in elementary but takes classes from
UAF, UAA, and UAS. In the past there was criticism that courses
across the UA system did not transfer. Now the university is set
up to serve students in a variety of ways. The slide shows four
scenarios with different approaches to meet the needs of
students. All Anchorage students do not drive to the UAA campus
to take classes, and the transfer credits are working quite
well.
DR. ATWATER said the university is embracing the responsibility
of the recruitment and retention of teachers. One of the primary
ways is with the Alaska Statewide Mentoring Project. UA
President Johnsen supports that with the university budget.
Mentors are working with over 150 early career teachers in 26
districts. Districts are also spending their dollars on this. It
is a shared fiscal responsibility. Districts recognize the value
of this service.
10:23:25 AM
DR. ATWATER said the university has invested a lot of money into
Educators Rising, a national organization that helps steer high
school students to the teaching profession. Educators Rising has
a presence in more than 35 districts, and more than 100 students
will be in Fairbanks next month for the annual conference. It is
too early to know if this is leading to more teachers, but the
university is steering students into the profession in a
coordinated way that has not been done before. Districts are
also helping fund this effort.
DR. ATWATER pointed out that another service the university has
provided for years is Alaska Teacher Placement, a clearinghouse
for job vacancies, job fairs, and recruitment across the
country. It is funded by the university and by fees.
DR. ATWATER shared the history of Educators Rising on slide 25.
Districts at the high school level are taking ownership of
getting students interested in teaching. The university is
extending the curriculum into middle school.
DR. LAYER reviewed university initiatives on slide 26, Going
Forward. As described earlier, the university has established
programs in Southcentral to meet student needs. The university
must now inform students by coordinating websites, marketing,
recruiting, and advising them, so students will have clear ideas
of their options. UAF will continue to ramp up face-to-face
classes in Anchorage and hire additional faculty as students
return. Many students enrolled in the education program stepped
out this year to see what would happen, due to budget
uncertainty and to see what the university would do for
potential teachers. The university wants to assure these
students that pathways are available. For example, the
university is aligning curriculum across the campuses and is
working with the Department of Education and Early Development
(DEED) to prepare curriculum in areas such as reading.
10:27:14 AM
DR. LAYER said as Dr. Atwater pointed out, the university wants
to grow its own teachers with programs like Educators Rising and
to encourage students to consider the teacher profession.
DR. LAYER said this year has been a time to reflect to make sure
the university is on the correct pathway. This week President
Johnsen will give a similar presentation to the board outlining
a pathway and a process to look at where the university is
regarding the creation of the Alaska College of Education and
meeting teacher needs in Anchorage. The university will be
soliciting proposals from stakeholders to guide UA to better
meet state needs regarding teacher preparation. The university
has a tight timeline. It will get feedback from all constituents
this spring, look at the different options, and the board will
implement those processes in the current budget environment and
with current demographics.
10:29:03 AM
SENATOR HUGHES said she read an email from a teacher stating
that excellent teaching in reading has not been a strength of
higher education in Alaska. Senator Hughes pointed out that one
way a person could become a reading specialist is through an
approved graduate program. However, the reading specialists work
with the K-3 classroom teachers, some of whom came from the UA
system. She expressed concern if K-3 teachers have an impression
that the university does not equip them properly in reading
methods. She asked whether the university is teaching science-
based methods of teaching reading or if it needs to make
adjustments so their graduates will be passing proficient
readers out of their classrooms.
DR. ATWATER said:
To answer the last part of it, are we prepared to make
changes. Absolutely. As part of all of our processes
we're constantly changing, we're constantly improving,
so that would be a regular thing that we do. I don't
think that criticism is necessarily fair of the
university, I really don't. However, I would like you
to invite faculty members from UA to testify by
invitation to this committee about what they do. I do
have the learning outcomes for the reading courses.
This notion that somehow that UA dismisses the science
of reading is false. We are definitely teaching the
main components of reading. We are definitely working
very closely with the school districts once the
students are into the clinical setting of the
internship and the practicums that they do. I don't
believe that we're setting our teachers up for
failure. I think that's wrong."
He said the big five components that are referred to are a
standard part of the foundations of literacy courses. Students
are introduced to those right away and to interventions and
progress monitoring. He could go into greater detail, but he
feels the university is preparing students well to have success
in classrooms.
DR. ATWATER said from his own experience, comprehension is the
most important piece. This morning he looked at a fourth grade
sample question for the NAEP. The question and the passage
students have to read are complicated. It is not as simple as
some might assume and completely dependent on comprehension.
Since the Reading First Act in 2001, incredible attention has
been paid to some of the big five, but comprehension has not
been emphasized. As part of this process, he wants to make sure
that comprehension gets equal footing because ultimately, the
only reason to read is to comprehend.
10:34:10 AM
SENATOR HUGHES clarified that Dr. Atwater said the university is
adequately preparing teachers. She asked if he has tracked the
university-trained teachers to see if they are successful at
creating proficient readers in their classrooms. If the
university has not been tracking its teachers, she asked if that
is something it will do in the future. She offered her belief
that there is a breakdown in teacher preparation.
DR. ATWATER replied the university will be monitoring this more
aggressively than it has in the past. It is not fair to say that
the university was not cognizant of the need to prepare its
teachers to teach reading, but [SB 6] has heightened that
awareness. The surveys he shared earlier were broader and not
specific about teaching reading. However, the university's goal
is for its graduates to succeed in school districts. He
acknowledged that university students may not have been
introduced to a specific curriculum since the university does
not teach a specific one. Instead, the university teaches the
theory about why the curriculum is developed. The exposure to
reading instruction is driven primarily by the clinical
experience at the internship level. Teachers who show up in an
elementary school in Anchorage will have a very specific
expectation about curriculum. These teachers will have an
understanding of why that curriculum was developed, but the
teachers may not be familiar with the curriculum. That may
require additional training, he said.
SENATOR HUGHES said DEED is taking on the role [with SB 6] of
ensuring that teaching staff across the state receive
professional development so that teachers will be equipped with
methods. She said she hopes that the university will use that
same type of teaching, so that students graduating will have
that professional development and will not need DEED to retrain
them. She asked if he will review what DEED will teach existing
teachers, so that new teachers will have the same education and
be taught the same methods.
DR. ATWATER agreed that it would since the university's
responsibility is to serve K-12, but as things evolve, the
university will change its practices.
10:38:17 AM
CHAIR STEVENS said he was surprised that only 60 percent of
students who go through the teaching program go into teaching.
He expressed concern that 40 percent do not teach. He asked if
students are taking a year off.
DR. ATWATER clarified that percentage relates to the year
following graduation, and the percentage of graduates who go
into the field of teaching increases over time. For example,
some teachers may seek a specific job in their community or
their decision may be connected to family relationships. A
higher percentage of teachers who already have a bachelor's
degree and complete the intensive MAT (Master of Arts in
Teaching) or MEd (Master of Education) go straight into
teaching. These education students are typically older and more
focused than a 22-year-old graduating with a bachelor's degree.
CHAIR STEVENS expressed interest in receiving the statistics for
five years after graduation.
SENATOR BEGICH disclosed that he runs a scholarship program that
funds students who predominantly go to the University of Alaska
system for education or public service. For the first time in
five years, those applying to go into the field of education is
significantly higher than in the past. He does not know if it is
connected yet to efforts like Educators Rising, but it is a
little good news.
DR. LAYER displayed slide 28 and noted the decline in enrollment
at all the universities since 2011 reflects a national trend in
higher education. Alaska has one of lowest college rates in the
country, which perhaps reflects the idea that college education
in Alaska is not necessary to get a good job, but as the state
transitions into more of an information economy, these jobs will
need more college-educated graduates in the workforce.
10:42:58 AM
DR. LAYER said that in the fall 2019, UAA had a larger dip in
enrollment, which is a concern. Many factors regarding student
loans, the budget, and programs control that. That is something
the university needs to continue to work on. He said he would
not highlight what each university is doing to improve
recruitment, retention, and graduation. As a system, the
university has programs to bring students to the university, but
each university has its own demographics and region and its own
specialization. It is not a one-size-fits-all. Each university
has developed its own strategy to reach its own markets.
DR. LAYER shared that UAA is looking at the student experience
and the first semester is the most critical. UAA has focused on
Southcentral to recruit students, as well as statewide, and on
that key first year experience. UAA has developed new tools to
reach students and has ads about the unique aspects of UAA.
DR. LAYER showed UAA's major approaches to impact student
success outcomes on slide 32. He said every employee at every
one of the universities is a recruiter and retention specialist.
That is the culture the university is building. It is not just
the advising center's role.
DR. LAYER said UAA is starting to see some effects. Slide 34
shows the percent of students enrolled in math and writing their
first semester. Students are getting better placement into
courses right away, which allows quicker progression.
10:46:46 AM
DR. LAYER emphasized that for all the universities these are
data-driven initiatives. UAF is looking at performance
indicators for student success, how to target and prioritize
student recruitment, and how to support students moving forward.
One example of that is the Nanook Pledge, a merit scholarship
for incoming first-year, transfer, and readmitted students. One
issue is affordability and concern about debt at all the
universities. Next to Utah, Alaska has the most debt averse
students. Students are reluctant to take on debt and will
postpone going to university or stop going to university to
avoid debt. The Alaska Performance Scholarship no longer covers
tuition. That scholarship and other state scholarships do not
cover the full cost of tuition. UA is more affordable than its
peers, but it is still an investment that students are sometimes
reluctant to make.
SENATOR BEGICH said that was one of his concerns about UAA
lacking accreditation. From his personal experience, all the
students from the Anchorage area who have applied to his
scholarship program are from lower-income brackets. More
promotional material from the university about distance learning
opportunities might address the debt and other issues.
DR. LAYER said the strategies he was sharing are for all
programs, not just education programs. UAF has moved a number of
programs completely online to compete with other schools that
are recruiting Alaskan students. UA wants to show those students
that the Alaskan education experience is superior because of the
way it can reach students.
SENATOR HUGHES noted that Alaska has 10,000 students per grade
level cohort, which means about 40,000 high school students.
Senator Stevens has a middle college school bill. The university
is down about 10,000 students since 2011. For some districts,
university enrollment cost less per student than high school
enrollment. It seems that partnerships with districts should be
happening.
SENATOR HUGHES shared that she saw a short testimony of a fellow
who had access to Khan Academy while he was incarcerated for 15
years. Now he is at Stanford University. Alaska releases about
15,000 offenders each year and a high percentage of them
struggled academically with reading. She hopes that can be
changed within prison walls because to reduce crime and victims,
offenders coming out need to lead meaningful, productive lives
and have careers. She challenged the university to consider how
to partner with the Department of Corrections. She opined that
prisons need Internet access for education and job-seeking
purposes. She calculated that between high school and offenders,
the university has a possible 55,000 enrollees.
10:52:22 AM
DR. LAYER said UAF has a pilot program with the Fairbanks
correctional facility for creative writing. Some other programs
are being developed to reach that population. For high school
students, less than 50 percent of graduates go to any level of
higher education. UA has middle colleges with Mat-Su and
Anchorage. A middle college is starting this fall with Fairbanks
North Star School District. UAF also has agreements with over 30
school districts for virtual middle college. It is a voluntary,
pilot program. It seems to be growing rapidly. Middle college is
win-win-win for all parties involved, and the university wants
to grow it.
DR. LAYER noted that UA is examining how to make sure Alaskan
students complete the FAFSA (Free Application for Federal
Student Aid) so students can identify available federal aid
since Alaska has one of the lowest FAFSA completion rates in the
country. For example, UAF e-Campus has created an online
financial literacy class that will be part of middle college
programs and students will complete the FAFSA during the class.
DR. LAYER said since UAF is a research university, it takes a
more aggressive stance on recruiting out of state students.
DR. LAYER said one of seven Alaskans falls into the category of
having some college but no degree. The university attempts to
offer students who are in the workforce micro credentials in
their fields.
DR. LAYER added that UAS is using data for enrollment strategies
by looking at and targeting markets. He wanted to show that each
university understands its target audience and is drawing on its
strengths and reginal areas. He mentioned that community
campuses are working with industry partners to provide career
and technical skills students need.
CHAIR STEVENS thanked Dr. Layer and Dr. Atwater for the
presentation.
10:57:14 AM
There being no further business to come before the committee,
Chair Stevens adjourned the Senate Education Standing Committee
at 10:57 a.m.