Legislature(2021 - 2022)BUTROVICH 205
03/10/2021 09:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB80 | |
| SB72 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 72 | TELECONFERENCED | |
| *+ | SB 80 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
March 10, 2021
9:01 a.m.
MEMBERS PRESENT
Senator Roger Holland, Chair
Senator Gary Stevens, Vice Chair
Senator Shelley Hughes
Senator Tom Begich
MEMBERS ABSENT
Senator Peter Micciche
COMMITTEE CALENDAR
SENATE BILL NO. 80
"An Act relating to mental health education."
- HEARD & HELD
SENATE BILL NO. 72
"An Act relating to civics education, civics examinations, and
secondary school graduation requirements; and providing for an
effective date."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: SB 80
SHORT TITLE: PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
SPONSOR(s): SENATOR(s) GRAY-JACKSON
02/12/21 (S) READ THE FIRST TIME - REFERRALS
02/12/21 (S) EDC, HSS, FIN
03/10/21 (S) EDC AT 9:00 AM BUTROVICH 205
BILL: SB 72
SHORT TITLE: SEC. SCHOOL CIVICS EDUCATION
SPONSOR(s): SENATOR(s) STEVENS
02/05/21 (S) READ THE FIRST TIME - REFERRALS
02/05/21 (S) EDC, CRA
03/10/21 (S) EDC AT 9:00 AM BUTROVICH 205
WITNESS REGISTER
SENATOR ELVI GRAY-JACKSON
Alaska State Legislator
Juneau, Alaska
POSITION STATEMENT: Sponsor of SB 80.
DELANEY THIELE, Intern
Senator Elvi Gray-Jackson
Juneau, Alaska
POSITION STATEMENT: Presented the sectional analysis for SB 80.
SHIRLEY HOLLOWAY, Ph.D., President
National Alliance on Mental Illness (NAMI) National Board
Vice President
NAMI Alaska
Anchorage, Alaska
POSITION STATEMENT: During the hearing on SB 80, testified about
the importance of mental health curriculum.
TIM LAMKIN, Staff
Senator Gary Stevens
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented SB 72 on behalf of the bill
sponsor.
MICHAEL JOHNSON, Ph.D., Commissioner
Alaska Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Spoke in support of SB 72.
LEM WHEELES, representing self
Anchorage, Alaska
POSITION STATEMENT: During the hearing on SB 72, testified about
the importance of civics education.
ACTION NARRATIVE
9:01:34 AM
CHAIR ROGER HOLLAND called the Senate Education Standing
Committee meeting to order at 9:01 a.m. Present at the call to
order were Senators Stevens, Begich, Hughes, and Chair Holland.
SB 80-PUBLIC SCHOOLS: MENTAL HEALTH EDUCATION
9:02:09 AM
CHAIR HOLLAND announced the consideration of SENATE BILL NO. 80
"An Act relating to mental health education."
9:02:39 AM
SENATOR ELVI GRAY-JACKSON, Alaska State Legislature, Juneau,
Alaska, sponsor of SB 80, read the sponsor statement:
SB 80 amends the existing health education curriculum
statute to include mental health curriculum in all K-
12 health classrooms to adequately educate students on
vital information pertaining to mental health
symptoms, resources, and treatment.
Currently, the health curriculum guidelines include
prevention and treatment of diseases; learning about
"good" health practices including diet, exercise, and
personal hygiene; and "bad" health habits such as
substance abuse, alcoholism, and patterns of physical
abuse. But the guidelines do not address mental
health.
Following passage of SB80, the Alaska State Board of
Education and Early Development and the Alaska
Department of Education and Early Development (DEED)
will develop guidelines for instruction in mental
health in consultation with the Alaska Department of
Health and Social Services (DHSS) and representatives
of national, state, and tribal mental health
organizations. Such organizations include, but are not
limited to, the National Council for Behavioral
Health, Providence Health and Services Alaska,
Southcentral Foundation, Anchorage Community Mental
Health Services, Inc., North Star Behavioral Health
System, and the National Alliance on Mental Health
Illness Alaska. The standards will be developed in
consultation with counselors, educators, students,
administrators, and other mental health organizations
to form effective guidelines for school boards,
teachers, and students.
After standards have been developed, the Alaska State
Board of Education and Early Development and DEED will
be responsible for implementation throughout the
Alaska school system. As with existing health
education curriculum, the DEED, the DHSS, and the
Council on Domestic Violence and Sexual Assault will
provide technical assistance to school districts in
the development of personal safety curricula. An
existing school health education specialist position
will assist in coordinating the program statewide.
The State has a responsibility to treat the current
mental health crisis in Alaska as a serious public
health issue. By creating mental health education
standards and encouraging schools to teach a mental
health curriculum, SB80 aims to decrease the stigma
surrounding mental illnesses and increase students'
knowledge of mental health, encouraging conversation
around and understanding of the issue.
9:05:22 AM
DELANEY THIELE, Intern, Senator Elvi Gray-Jackson, Juneau,
Alaska, presented the sectional analysis for SB 80:
Section 1: This section adds intent language stating it is
the intent of the Legislature that the Board of Education
and Early Development develop guidelines for instruction in
mental health in consultation with representatives of
mental health organizations and regional tribal health
organizations, including the National Council for
Behavioral Health, Providence Health and Services Alaska,
Southcentral Foundation, Anchorage Community Mental Health
Services, Inc., North Star Behavioral Health System, and
the National Alliance on Mental Health Illness Alaska.
Section 2: This section amends AS 14.30.360 by removing the
word "physical" when referencing instruction for health
education and adding "mental health" to the list of
curriculum items each district includes in their health
education programs.
Section 3: Amends AS 14.30.360 by clarifying that health
guidelines developed by the Board of Education and Early
Development must provide standards for instruction in
mental health and be developed in consultation with the
Department of Health and Social Services and
representatives of national and state mental health
organizations.
Section 4: Amends the uncodified law of the State of Alaska
by adding a new section to read "the state Board of
Education and Early Development shall develop the mental
health guidelines required by AS 14.30.360(b), as amended
by sec. 3 of this Act, within two years after the effective
date of this Act."
SENATOR GRAY-JACKSON presented a video about the issues of
mental health for young people in Alaska.
SENATOR GRAY-JACKSON advised that the companion bill to SB 80 is
HB 60, sponsored by Representative Claman.
9:11:44 AM
CHAIR HOLLAND commented that COVID-19 has not improved the
situation, and some schools are back to in-person learning
because of the high incidence of depression among students.
SENATOR STEVENS shared that on the news last night he saw a
fascinating story about suicide. He said people don't talk about
suicide because they are afraid it may increase the likelihood
of suicide, but that is not true. He said he assumes that this
program will talk about childhood suicide because it is becoming
more and more of a problem because of COVID. He hopes that will
be addressed in this program.
SENATOR GRAY-JACKSON confirmed that suicide will be talked
about. She noted that her office has a letter of support from an
organization that deals with suicide prevention.
9:13:57 AM
SENATOR HUGHES referenced Section 2, and said it sounds like
districts are not mandated to have health classes. They are
simply encouraged to initiate and conduct such a program. She
asked if all districts are conducting some sort of health
program and if any are already weaving this type of material
into their programs.
SENATOR GRAY-JACKSON answered that mental health education is
not being addressed, and that is the reason for bringing the
bill forward. She said she would follow up with a response to
the first question.
SENATOR HUGHES said that she agreed with Senator Stevens that it
is in an important discussion, but she would be concerned about
the curriculum for younger kids. She would want to know what
that curriculum might look like. She asked Senator Gray-Jackson
if she had any examples of what other states have done.
SENATOR GRAY-JACKSON responded that she would get that
information.
9:15:26 AM
SENATOR BEGICH noted that he is one of the legislative
representatives on the Suicide Prevention Council as. He shared
that during the meeting last month he learned that rates of the
flu and other communicable diseases have gone down during the
pandemic but not rates of suicide in young people, so this
legislation is timely. He has seen that the curriculum for
suicide prevention generally focuses on developmental assets in
early ages. It is more a positive curriculum rather than one
talking about suicide. Then it shifts as students get older. As
in when the legislature dealt with the teen dating issue, the
Bree Moore case, the whole nature of the curriculum must be
designed to meet the developmental needs of the students. That
is why the Department of Education and Early Development (DEED)
is involved in curriculum development, so that it is
developmentally appropriate. That is what he would hope DEED
would do, using the best material from other states.
CHAIR HOLLAND moved to invited testimony.
9:17:13 AM
SHIRLEY HOLLOWAY, Ph.D., President, National Alliance on Mental
Illness (NAMI) National Board, Vice President, NAMI Alaska,
Anchorage, Alaska, Anchorage, Alaska, said that she is a former
commissioner of the Department of Education and Early
Development. She found NAMI after she lost her daughter, who
lived with mental illness, to suicide. NAMI is the largest
grassroots mental health organization in the nation. NAMI helps
families build better lives. Its signature programs are
evidence-based. She thanked Senator Gray-Jackson for sponsoring
SB 80. Education, early recognition, and intervention and
prevention are key to minimizing mental health issues that are
common in youth and adolescents and hopefully in eradicating the
long-term disabilities caused by mental illness. It is so vital
that Alaska's education system create a comprehensive mental
health curriculum. Proper mental health is crucial to overall
well-being, which is why mental health should be incorporated
into existing health education curriculum, programs, and
courses. Incorporating mental health education and addressing
the myths that surround mental illness creates a broader
understanding of psychiatric diseases, which will decrease
stigma for those living with mental illness. Disseminating
accurate information to schools and communities will increase
the likelihood that children and teens struggling with symptoms
are not viewed negatively by their peers. If that can be done,
it increases the odds that youth will accept treatment, and lead
to improved outcomes generated by early intervention.
9:20:24 AM
DR. HOLLOWAY said that she applauded the young people speaking
on the video. Fifty percent of mental illness develop by age 14;
75 percent by age 24. Seventy to 80 percent of children living
with mental illness do not receive treatment. This leads to
decreased performance in schools. Twenty-two million adolescents
aged 12-17 have experienced a major depressive episode, and the
estimate is that 60 percent did not receive any help or
treatment. The dropout rate for children with severe emotional
and mental health issues was twice that of other students.
According to the 2017 Youth Risk Behavior Survey, one in three
Alaskan students reported feeling sad or hopeless almost every
day for two weeks in the past year and 22.8 percent have
seriously considered suicide. This was all pre-pandemic. This
last year, with the isolation and associated issues,
significantly more children were seen in emergency rooms with
mental health issues. The Centers for Disease Control reports
that beginning in April 2020 that the rates of children's mental
health emergency room visits increased and remained elevated
through October.
DR. HOLLOWAY said that strengthening Alaska's existing public
health curriculum to include mental health education and
awareness will teach students to recognize the warning signs of
mental distress and provide them with the language and resources
to connect to help. This legislation expands existing health
education requirements to include mental health in all K-12
health classroom. She thanked the committee for considering the
importance of this legislation. In these challenging times it is
more important than ever to take action to address mental health
and to provide guidance and hope to all impacted by mental
health issues. There is no physical health without mental
health.
SENATOR STEVENS asked if she had any reflection on whether
discussing suicide with a child might be dangerous because it
could plant the idea in their mind. He noted that Senator Hughes
asked at what age the conversation would be appropriate.
9:23:39 AM
DR. HOLLOWAY replied that she learned so much from the NAMI
National chief medical officer. He made it clear that the
evidence shows that not talking about it is dangerous. It needs
to be brought out of the dark and into the open. As Senator
Begich said, the curriculum is developmentally appropriate. The
ones she has seen start in kindergarten and it is about
feelings. Later suicide ideation starts to be broached. It must
be carefully developed and developmentally appropriate. It could
begin in middle school. It has to begin early but has to be
appropriate. There is lots of good material that she could
provide.
SENATOR HUGHES said that she would like to hear from school
districts. She just read [Anchorage School District
Superintendent] Dr. Bishop's letter and is wondering if
districts are already planning to incorporate something. Nothing
prohibits that. She asked if the committee could see any
curriculum that districts have adopted.
SENATOR GRAY-JACKSON said she will look into that and speak with
Dr. Bishop.
9:27:11 AM
CHAIR HOLLAND thanked Senator Gray-Jackson for bringing this
important topic up.
He held SB 80 in committee.
9:27:24 AM
At ease
SB 72-SEC. SCHOOL CIVICS EDUCATION
9:28:37 AM
CHAIR HOLLAND reconvened the meeting and announced the
consideration of SENATE BILL NO. 72 "An Act relating to civics
education, civics examinations, and secondary school graduation
requirements; and providing for an effective date."
He called on bill sponsor Senator Gary Stevens to introduce the
bill.
9:28:49 AM
SENATOR GARY STEVENS, speaking as sponsor of SB 72, said that as
a retired history professor, this is a shocking time in the
nation's history. He cited the examples of the Capitol invasion
and tearing down statues related to American history. This is a
challenge to civics education in this country. He wishes he
could have gotten some of the people who invaded the Capitol in
a classroom to talk about the importance of civics education.
One of his favorite parts of American history is the writing of
the Constitution in 1787. After hours had been spent writing the
Constitution in Independence Hall in Philadelphia, the delegates
walked out. A lady asked Benjamin Franklin if this was a
republic or a monarchy and his response was, "A republic, if you
can keep it."
9:30:15 AM
SENATOR STEVENS said the country is having trouble keeping that
republic. Many Americans have trouble passing the civics test,
which has 128 questions. Immigrants, incoming citizens, are
expected to pass it at a certain level. They are simple
questions. What is the First Amendment? How many amendments are
there? What are the branches of government? What do they do?
What is the purpose of the Declaration of Independence? These
are simple questions that every citizen should be able to
answer. It is important to help students become American
citizens.
9:31:32 AM
TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, Juneau, Alaska, said there is a volume of evidence
to support the bill, research, articles, commentary, and data.
This bill sets an exit exam on civics competency for graduating
seniors. There is a 128-question test administered by the U.S.
Citizenship and Immigration Services, Department of Homeland
Security that has been used for quite some time. Of those 128
questions, 20 questions are randomly selected and an applicant
must answer 12, or 60 percent, correctly. The last time the
legislature visited this subject was in 2017. At that time, 92
percent of those taking the test passed it. At that same time,
in Arizona only 3 percent of graduating seniors were passing the
test and 4 percent in Oklahoma. At that time, nine other states
had passed a law just like this and 26 other states had active
legislation proposing it. He is researching how many states have
passed similar laws to date. A substantial amount of research
and commentary supports this. There are other components of
civics education, but at the end of the day, the purpose is to
include this test or at the least have a component in the annual
report from the Department of Education and Early Development to
keep it on the radar. Teacher Lem Wheeles will testify. He
participated in a civics taskforce in 2016-2017 that resulted in
this proposal.
9:34:19 AM
SENATOR HUGHES asked if he knew the passing rates on the civics
tests in the nine states that require it. She would hope that it
is better than 3 or 4 percent.
MR. LAMKIN answered that he did not have that information in
front of him, but he can say that as a result of that test, the
passing rate and knowledge of civics substantially improved.
SENATOR BEGICH noted he mentioned that the federal test requires
a random selection of 20 questions and a 60 percent score. This
bill on page one, lines 7-9, reads receives a score of at least
60 percent on an examination consisting of at a minimum the 128
questions. Those are very different standards. He asked if the
intent is 60 percent on 128 or more questions or 60 percent for
20 randomly-selected questions.
MR. LAMKIN answered that the intent of the bill is to align with
the federal standards, which is 60 percent of those 20
questions.
SENATOR BEGICH said he believes that is the intent. The way it
is worded would perhaps send the message that a student must get
60 percent of the 128 questions. It says of the test used by
United State Citizenship. There could be a simple clarification
in a technical amendment.
MR. LAMKIN replied that is a policy call. He would shoot for the
higher target of 60 percent of the 128.
CHAIR HOLLAND asked Mr. Lamkin to present the sectional.
9:37:27 AM
MR. LAMKIN presented the sectional analysis for SB 72:
Section 1:
AS 14.03.076, relating to public schools, adds a new
section requiring high school seniors to pass a civics
competency exam in order to receive a diploma. This is the
same examination administered by the U.S. Department of
Homeland Security for immigrants seeking U.S. citizenship.
Section 2:
AS 14.07.168, relating to reporting requirements of the AK
State Board of Education and Early Development, to include
in their biennial report a description of civics education
curriculum in the state, and of the success rate of the
exam described in section 1.
Section 3:
Provides for an effective date of July 1, 2022.
CHAIR HOLLAND called on Commissioner Johnson.
9:38:38 AM
MICHAEL JOHNSON, Ph.D., Commissioner, Alaska Department of
Education and Early Development, Juneau, Alaska, gave the
following speech:
I want to especially thank Senator Stevens who has not
waivered, for years, in making sure that our public
education system is built upon the purpose of civics
education. We can all regret that more policy makers in our
country have not shared in his efforts.
Civics education is not a new innovation, it is timeless
wisdom that we have forgotten.
Plato said, schools should create good men [and women] who
act nobly.
If we have an education system that does less, all our
other efforts for life, liberty, and the pursuit of
happiness will be thwarted.
According to a study from the Woodrow Wilson National
Fellowship Foundation, only 36 percent of Americans passed
a multiple-choice US citizenship test.
Less than 25 percent know why we fought the British.
Only 24 percent could name a single thing Benjamin Franklin
was famous for. Thirty-seven percent think he invented the
lightbulb.
Here's the proof in the pudding that Senator Stevens is
right to introduce this bill: 74 percent of people sixty-
five and older scored the best, answering at least six out
of every ten questions correctly. Only 19 of those forty-
five and younger passed - that's 81 percent scoring 59
percent or lower on the exam.
9:41:00 AM
This bill is not a new coat of paint on our public
education system - it is a much-needed effort to repair the
foundation.
Civics education is about purpose. A public education
system without clear purpose is more expensive,
ineffective, and corrosive to our society. A public
education system with purpose is more efficient, more
effective, and improves our society.
The Legislature's purpose statement is clear: AS.14.03.015
It is the policy of this state that the purpose of
education is to help ensure that all students will succeed
in their education and work, shape worthwhile and
satisfying lives for themselves, exemplify the best values
of society, and be effective in improving the character and
quality of the world about them.
That's a great description of the outcome of an education
purposed with civics. It is also the State Board's Vision
statement.
We spend over 160 billion pennies each year on our public
education system, every single one should have a purpose
related to civics education.
In closing, let me say that I realize expectations are low
this session. There are some that say we can't do policy
work because of the pandemic and our budget situation.
But this committee is proving otherwise. You have a suite
of bills before you, including reading (which is essential
for any kind of civics education), virtual education,
innovative funding increases, and middle college. Any
single one of those bills would be impactful, but together,
they reveal our priorities.
9:43:04 AM
These past months, my fear has been that we will lower the
bar, that we will settle for less. We all want schools to
be open, but I sure hope that's not our new benchmark. Open
is good - purposeful and effective is essential.
Mr. Chair, and members of this committee. I know the hours
you are all spending working on these bills. Thank You, Mr.
Chair for working closely with each committee member and
their staffs. This committee can buck the trend and produce
a package of bills that, even during a year of
unprecedented difficulty, can restore, build, and excel our
public education system.
A few months after giving his go to the moon speech, John
Kennedy addressed a growing public questioning of why - why
spend all that money. He said at a speech later that year,
"We choose to go to the moon in this decade and do other
things, NOT because they are easy, but because they are
hard, because that goal will serve to organize and measure
the best of our energies and skills." Going to the moon,
was about making America better, not about improving the
moon.
9:44:43 AM
Let's not storm the capitol, let's teach kids to read.
Let's inspire them to run for school board, run for mayor,
and run for the legislature. Let's show them how to work
together to create good policy. Let's teach them to value
liberty and never take it for granted. Let's show them how
to embrace what is difficult BECAUSE it makes us better and
more thankful.
In his original moon speech he said, "For while we cannot
guarantee that we shall one day be first, we can guarantee
that any failure to make this effort will make us last."
How can I help you make this effort on all of these bills?
9:45:43 AM
SENATOR STEVENS thanked the commissioner for his inspiring
thoughts and said he wished more people could hear what he said.
He said the legislators are inspired and have high expectations
with no intention of lowering the bar. Legislators are always
accused whenever they meddle in education of passing another
unfunded mandate. He asked him to reflect on the unfunded
mandate issue.
COMMISSIONER JOHNSON responded that it often comes up, even
about reading. He rejects that notion but would invite the
conversation. If folks want to have a conversation about
unfunded mandates, there should be a conversation about what is
being funded that is unmandated. Then there could be clarity
about the purpose of the public education system.
CHAIR HOLLAND called on Lem Wheeles.
9:46:55 AM
LEM WHEELES, representing self, Anchorage, Alaska, stated he is
a social studies teacher at Dimond High School in Anchorage. He
has taught U.S. Government to seniors for all of his 17 years of
teaching. He also teaches Advanced Placement U.S. Government. He
is a proponent of civics education and appreciates Senator
Stevens' long-standing commitment to expanding civics education
in the state. To address Senator Begich's comments about the
number of questions and passing percentage, he has used the
citizenship exam with his seniors as a preassessment and
summative assessment to measure progress. He has struggled with
the number of questions he should be giving. He reviewed the
U.S. Citizenship and Immigration Services website before his
testimony, and it has changed the set of questions. In 2008
there was a set of 100 questions and the required score was six
of 10. In 2020, the agency went to the 128-questions set and the
score was 12 out of 20 questions. As of the beginning of March,
the agency is returning to the 100 questions and the score of
six out of 10. The committee should review that to make sure the
bill matches the federal test as it changes.
9:49:08 AM
MR. WHEELES stated that his mission as an educator is to prepare
his students to be engaged citizens in the U.S. republic. In a
normal schoolyear, he asks his government students to complete a
project in experiencing government firsthand. When he introduces
this "citizen project," he tells students about his experience
studying French. He was never fluent in French despite studying
it for 10 years because he never went to a French-speaking
county. Similarly, he can teach all sorts of facts about
government to students, but until they experience it first-hand,
they will not develop fluency. The students choose a variety of
way to engage in government, including registering to vote and
voting if there is an election, registering for selective
service, filing for their PFD check, attending assembly
meetings, or writing a letter to a public official. The final
piece of the project is to write a reflection about what they
learned. In addition to teaching the content prescribed by the
Alaska content standards for government and citizenship, he
strives to offer authentic opportunities for his students to
engage with government. He has hosted a variety of government
officials in his classrooms. They experience the powerful lesson
that government is made up of human beings.
9:51:15 AM
MR. WHEELES said the Constitution begins with "we the people"
and government only functions well when the people participate
in it. He applauded Senator Stevens' efforts with SB 72,
although he has some points to ponder on its approach. The bill
calls for students to answer all 128 questions from the U.S.
citizenship exam with a score of 60 percent. That is fine for
ensuring subject knowledge, but the logistics of the bill
probably need development. First, the U.S. citizenship test will
be the one used prior to 2020. The language in the bill will not
match the citizenship test. Second, prospective citizens only
have to answer six of the 10 questions correctly. Instructional
time is scarce, and administering an exam of 100 or 128
questions will take at least two hours of class time, plus the
scoring time. The bill doesn't indicate if students can retake
the exam if they don't pass the first time. If so, how many
times and when. Most districts offer government class senior
year. Some students won't be ready to take this exam until late
in senior year. The margin for error with graduation on line is
thin. Before mandating students complete the citizenship exam,
consider requiring a semester-long government or civics course
to graduate. Regulation 4 AAC 06.075 outlines the state's
graduation requirements. A government or civics course is not
required by the state. Probably many school districts require
it, but not the state.
MR. WHEELES said if the legislature is serious about improving
the level of civics education, then he would urge greater
investment in the public education system. The Base Student
Allocation has been flat for several years, and it is a losing
battle to attract and retain quality educators. He loves what he
does, but it is becoming increasingly difficult to continue
teaching in Alaska as budgets shrink relative to inflation, as
real income decreases for teachers, as classroom size increases.
Teachers like him are the solution the legislature is seeking.
He wants to continue to help young people see their role in a
democratic republic. He urged the committee to amend the bill to
require a government or civics course before an exam and then
provide public schools with the resources to get the best
possible teachers for those courses. That is what makes the most
impact.
9:54:55 AM
SENATOR BEGICH commented on the consequences of requiring a
civics exam for graduation versus the consequences of not having
a civics exam. He related that his schooling included two years
of government and two years of U.S. History. It imbued a respect
for the Constitution, civil discourse, and civic values. He
acknowledged that the bill would impose an increased burden on
teachers if U.S. government and U.S. History classes were
mandated, but said he supports that. He expressed profound
concern about what people have spouted since January about their
views of the Constitution, because many of those views are
irreconcilable with what the Constitution actually says and
does. They demonstrate an alarming lack of education. He
mentioned the Texas Board of Education that selects textbooks in
such large quantities that it skews the market. For example, a
major political party criticized critical thinking as part of
its platform. Given the current situation, he asked what has to
be done to ensure that citizens can be citizens in this country
when the state has finite resources.
9:58:05 AM
MR. WHEELES replied that he has noticed over nearly two decades
a heavy emphasis on STEM [Science, Technology, Engineering,
Mathematics] topics. The perception is that the United States is
falling behind in those areas and they need to be beefed up. A
lot of times that comes at the expense of social sciences. Even
in the Anchorage School District, which requires a government
class to graduate, the offerings of his social studies
department at Dimond have shrunk 50 percent over the last 17
years. There are now very few social sciences electives because
STEM is such a district priority. He fears that government could
be on the chopping block if not required by state statute or
regulation. There is a tendency in society to be suspicious of
people teaching about government. There is a wrong-headed belief
that all teachers are liberal and anything related to politics
in the classroom means students are being indoctrinated. He is a
conservative and registered Republican, but he doesn't push his
beliefs on his students.
10:00:29 AM
MR. WHEELES said he tells his students to start thinking for
themselves. That critical piece is important and not something
that can be tested. He doesn't oppose the notion of ensuring
students have mastered government and citizenship. That is
critical. The content and performance standards that may have
been written in 1997 are quality standards. He understands that
DEED will look at those this summer. For the final exam for his
students, he gives them the government and citizenship standards
and asks them to write to prove that they meet some of them.
That gives him a better understanding of what they have learned
than questions with straightforward answers, as opposed to
questions like what it means to live in a republic and what is
your role in a democratic society. He doesn't know that there is
a legislative solution for that. It is easy to test for
knowledge, but more difficult to find what students have grasped
and their critical thinking. To achieve that, the state needs
the best teachers possible in classrooms. The state needs good
teachers with manageable numbers of students to set up the
opportunities to engage students in a variety of activities.
SENATOR BEGICH shared that Marjorie Menzies helped establish
those standards in the '90s and he served on that committee that
wrote the standards. He asked what good is STEM without the
ability to have a democratic government.
10:04:19 AM
SENATOR STEVENS commented that public education was established
to create citizens and Mr. Wheeles is doing that. The question
for students about their role in a republic is crucial. He would
appreciate any of Mr. Wheeles' students letting the committee
know how they feel.
CHAIR HOLLAND asked if any of his students are listening.
MR. WHEELES answered that it is spring break, but he plans to
share the recording with them.
SENATOR HUGHES asked how many districts require government for
graduation.
MR. LAMKIN said he is actively polling for that information.
SENATOR STEVENS said the National Conference of State
Legislators had a wonderful program many years ago called
Legislators in the Classroom. He encouraged all legislators to
participate.
SENATOR BEGICH suggested that Mr. Wheeles invite the committee
members to his classrooms.
CHAIR HOLLAND added that the important thing is that they
understand that they are just people.
10:06:59 AM
CHAIR HOLLAND held SB 72 in committee.
10:07:45 AM
There being no further business to come before the committee,
Chair Holland adjourned the Senate Education Standing Committee
meeting at 10:07 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 80 NAMI Alaska letter of support.jpeg |
SEDC 3/10/2021 9:00:00 AM |
SB 80 |
| SB80 Sponsor Statment.pdf |
SEDC 3/10/2021 9:00:00 AM SFIN 2/8/2022 1:00:00 PM SFIN 3/14/2022 9:00:00 AM |
SB 80 |
| SB80 Suppoting Documents.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 80 |
| SB80 Written Testimonies.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 80 |
| Sectional Anaylsis FOR SB80.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 80 |
| SB 72 Fiscal Note.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 72 |
| SB072_Civics_Sectional_version A.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 72 |
| SB072_Civics_Research_RAND_Focus-on-Civic-Ed_08Dec2020.pdf |
SEDC 3/10/2021 9:00:00 AM SFIN 2/1/2022 1:00:00 PM |
SB 72 |
| SB072_Civics_Research_Links-to-Resources.pdf |
SEDC 3/10/2021 9:00:00 AM SFIN 2/1/2022 1:00:00 PM |
SB 72 |
| SB072_Civics_Research_128-Test-Questions.pdf |
SEDC 3/10/2021 9:00:00 AM SFIN 2/1/2022 1:00:00 PM |
SB 72 |
| SB072_Civics_Research_WSJ_02March2021.pdf |
SEDC 3/10/2021 9:00:00 AM SFIN 2/1/2022 1:00:00 PM |
SB 72 |
| SB80 Letter of Support.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 80 |
| SB072_Civics_Sponsor-Statement_10Feb2021.pdf |
SEDC 3/10/2021 9:00:00 AM |
SB 72 |