Legislature(2023 - 2024)BELTZ 105 (TSBldg)
03/29/2023 03:30 PM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB99 | |
| Presentation Alaska Native Science and Engineering Program | |
| Presentation Alaska Excel | |
| Presentation Career and Technical Education in the Bering Straits Region: a Nome-based Regional Training Center Perspective | |
| Presentation Alaska Technical Center and Star of the Nw Magnet School | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 99 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
March 29, 2023
3:30 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
SENATE BILL NO. 99
"An Act establishing a financial literacy education course for
public schools; and providing for an effective date."
- HEARD AND HELD
PRESENTATION: ALASKA NATIVE SCIENCE AND ENGINEERING PROGRAM
- HEARD
PRESENTATION: ALASKA EXCEL
- HEARD
PRESENTATION: CAREER AND TECHNICAL EDUCATION IN THE BERING
STRAITS REGION: A NOME-BASED REGIONAL TRAINING CENTER
PERSPECTIVE
- HEARD
PRESENTATION: ALASKA TECHNICAL CENTER AND STAR OF THE NW MAGNET
SCHOOL
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: SB 99
SHORT TITLE: FINANCIAL LITERACY COURSE IN SCHOOLS
SPONSOR(s): SENATOR(s) WIELECHOWSKI
03/10/23 (S) READ THE FIRST TIME - REFERRALS
03/10/23 (S) EDC
03/29/23 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
WITNESS REGISTER
SENATOR BILL WIELECHOWSKI, District K
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Testified as the sponsor of SB 99.
KAILI SPENCER, Staff
Senator Bill Wielechowski
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided the presentation Financial Literacy
and the sectional analysis for SB 99.
LEOLA RUTHERFORD, Teacher
Girdwood School
Girdwood, Alaska
POSITION STATEMENT: Testified by invitation on SB 99.
DEBORAH RIDDLE, Operations Manager
Division of Innovation and Education Excellence
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Answered questions on SB 99.
HERB SCHROEDER, Vice Provost
Alaska Native Science and Engineering Program
University of Alaska Anchorage
Anchorage, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Native Science and Engineering Program.
MICHAEL ULROAN, Senior Director
Acceleration Academy
Alaska Native Science and Engineering Program
Anchorage, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Native Science and Engineering Program.
CAROL WILSON, Executive Director
Alaska Excel
Anchorage, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Excel program.
CHRISTA WILSON, Finance Director
Alaska Excel
Anchorage, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Excel program.
BILLIJO MILLS, Deputy Director
Alaska Excel
Anchorage, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Excel program.
DOUG WALRATH, Director
Northwestern Alaska Career and Technical Center
Nome, Alaska
POSITION STATEMENT: Provided a presentation on Career and
Technical Education in the Bering Straits Region.
TERRI WALKER, Superintendent
Northwest Arctic Borough School District
Kotzebue, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Technical Center (ATC) and STAR of the Northwest Magnet School.
KARL KOWALSKI, Director
Alaska Technical Center and STAR of the Northwest Magnet School
Kotzebue, Alaska
POSITION STATEMENT: Co-presented a presentation on the Alaska
Technical Center (ATC) and STAR of the Northwest Magnet School
ACTION NARRATIVE
3:30:22 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:30 p.m. Present at the call to order were
Senators Stevens, Kiehl, Gray-Jackson, and Chair Tobin. Senator
Bjorkman arrived shortly thereafter.
SB 99-FINANCIAL LITERACY COURSE IN SCHOOLS
3:31:49 PM
CHAIR TOBIN announced the consideration of SENATE BILL NO. 99
"An Act establishing a financial literacy education course for
public schools; and providing for an effective date."
3:32:05 PM
SENATOR BILL WIELECHOWSKI, District K, Alaska State Legislature,
Juneau, Alaska, provided the following statement as the sponsor
of SB 99:
[Original punctuation provided.]
Senate Bill 99
Financial Literacy Curriculum
Sponsor Statement
Senate Bill 99 will give Alaskan students important
life skills they will use throughout the rest of their
lives by requiring school districts to offer financial
literacy curriculum for high school students.
Teaching financial literacy will equip students with
the knowledge they need to avoid common financial
pitfalls and manage their money successfully. This
course will teach the ability to understand and manage
personal finances, including topics such as budgeting,
investing, managing debt, and avoiding scams and
fraud. It will also help students access post-
secondary education opportunities in the most
costeffective way by teaching about the Alaska
Performance Scholarship and how to apply for financial
aid.
Giving students a well-rounded financial literacy
education will help Alaskans save, avoid debt, and
improve the Alaskan economy. It will also help reduce
reliance on social programs funded and administered by
the state. Increasing consumer debt can significantly
harm our overall economy and is associated with lower
GDP growth, higher unemployment, and greater
likelihood of a future banking crisis.
It is easy for young adults to fall into the trap of
predatory lending or to agree to interest rates or
loan terms they do not understand. Alaska leads the
nation in credit card debt at $8,026 per person. The
average US household owes $17,000 in credit card debt
and $56,000 in student loans. Fifty-five percent of
Americans have less than $1,000 in a savings account
and the median retirement savings is only $60,000 for
all families in America. This bill will arm young
Alaskans with the knowledge they need to use credit
and other financial tools responsibly before they sign
up for a loan or open a new credit card.
SB 99 gives school districts the flexibility to choose
how to incorporate the financial literacy course into
their elective curriculum requirements. Twenty-two
states already have a similar financial literacy
requirement, and many more school districts offer
similar curriculum. This bill will take effect for the
2024-2025 school year, giving districts over a year to
develop a curriculum that meets the needs of their
students.
Passing SB 99 will help students become financially
responsible adults, leading to greater stability and
security in their lives, and improving our state.
3:34:16 PM
KAILI SPENCER, Staff, Senator Bill Wielechowski, Alaska State
Legislature, Juneau, Alaska, and began the presentation by
saying financial literacy is making sure individuals have the
skills and knowledge to make informed and effective decisions
about their finances. She spoke to the following points on slide
2:
[Original punctuation provided.]
What is Financial Literacy?
? Understand how much you earn and spend
? Repay and avoid debt
? Build assets and achieve personal goals
? Achieve financial security later in life
3:35:49 PM
MS. SPENCER turned to slide 3 and spoke to the following:
Why do we need Financial Literacy?
? Only ? of Americans can comfortably cover a $400
emergency
? Average credit card debt in Alaska: $8,026
? Average student loan debt in Alaska: $34,024
? F rating for financial literacy education
MS. SPENCER said Alaska is number one in the nation for credit
card debt.
3:36:50 PM
MS. SPENCER turned to slide 4 and provided more details on the
following content of SB 99:
[Original punctuation provided.]
SENATE BILL 99
? Adds a 0.5 credit in financial literacy
? Course should cover topics including:
? Making a budget
? Avoiding fraud and financial deception
? Basic principles of retirement accounts
? Postsecondary financial aid and scholarships
3:38:01 PM
CHAIR TOBIN asked how much time it would take to complete 0.5
credits.
MS. SPENCER replied that it would be 1-semester credit or half
of a school year.
3:38:19 PM
MS. SPENCER moved to slide 5 and stated there is broad support
for SB 99:
[Original punctuation provided.]
Support for Senate Bill 99
? Margo Bellamy, ASD School Board President
? Matt Hunter, Teacher (17 years)
? Leola Rutherford, Concerned Parent, Educator, & 5th
Generation Alaskan
? George L Stewart, Parent
? Nava A. Stephenson, Student
? Maria Nafzger, Student
? Harper Landry, Student
? Kelly Lessens, Anchorage School Board Treasurer and
Finance Chair
? Nonie Mucha, Student
? Madeleine Ashour, ExcelinEd in Action
3:38:50 PM
SENATOR KIEHL opined that financial literacy is a needed
curriculum. He asked whether the 0.5 credit would be part of the
21 credit hours required statewide for a student to graduate or
if SB 99 makes the graduation requirement 21.5 credits.
MS. SPENCER said the state does not have a financial literacy
requirement. She stated her belief that SB 99 would make the
graduation requirement 21.5 credits. There are school districts
that already exceed the 21-credit requirement. For example, the
Anchorage School District requires 22.5 credits to graduate, and
Haines already offers financial literacy and requires 24.5
credits.
3:39:50 PM
SENATOR STEVENS stated concern that only 16 percent of students
have applied for the Free Application for Federal Student Aid
(FAFSA). He opined that every person should apply so they
realize there are options available for college and career
training. He opined it would be good if the class required
students to complete the FAFSA.
3:40:26 PM
SENATOR GRAY-JACKSON said the statistics were alarming. As a co-
sponsor, she looks forward to SB 99 moving forward.
3:40:51 PM
MS. SPENCER offered the following sectional analysis for SB 99:
[Original punctuation provided.]
Senate Bill 99
Sectional Analysis
Section 1. AS 14.30 relating to public schools, adds a
new section
a. directing school districts to establish and
provide a half credit financial literacy
education course for students in grades
nine through 12 that will be approved by
the Department of Education & Early
Development.
b. provides a list of topics to be covered in
the course.
Section 2. Provides an applicability date for the
first graduating class that will need to meet this
requirement.
Section 3. Provides an effective date for the bill of
July 1, 2025.
CHAIR TOBIN stated that from discussions about SB 99 she
suggests the following:
• SB 99 should require discussion on Alaska Native
Corporations dividends and shares, as well as other
entities.
• Expand account discussions to include credit union
accounts.
• Include discussions on predatory lending practices, a topic
that receives a lot of attention and advocacy currently.
3:42:30 PM
SENATOR BJORKMAN joined the meeting.
3:42:39 PM
MS. SPENCER stated that Ms. Rutherford is a Girdwood teacher
certified to teach the Next Gen Personal Finance (NGPF)
curriculum to other teachers.
3:43:20 PM
LEOLA RUTHERFORD, Teacher, Girdwood School, Girdwood, Alaska,
said she is a concerned parent, 6th-grade teacher, and 5th
Generation Alaskan. She stated that financial literacy is an
equity access issue. It is commendable that Anchorage,
Glenallen, and Haines teach financial literacy, but the
opportunity must be available to all Alaskan students. Alaska
ranks 46th in the nation for financial literacy. Eighty-eight
percent of parents and 76 percent of high school students agree
that financial literacy education is needed. However, less than
2 percent of high schools offer it as guaranteed access for
graduation. She said she supports SB 99 because it is rigorous
and meets the national jumpstart standards for financial
literacy. Through SB 99, the financial literacy curriculum would
prepare students to take an optional nationally recognized
certification test called W!se Financial Literacy. Students
could put this certification on resumes and college
applications. SB 99 also offers flexibility in how 0.5 credit is
acquired. School districts could embed the curriculum in social
studies, math, or as an elective. She noted that ensuring the
course is not a barrier to graduation is important. SB 99 allows
flexibility by allowing schools to decide how financial literacy
fits into their curriculum. She named a few free online
curriculums and professional development courses that schools
can utilize. The financial literacy credit is also available
through AK Grad, a self-paced credit recovery and advancement
program. There is a $75 course fee, but grants and scholarships
are available.
3:47:52 PM
SENATOR BJORKMAN said several options were mentioned by which
students could achieve the new requirement that would not add
additional funding to school districts' budgets. He said that in
the school where he taught, students earn three social study
credits by taking Alaska History (0.5 credits), World History
(1.0 credits), U.S. History (1.0 credits), and U.S. Government
(0.5 credits). He asked which class students should not take so
they can take financial literacy.
MS. RUTHERFORD replied that it is not an either-or choice,
making SB 99 ideal legislation. School districts could add
financial literacy to student's elective or math requirements
for graduation. School districts can maintain the rigor of other
curriculums and still implement financial literacy.
3:48:59 PM
SENATOR BJORKMAN asked whether any entity had assessed the
additional cost to school districts to offer an additional 0.5
credit course as a math or other elective.
3:49:21 PM
MS. SPENCER stated that a portion of the fiscal note attached to
SB 99 addresses giving stipends to teachers that instruct other
teachers on how to teach the curriculum. DEED has not assessed
the impact on individual school districts.
3:49:42 PM
MS. RUTHERFORD said there are programs that districts can
purchase; however, increasing financial literacy is a nationwide
grassroots, bi-partisan effort, so free support and curriculums
are available, such as Junior Achievement or Next Gen Personal
Finance.
3:50:05 PM
SENATOR WIELECHOWSKI said the Anchorage School District supports
teaching financial literacy. He opined that there would be
tremendous benefit to teaching financial literacy within applied
math for real-world exposure. It would make learning the subject
more enjoyable for students.
3:50:43 PM
SENATOR KIEHL said he thought the fiscal note supported the
development of a rubric to approve courses rather than
curriculum purchasing. He asked whether free and district-
developed or purchased courses would meet the rubric's
requirements.
3:51:33 PM
DEBORAH RIDDLE, Operations Manager, Division of Innovation and
Education Excellence, Department of Education and Early
Development (DEED), Juneau, Alaska, said the fiscal note states
20 educators would create a rubric to help school districts by
evaluating available courses and curriculums that the department
gathers. The rubric is developed based on content and
availability of free resources and hybrid programs to meet the
needs and wants of school districts. The rubric sets the tone
for curriculum content since no standards exist. Each school
district chooses its curriculum.
3:53:06 PM
SENATOR BJORKMAN stated that the issue was not about selecting a
curriculum or finding materials but rather about utilizing staff
resources that schools already use to teach other courses. He
pointed out that adding a new mandatory course for graduation
essentially created a zero-sum game, where schools must
sacrifice existing activities to accommodate the new
requirement. Based on his experience as a teacher for 14 years,
he argued that it is not feasible for teachers to take on
additional responsibilities continuously.
He acknowledged the importance of financial literacy but
suggested that school districts should offer it as an elective
rather than a requirement. He highlighted that making it a
requirement would significantly impact a school's budget and
affect the availability of other elective programs such as art,
band, or drafting. He cautioned against adding more requirements
and mandates, particularly when Alaska faces significant
education funding shortfalls amidst inflation, with no
foreseeable plans to address the gap.
3:55:02 PM
SENATOR KIEHL opined that the applicability section is a
relatively quick implementation. Students finishing their
freshmen year in 2023 must complete a financial literacy course
by the time they graduate high school. He asked about the timing
and stated that some students plan their coursework before
entering high school.
MS. SPENCER replied that the department selected the dates
without thinking the deadline would be considered rushed.
SENATOR WIELECHOWSKI said it was a policy call. America is a
capitalist society, and people must understand how to manage
money, so they do not live destitute. He opined that people in
the US are on the precipice of a cliff, with excessive debt and
limited savings. Children need to learn about managing finances.
He understands Senator Bjorkman's point regarding incorporating
financial literacy into the classroom, but SB 99 allows schools
to handle the requirement in a way most suited to their
programmatic schedule.
3:57:35 PM
SENATOR STEVENS said financial literacy is crucial. He perused
the list of topics the financial literacy course would cover and
agreed that students must be aware of the financial issues they
will encounter, so he supports SB 99.
3:58:19 PM
CHAIR TOBIN said the committee would discuss the fiscal notes
for SB 99.
3:58:34 PM
MS. RIDDLE said the fiscal note for SB 99 contains three one-
time expenses totaling $71,000:
[Original punctuation provided.]
1) $30.0 for stipends ($1.5 each) for 20 educators and
community stakeholders for participation in the
development of a rubric to evaluate courses, and to
complete the review based on the developed rubric; 2)
$35.0 to contract an education expert to facilitate
the development of a rubric and evaluation of courses;
and, 3) $6.0 for legal fees to implement the necessary
regulation changes.
3:59:32 PM
CHAIR TOBIN held SB 99 in committee.
3:59:53 PM
At ease.
^PRESENTATION ALASKA NATIVE SCIENCE and ENGINEERING PROGRAM
PRESENTATION:
ALASKA NATIVE SCIENCE and ENGINEERING PROGRAM
4:01:40 PM
CHAIR TOBIN reconvened the meeting and announced the
presentation Alaska Native Science and Engineering Program.
4:02:11 PM
HERB SCHROEDER, Vice Provost, Alaska Native Science and
Engineering Program (ANSEP), University of Alaska Anchorage,
Anchorage, Alaska, said he was also the founder of ANSEP. He
described various handouts that he provided to the committee. He
introduced Mr. Ulroan, an ANCEP alumni.
MR. SCHROEDER stated that prior to the start of ANSEP in 1995,
he did rural sanitation research in Alaska for Senator Ted
Stevens. There were 104 honey bucket villages in Alaska,
increasing the likelihood of diseases and death. One of the
findings from the research was poor communication between public
health service officials, who were not Native or Alaskan, and
community members. He stated that as an engineering professor at
the University of Alaska (UA), he could solve part of the
problem by teaching Native students to be engineers. He asked
the oil and gas industry for donations and devised a scholarship
program. His boss was angry and told him to return the money
because the university was not going to dumb down its program
for Natives. He stated the administration was apathetic. Angered
by the situation, he steeled his resolve to ensure that students
who wanted to attend the university did not face discrimination.
In the ensuing 30 years, ANCEP has developed an effective model
that dramatically cuts governmental education costs. He wants to
see the program available throughout Alaska because every
student deserves an excellent education and an opportunity for a
life with unlimited possibilities.
4:05:22 PM
MR. SCHROEDER turned to slide 2 and said ANSEP students go from
8th grade to a bachelor's degree in science, technology,
engineering, or math (STEM) in 5 years. ANSEP has expanded to
include other degree programs offered at UA.
4:05:40 PM
MR. SCHROEDER turned to slide 3 and said the Urban Institute
created a logic diagram for ANSEP which shows the theory behind
the program's work.
4:05:57 PM
MR. SCHROEDER turned to slide 4 and said the following
components comprise ANSEP:
[Original punctuation provided.]
K- 5 Academy
K, 1st, 2nd, 3rd, 4th and 5th grade
Middle School Academy
5th, 6th, 7th and 8th grade
STEM Career Explorations
Returning Middle School Students
Acceleration Academy
9th12th Grade
Summer Bridge
Incoming 1st year University Students
University Success
Undergraduate & Graduate Students
Alaska Grown PhD Graduates
Earn PhDs & Return as Faculty
4:06:24 PM
MR. SCHROEDER turned to slide 5 and said the photo was of ANSEP
students in front of a new building the day it opened. The
building was given to ANSEP by partners to provide space for
student learning; it is one of the program's four buildings.
4:06:54 PM
MR. SCHROEDER turned to slides 6 - 7 and said ANSEP began its K-
5 Academy during the Covid pandemic. The picture shows a girl
looking through a microscope and wearing a forget-me-not
earring. It represents the sense of wonder that ANSEP wants
students to have.
4:07:08 PM
MR. SCHROEDER turned to slides 7 - 10 and said that after
completing the K-5 Academy students can enter the Middle School
Academy. Students live on the ANSEP campus for seven days. He
stated there would be 600 new middle school students joining the
academy. Students build a top-end personal computer that they
can take home. In exchange, students agree to finish Algebra I
before they graduate 8th grade.
4:07:22 PM
MR. SCHROEDER turned to slides 10 - 11 and said the students do
other hands-on activities, such as building bridges.
4:08:19 PM
MR. SCHROEDER turned to slides 11 - 14 and said ANSEP wanted to
keep touching base with the middle school students, so it
developed STEM Career Explorations. Students select one subject
and focus on it for the week, such as structural engineering,
geology, or health science. In one class, students built drones
and devised ways to pick up and move objects. In other courses,
students learned about shear walls and fishing.
4:09:05 PM
MR. SCHROEDER turned to slides 14 - 21 and said Urban Institute
data reported that 77 percent of ANSEP middle school students
finish Algebra I or higher compared to the national average of
26 percent. After middle school, students enter Acceleration
Academy. The four academies are in Anchorage, Palmer, Bethel,
and Kotzebue. ANSEP started a residential school last fall in
Anchorage. Work done in middle school prepares students to be
American College Test (ACT) ready in 9th grade. Students take
college writing and algebra in 9th grade. This track makes it
possible for students to have a bachelor's degree five years
later. Everything students do is intense. Students work in teams
and do hands-on science and engineering activities.
4:10:39 PM
MR. SCHROEDER turned to slides 22 - 29 and stated students
attend Summer Bridge after Acceleration Academy. Through ANSEP,
students work an internship with a partner organization, such as
oil and gas corporations and federal agencies. At the end of
summer, student interns gather with sponsors and give
presentations on their work. The internship is a student's first
professional experience. Ninety-five percent of Summer Bridge
students successfully transition to engineering or science
bachelor's degree programs.
4:11:52 PM
MR. SCHROEDER turned to slides 30 - 35 and said students then
attend ANSEP's University Success component, offered in
Fairbanks and Anchorage. It continues the collaboration model
established in kindergarten. Students must do the following to
receive financial support:
• Complete the summer internship
• Give an internship presentation
• Attend weekly Friday meetings
• Maintain 2.5 GPA
• Attend group study sessions
Since 2010, 75 percent of ANSEP students have graduated or are
enrolled in college.
4:12:59 PM
MR. SCHROEDER turned to slides 36 - 38 and said the final
component of ANSEP is Grow Our Own PhD. He said he recognized
that Native Alaskans needed to be on the faculty of UA for
change to become permanent. Dr. Michelle Yatchmeneff from King
Cove is the only Alaska Native with a Ph.D. in Engineering
Education. Dr. Matt Calhoun from Takotna is the only Alaska
Native with a Ph.D. in Civil Engineering. He noted that three
other ANSEP students are currently working towards doctorates.
4:13:41 PM
MR. SCHROEDER said the real thrust of what ANSEP is doing shows
in the expected cost to the government per University of Alaska,
Anchorage Baccalaureate degree. In Fall 2013, the University
Cohort cost was $289,000. In comparison, the ANSEP accelerated
high school model cost was $92,333.
4:14:16 PM
MICHAEL ULROAN, Senior Director, Acceleration Academy, Alaska
Native Science and Engineering Program, Anchorage, Alaska, said
he grew up in Chevak and is an ANSEP alumni. He took advanced
English and Pre-Calculus in high school. After graduating at the
top of his class, he had many scholarship offers and felt
prepared for college. However, when he took placement exams for
math and English, he placed in the lowest courses offered. He
thought this was normal because friends from other villages
scored the same. He received a bachelor's degree in civil
engineering eight years later. The number of classes he failed
amounted to three years of school. He stopped failing courses
when he became involved in ANSEP. Students now graduate from 8th
grade and have a bachelor's degree in five years; ANSEP wants
this available to students statewide.
4:16:26 PM
SENATOR STEVENS asked whether ANSEP receives funding from
federal Indian education programs.
4:16:48 PM
MR. SCHROEDER replied that ANSEP's budget is $13 million a year.
Of the $13 million, $3 million comes from the university system,
and he raises the remaining $10 million every year. The savings
are massive. ANSEP is an investment. He opined that the savings
would be huge if ANSEP could serve a quarter of Alaska's
students. ANSEP would eliminate remediation, increase university
enrollment, and move students through the education system
faster.
4:17:52 PM
At ease.
^PRESENTATION ALASKA EXCEL
PRESENTATION
ALASKA EXCEL
4:19:40 PM
CHAIR TOBIN reconvened the meeting and announced the
presentation Alaska Excel.
4:20:10 PM
CAROL WILSON, Executive Director, Alaska Excel, Anchorage,
Alaska, introduced herself, had coworkers introduce themselves
and began the Alaska Excel presentation. She said Alaska Excel
is a 501(c)(3) nonprofit organization located at Alaska Pacific
University in Anchorage. The program brings students from rural
areas of Alaska to participate in program sessions where they
learn career development, employability skills, navigating urban
life, and life skills. In 2014 Alaska Excel served two school
districts in the Kuskokwim region; it now serves 11 in all
regions of Alaska but Southeast. Nine hundred students will go
through the Alaska Excel program in 2023.
4:23:08 PM
BILLIJO MILLS, Deputy Director, Alaska Excel, Anchorage, Alaska,
said Alaska Excel has 3 major components: foundations, specialty
sessions, and an internship transition program. She said Alaska
Excel is a unique program. Students can begin the program in 7th
grade. They visit for 4 days, learn to be away from home and
build skills. They begin learning leadership skills and advance
to career development. They also learn independent living
skills. Students are encouraged to ask questions and teachers
fill their needs. For example, if a student says they need a
bank account that is what they are taught. To enter a specialty
session a student must attend either a grade 10 or 11 foundation
session for vetting purposes. Since specialty sessions are
taught by partners, partners need to know that students are
responsible. She then showed a video of students sharing what
they learned in foundation sessions such as how to apply for a
job, acquiring a driver's license, and skills for getting along
with others.
4:27:49 PM
MS. MILLS said the second video shows what students learn at
specialty sessions. The students said they learn about careers,
internships, college, and skills for independent living.
4:32:16 PM
CHRISTA WILSON, Finance Director, Alaska Excel, Anchorage,
Alaska, said Alaska Excel partners with industries and
postsecondary education to deliver the curriculum for specialty
sessions. She provided the names of entities that Alaska Excel
partners with and the training they provide. Students earn high
school credit for foundation and specialty sessions. She shared
a video on the internship component of Alaska Excel. The video
spoke to the opportunities and skills students learn while
serving an internship.
4:36:34 PM
At ease.
^PRESENTATION CAREER and TECHNICAL EDUCATION IN THE BERING
STRAITS REGION: A NOME-BASED REGIONAL TRAINING CENTER
PERSPECTIVE
PRESENTATION
CAREER and TECHNICAL EDUCATION IN THE BERING STRAITS REGION:
A NOME-BASED REGIONAL TRAINING CENTER PERSPECTIVE
4:37:02 PM
CHAIR TOBIN announced a presentation by the Northwestern Alaska
Career and Technical Center (NACTEC).
4:37:30 PM
DOUG WALRATH, Director, Northwestern Alaska Career and Technical
Center, Nome, Alaska, said NACTEC is a regional training center
based in Nome. It is a partnership between the Bering Strait
School District and Nome Public Schools. It has been operating
for 20 years. The Department of Education and Early Development
(DEED) and the Department of Labor (DOL) provide funding to
NACTEC.
4:38:04 PM
MR. WALRATH began the presentation on slide 2 and spoke to the
following:
[Original punctuation provided.]
Workforce Development Mission:
• NACTEC delivers variable term (2-4 week intensive
formats) residential CTE programs aligning with
priority industries: Healthcare, Transportation,
Construction, Hospitality & Tourism, Seafood
Harvesting & Processing, Natural Resource
Development.
• DMV Approved Driver Education School/ 3rd Party
Examiner
• AVTEC Maritime: USCG certified training
(certifications)
• UAF-CTC: FAA approval Aviation Maintenance
(dual credit)
• Healthcare: HLTH 105 to PCA/CNA/Health Aide
4:39:32 PM
MR. WALRATH moved to slide 3 and said NACTEC aligns career and
technical education (CTE) training with the region's workforce
needs and prepares students for employment opportunities.
Congress has appropriated two large regional projects. In five
years, a $600 million deep draft port in Nome will generate
approximately 800 jobs. The second project is Graphite Creek, a
mine located near Nome.
4:40:12 PM
MR. WALRATH turned to slide 4 and discussed the training that
NACTEC offers to prepare students for jobs available in the
region. The slide shows pictures of students learning to drive
and operating heavy equipment. NACTEC purchased simulators with
funding from industry partnerships through the Alaska Education
Tax Credit Program.
4:41:08 PM
MR. WALRATH moved to slide 5 and spoke about the training
students receive for the fisheries, seafood, and maritime
industries. The slide showed pictures of students in the Nome
swimming pool learning diving and survival skills and outside
learning to seine.
4:41:53 PM
MR. WALRATH turned to slide 6 and spoke to the following
challenges and issues NACTEC faces:
[Original punctuation provided.]
• Nome Housing shortage/Utilities
• Heating Fuel $7.20/gallon
• Certified Teachers shortage
• DEED Residential Stipends
• Flat funded since FY15
• Alaska Education Tax Credit
4:42:49 PM
MR. WALRATH turned to slide 7 and said NACTEC had used the
Alaska Education Tax Credit (ETC) law heavily for the past 13
years. Unfortunately, changes in the legislation in 2013 made it
less friendly for industries and businesses to contribute to
programs. He noted that from FY 2016 to 2019, contributions were
consistently around 30 percent. However, from FY 2020 - 2022,
contributions fell to 16 percent and 7 percent due to the
change. NACTEC supports reverting to the old law.
4:44:12 PM
MR. WALRATH turned to slide 8 and compared graphs showing NACTEC
Annual Enrollment from FY 2004 - 2019 and Bering Straits School
District's (BSSD) graduation rates from FY 2004 - 2018. As
enrollment increased at NACTEC, graduation rates also increased.
In NACTEC's first four years of operation, the graduation rate
averaged 38 percent. From FY 2016 - 2019, the average graduation
rate was 81 percent. He said FY 2010 - 2018 data revealed that
of the 1,100 BSSD students, 822 graduated, and 276 students
dropped out. Eighty-three percent of the dropouts did not attend
a NACTEC high school program. In 2018, 54 percent of SBSD's
graduating class participated in an average of 3.5 NACTEC
sessions throughout high school.
4:45:58 PM
MR. WALRATH turned to slide 9 and said the blue bar represents
BSSD's graduation rate. The red bar represents NACTEC's
"graduation rate," if it had one. It is the percentage of all
students that attended NACTEC and graduated from SBSD. Ten years
of data shows that students who attend NACTEC graduate at a rate
22 percent higher than the overall student population of SBSD.
4:46:21 PM
MR. WALRATH turned to slide 10 and said the Alaska Native
Engineering Education Development Project is a four-year, $4
million grant from the Office of Indian Education. NACTEC hired
four teachers to instruct students in STEM subjects starting in
PreK. Early elementary school students learn to code, while
older students learn to build computers.
4:47:44 PM
MR. WALRATH turned to slide 11 and said NACTEC shut down for 24
months due to the Covid pandemic. During that time, NACTEC
created a virtual classroom of its tech center for students to
explore online. It allows teachers and students to become
familiar with NACTEC before arriving. Career and technical
education coursework was digitized. Using Oculus headsets,
students can disassemble and find faults with a small engine.
^PRESENTATION ALASKA TECHNICAL CENTER AND STAR OF THE NW MAGNET
SCHOOL
PRESENTATION
ALASKA TECHNICAL CENTER AND
STAR OF THE NW MAGNET SCHOOL
4:49:33 PM
CHAIR TOBIN announced the presentation Alaska Technical Center
and STAR of the Northwest Magnet School.
4:49:59 PM
TERRI WALKER, Superintendent, Northwest Arctic Borough School
District, Kotzebue, Alaska, stated that the Alaska Technical
Center (ATC) is owned and operated by the Northwest Arctic
Borough School District. It serves adults and high school
students.
4:50:31 PM
KARL KOWALSKI, Director, Alaska Technical Center and STAR of the
Northwest Magnet School, Kotzebue, Alaska, began the
presentation at slide 2 and spoke to the following points:
[Original punctuation provided.]
Facility
• 37,000 sq. ft modern facility
• Industry labs, healthcare, state of the art
instructional kitchen, computer labs,
instructional classrooms and community meeting
space
• 40 Bed Adult Dormitory & 44 Bed High School
Dormitory
Programs
• Core industry-standard, partner-developed programs
• Construction Trades, Process Tech, Culinary Arts,
Millwright, CNA
• Employer-driven short courses
• CDL, Heavy Equip't Operator, HAZWOPER, EMT I, II,
Rural Wastewater, Toyo Stove Repair, Boiler
Repair & Maintenance
• STAR High School Residential Program & ReadiSTAR
Vocational intensives
Partnerships
• 20+ partnerships across industry, healthcare, tribal
government, and education
Successes
• Many trainees with successful careers
• Expanded vocational opportunities for high school
students
Challenges
• Post-pandemic recovery is slow
• Changing student demographics
• School life balance
• Staffing
Priorities & Opportunities
• Family Housing & Childcare Facility
• Community Partnership and program expansion
4:53:23 PM
MR. KOWALSKI turned to slide 3 and said ATC is also the Alaska
Adult Education and General Education Development (GED) center
for Northwest Alaska.
4:53:35 PM
MR. KOWALSKI turned to slide 4 and said vocational education
believes that when "your hands are on, your mind is on."
Vocational training is not an alternative to academics; it goes
hand in hand with academics. Students who tend to take
vocational classes do better in school. He stated his belief
that the practical application of knowledge helps prepare
secondary and postsecondary trainees to deal with real-world
applications and be ready for jobs upon entering the workforce.
4:54:20 PM
MR. KOWALSKI turned to slide 5 and highlighted a successful
partnership between the Northwest Arctic Native Association
(NANA) Regional Corporation and the Maniilaq Association. Rural
villages need heating technicians. A cohort of 24 shareholders
trained in Toyo stove and boiler repair and maintenance. He
opined that the reason the program was successful with a 100
percent completion rate was because of the wrap-around services
provided by NANA and Maniilaq, which included the following:
• Tuition
• Travel
• Housing
• Weekly stipends
• Tools
• Employment opportunities
• Traditional foods
4:56:04 PM
Mr. KOWALSKI turned to slide 6 and said ATC tries hard to apply
training to real-world applications. The construction trades
class is building an expresso stand within the technical center.
Northwest Electric agreed to teach students how to run
electrical wiring and plumbing for the cafe stand. The culinary
arts program will use the cafe to operate a small business
enterprise where students can sell the goods produced in the
cafeteria.
4:57:04 PM
MR. KOWALSKI turned to slide 7 and spoke about the following
points of the STAR of the Northwest Magnet School located in
Kotzebue:
[Original punctuation provided.]
STAR
• Full-time residential High School Program
• Traditional Academic and Vocational offerings
• Partnership with UAF Chukchi Campus, ANSEP and the NWABSD
• Graduate workforce ready
ReadiSTAR
• Vocational Intensives
• 2-week residential experience
• CTE Credit in High School
4:57:50 PM
MR. KOWALSKI turned to slides 8 and 9 and spoke to the following
challenges the programs face:
Worker shortage
Kotzebue housing shortage
Teacher shortage
Flat funding for residential high school program
Post pandemic recovery
He said STAR is working to develop a computer program with NANA
Corporation that received a $68 million tribal broadband grant
to run fiber optic cable to villages throughout the region. This
grant will provide the area with educational and job
opportunities.
5:02:07 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 5:02 p.m.