Legislature(2011 - 2012)SENATE FINANCE 532

02/15/2012 09:00 AM FINANCE


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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+= HB 104 ALASKA PERFORMANCE SCHOLARSHIPS TELECONFERENCED
Heard & Held
+ SB 130 ALASKA NATIVE LANGUAGE COUNCIL TELECONFERENCED
Heard & Held
+ SB 144 STATE IMMUNIZATION PROGRAM TELECONFERENCED
Heard & Held
+ Bills Previously Heard/Scheduled TELECONFERENCED
                 SENATE FINANCE COMMITTEE                                                                                       
                    February 15, 2012                                                                                           
                        9:02 a.m.                                                                                               
                                                                                                                                
                                                                                                                                
9:02:58 AM                                                                                                                    
                                                                                                                                
CALL TO ORDER                                                                                                                 
                                                                                                                                
Co-Chair  Stedman   called  the  Senate   Finance  Committee                                                                    
meeting to order at 9:02 a.m.                                                                                                   
                                                                                                                                
MEMBERS PRESENT                                                                                                               
                                                                                                                                
Senator Lyman Hoffman, Co-Chair                                                                                                 
Senator Bert Stedman, Co-Chair                                                                                                  
Senator Johnny Ellis                                                                                                            
Senator Dennis Egan                                                                                                             
Senator Joe Thomas                                                                                                              
                                                                                                                                
MEMBERS ABSENT                                                                                                                
                                                                                                                                
Senator Olson                                                                                                                   
Senator McGuire                                                                                                                 
                                                                                                                                
ALSO PRESENT                                                                                                                  
                                                                                                                                
Diane  Barrans,  Executive  Director, Alaska  Commission  on                                                                    
Postsecondary Education,  Department of Education  and Early                                                                    
Development; Darwin  Peterson, Staff, Senator  Bert Stedman;                                                                    
Michael  Hanley, Commissioner,  Department of  Education and                                                                    
Early Development; David Scott,  Staff, Senator Donny Olsen;                                                                    
Loren  Peterson, Staff,  Senator Donny  Olsen; Rosita  Worl,                                                                    
President,   Sealaska   Heritage   Institute;   Carl   Rose,                                                                    
Executive  Director, Association  of  Alaska School  Boards;                                                                    
Senator Cathy  Giessel; George Brown, Academy  of Pediatrics                                                                    
Alaska &  All Alaska  Pediatric Partnership;  Ward Hurlburt,                                                                    
Chief  Medical  Officer,  Department of  Health  and  Social                                                                    
Services, Director, Division of Public Health.                                                                                  
                                                                                                                                
PRESENT VIA TELECONFERENCE                                                                                                    
                                                                                                                                
Julie  Kitka,  Alaska   Federation  of  Natives,  Anchorage;                                                                    
Bernadette  Alvana-Stimpsle,   Kawerak  Incorporated,  Nome;                                                                    
Mary    Sullivan,   Coordinator,    Alaska   Primary    Care                                                                    
Association,  Anchorage;  Rosalyn Singleton,  Alaska  Native                                                                    
Tribal Health Consortium, Anchorage.                                                                                            
                                                                                                                                
SUMMARY                                                                                                                       
                                                                                                                                
HB 104(RLS)                                                                                                                     
          ALASKA PERFORMANCE SCHOLARSHIPS                                                                                       
                                                                                                                                
          SCS CSHB 104(FIN) was HEARD and HELD in committee                                                                     
          for further consideration.                                                                                            
                                                                                                                                
SB 130    ALASKA NATIVE LANGUAGE COUNCIL                                                                                        
                                                                                                                                
          SB 130 was HEARD and HELD in committee for                                                                            
          further consideration.                                                                                                
                                                                                                                                
SB 144    STATE IMMUNIZATION PROGRAM                                                                                            
                                                                                                                                
          SB 144 was HEARD and HELD in committee for                                                                            
          further consideration.                                                                                                
                                                                                                                                
CS FOR HOUSE BILL NO. 104(RLS)                                                                                                
                                                                                                                                
     "An  Act renaming  the  Alaska performance  scholarship                                                                    
     and  relating  to  the   scholarship  and  tax  credits                                                                    
     applicable   to  contributions   to  the   scholarship;                                                                    
     relating to AlaskAdvantage  education grant funding and                                                                    
     to    Alaska     performance    scholarship    funding;                                                                    
     establishing an  account and  fund for  those purposes;                                                                    
     making  conforming  amendments;  and providing  for  an                                                                    
     effective date."                                                                                                           
                                                                                                                                
9:04:22 AM                                                                                                                    
                                                                                                                                
DIANE  BARRANS,  EXECUTIVE  DIRECTOR,  ALASKA  COMISSION  ON                                                                    
POSTSECONDARY EDUCATION,  DEPARTMENT OF EDUCATION  AND EARLY                                                                    
DEVELOPMENT,  gave   a  presentation  titled  "HB   104  APS                                                                    
Outcomes Report."(copy on file)                                                                                                 
                                                                                                                                
     HB 104 APS Outcomes Report:                                                                                              
                                                                                                                                
     This first  report was produced based  on data provided                                                                    
     by school  districts through EED, by  the University of                                                                    
     Alaska  and  by  the  National  Student  Clearinghouse.                                                                    
     Framing  the report  are several  basic questions--most                                                                    
     of  which can  only  be answered  in subsequent  years.                                                                    
     Those questions  are: who is eligible  and receives the                                                                    
     scholarship, what are they doing  with it, how well are                                                                    
     they progressing  through their programs, and  are they                                                                    
     becoming  contributing members  of Alaska's  workforce.                                                                    
     To provide  context for the information  in the report,                                                                    
     it  is  important  to  emphasize that  we  are  at  the                                                                    
     earliest stage in  a process of engaging  Alaskans on a                                                                    
     critically important  topic; the topic is  preparing to                                                                    
     succeed  in postsecondary  education  and training  and                                                                    
     the hard  work that  truly entails.  The timing  of the                                                                    
     scholarship's  implementation  was such  that  students                                                                    
     had little or no  opportunity to factor eligibility for                                                                    
     APS into  their educational  objectives. Given  that, I                                                                    
     found  the   data  to  include  both   encouraging  and                                                                    
     sobering results  because they  reflect the  pattern of                                                                    
     behavior that exists in our districts today.                                                                               
                                                                                                                                
Ms. Barrans discussed "Exhibit 1" of the report.                                                                                
                                                                                                                                
     Exhibit   1   (pages   6/7)   summarizes   the   Alaska                                                                    
     Performance   Scholarship's   (APS)   eligibility   and                                                                    
     recipient information  based on their  school district.                                                                    
     As  is  generally  true throughout  the  report,  these                                                                    
     numbers contain few surprises -  with nearly 40% of the                                                                    
     state's  high school  graduates, the  Anchorage SD  has                                                                    
     the  largest  number  of  eligible  graduates  and  the                                                                    
     largest number  of recipients, with Fairbanks  a fairly                                                                    
     distant second.   At the  other extreme, twelve  of the                                                                    
     state's  districts  had  fewer than  10  graduates  and                                                                    
     three of  those indicate they had  no senior graduates.                                                                    
     Family  Educational   Right  to  Privacy   Act  (FERPA)                                                                    
     protocols warranted  the suppression  of data  for cell                                                                    
     sizes  below five  so  the  cells containing  asterisks                                                                    
     should  not necessarily  be read  as zeros.  Statewide,                                                                    
     29%  of last  year's  graduates were  eligible for  the                                                                    
     APS, but  there are  differences across  the districts.                                                                    
     Ketchikan,  Copper  River,  Sitka, Denali,  and  Kodiak                                                                    
     Island districts each had  eligibility rates above 35%,                                                                    
     while  Petersburg,  Unalaska,  Skagway and  Haines  had                                                                    
     eligibility   rates   above   40%.  Because   this   is                                                                    
     essentially a  current situation  analysis, were  we to                                                                    
     analyze the  local demographics we would  likely find a                                                                    
     correlation   between   the   eligibility   rates   and                                                                    
     communities which  either have or lack  a college going                                                                    
     tradition. This is  reflected in locally-set graduation                                                                    
     requirements as well as  the expectations and attitudes                                                                    
     of adult  role-models. We consider this  to be baseline                                                                    
     data against  which to  compare future  years' outcomes                                                                    
     as a means of measuring the  effects of APS in terms of                                                                    
     increasing  educational  opportunity   and  success  in                                                                    
     every region of the state.                                                                                                 
                                                                                                                                
Ms. Barrans  discussed the  different regions  referenced in                                                                    
the  APS report  on Appendix  E and  noted that  the regions                                                                    
that were  referenced in  report hereafter  approximated the                                                                    
boundaries  used by  the Department  of Labor  and Workforce                                                                    
Development  for the  state's economic  regions. Appendix  E                                                                    
depicted the different regions of the state.                                                                                    
                                                                                                                                
9:09:13 AM                                                                                                                    
                                                                                                                                
Ms. Barrans spoke to "Exhibit 2" of the report.                                                                                 
                                                                                                                                
     Exhibit 2  (page 8)  presents the  data from  the first                                                                    
     exhibit by regions  of the state. This chart  is one of                                                                    
     the  more  interesting  ones in  the  report,  allowing                                                                    
     cross region comparisons  using percentages. In exhibit                                                                    
     2, we see that the  Southcentral region had the highest                                                                    
     percentage of graduates  who were academically eligible                                                                    
     to  receive an  APS award  - 31.7%,  and the  Far North                                                                    
     region had  the lowest - 11.4%.  Still, school district                                                                    
     results  within these  regions  differed. For  example,                                                                    
     Nome in the Far North  region had an eligibility rate 5                                                                    
     percentage   points   above  the   statewide   average.                                                                    
     However,  when  we  consider the  percentage  of  those                                                                    
     students  who  were  eligible  who   then  went  on  to                                                                    
     actually  use  the  scholarship,   the  Far  North  and                                                                    
     Interior  regions are  the clear  leaders. Nearly  one-                                                                    
     half of the  eligible students in these  two areas take                                                                    
     advantage of the APS.                                                                                                      
                                                                                                                                
Ms. Barrans explained "Exhibit 3" of the report.                                                                                
                                                                                                                                
     The   second  topic   area  in   the  report   was  the                                                                    
     characteristics   of   APS   eligible   and   recipient                                                                    
     students.  As  shown  in Exhibit  3,  (page  8)  female                                                                    
     graduates are  slightly more likely  to be  eligible to                                                                    
     receive the APS than are  male graduates.  However, any                                                                    
     gender  differences  disappear  when  we  consider  the                                                                    
     likelihood that  an eligible student would  make use of                                                                    
     the scholarship  - just  over 1/3  of both  sexes, when                                                                    
     eligible,  went on  to  use  the scholarship.  However,                                                                    
     when  we reviewed  the graduates'  eligibility data  by                                                                    
     their  ethnicity,  we  saw  wider  differences  in  the                                                                    
     eligibility rates.  On average, 28.8% of  all graduates                                                                    
     were  APS   eligible,  but  nearly  38%   of  Caucasian                                                                    
     graduates  were eligible,  compared to  8.3% of  Alaska                                                                    
     Native  and American  Indian graduates.  Still, similar                                                                    
     to the analysis of APS  usage by gender, once a student                                                                    
     becomes APS eligible, the usage  rates are very similar                                                                    
     across  the various  ethnic groups,  with about  one in                                                                    
     three  eligible   students  taking  advantage   of  the                                                                    
     scholarship.                                                                                                               
                                                                                                                                
Ms. Barrans discussed "Exhibit 6" of the report.                                                                                
                                                                                                                                
     Skipping to Exhibit  6, (page 10) where  we analyze the                                                                    
     attendance  patterns  of  high school  graduates.  This                                                                    
     exhibit uses  data obtained  from the  National Student                                                                    
     Clearinghouse,  a   repository  of  data   on  students                                                                    
     attending  postsecondary  institutions  throughout  the                                                                    
     United States.   Of the  8,064 public  school graduates                                                                    
     in  2011, 30%  attended  in-state and  17% attended  an                                                                    
     out-of-state   postsecondary    institution.   However,                                                                    
     there's a  notable difference  in the  attendance rates                                                                    
     for the  APS eligible population versus  the ineligible                                                                    
     population.  83%  of   APS  eligible  students  pursued                                                                    
     postsecondary  education somewhere,  while only  33% of                                                                    
     the  ineligible  population  did so.  There  were  also                                                                    
     notable differences  in the attendance patterns  of the                                                                    
     APS  eligible population  based on  their award  level.                                                                    
     While  there's  a  larger economic  incentive  for  the                                                                    
     higher award  level students to  stay in state  - since                                                                    
     the top award amount is  twice that of the lowest award                                                                    
     amount -- APS eligible students  at the top award level                                                                    
     are more likely to  attend an out-of-state institution,                                                                    
     while those  at the second  and third award  levels are                                                                    
     more likely  to attend in-state. For  those interested,                                                                    
     the  National  Student   Clearinghouse  identifies  the                                                                    
     states in  which these  students were  attending. Maybe                                                                    
     not surprisingly,  Washington and  Oregon were  the two                                                                    
     states   attracting  the   largest  number   of  Alaska                                                                    
     graduates.  A complete list  of attendance by states is                                                                    
     in Appendix B, on page 25 of the report.                                                                                   
                                                                                                                                
Ms. Barrans explained "Exhibit 9" of the report.                                                                                
                                                                                                                                
     Continuing   to  the   next  topic   area,  where   APS                                                                    
     recipients are pursuing  their postsecondary education,                                                                    
     we skip to Exhibit 9  (page 12). Overwhelmingly, it was                                                                    
     at one  of the  University of  AK system  schools. This                                                                    
     table was created with recipients'  data as of November                                                                    
     11th.  Since then,  numbers for  the UA  system schools                                                                    
     have increased slightly,  to 505, 339, and  46 for UAA,                                                                    
     UAF  and UAS.  Since this  is only  the first  year the                                                                    
     scholarships  have  been  awarded, we  don't  have  any                                                                    
     historical data  to compare these results  to. However,                                                                    
     I think  there were some expectations  that there would                                                                    
     be  more  postsecondary   institutions  represented  in                                                                    
     Exhibit 9. Although  it's not broken out  in the table,                                                                    
     there were  only 22  of these  students who  were using                                                                    
     the  APS to  pursue a  certificate, while  the majority                                                                    
     were pursuing a bachelor's degree.                                                                                         
                                                                                                                                
9:14:32 AM                                                                                                                    
                                                                                                                                
Ms. Barrans discussed "Exhibit 10" of the report.                                                                               
                                                                                                                                
     This leads  us to the  next topic  area of how  much in                                                                    
     APS  funds   was  awarded,  and   for  what   types  of                                                                    
     enrollment? Exhibit  10 (page 13)  graphically displays                                                                    
     what  I  just  mentioned  -  the  APS  recipients  were                                                                    
     predominantly enrolling in  bachelor's degree programs.                                                                    
     Also,   as  displayed   in   Exhibit   11,  they   were                                                                    
     overwhelmingly enrolled  on a full-time basis.  When we                                                                    
     reviewed  the  data  in  Exhibit 6,  we  saw  that  the                                                                    
     students eligible for the highest  level award were the                                                                    
     ones  least  likely  to attend  in-state  and  thus  be                                                                    
     eligible to  receive the award. This  tendency affected                                                                    
     the amount of APS expenditures by award levels.                                                                            
                                                                                                                                
Ms. Barrans explained "Exhibit 14" of the report.                                                                               
                                                                                                                                
     The  next two  topic  areas, how  does  the APS  affect                                                                    
     educational  attainment and  how  it affects  workforce                                                                    
     success, are  areas that  are much  harder to  judge at                                                                    
     this  time. Workforce  data for  the class  of AY11  is                                                                    
     nonexistent,  since  APS  recipients have  not  had  an                                                                    
     opportunity to pursue  their postsecondary education in                                                                    
     order  to attain  more gainful  employment. As  for the                                                                    
     APS'  effect on  educational attainment,  we have  only                                                                    
     one semester of  postsecondary education data available                                                                    
     to  analyze,  and  that data's  still  preliminary  and                                                                    
     subject to  change. Exhibit 14  (page 15)  does capture                                                                    
     some  of  the  earliest  available  information  -  the                                                                    
     information on students'  needs for preparatory classes                                                                    
     once   they   enter  postsecondary   education.   Using                                                                    
     information from  the University of Alaska,  a total of                                                                    
     3,631  AY11 Alaska  graduates attended  UA in  the fall                                                                    
     semester  immediately  following their  graduation.  Of                                                                    
     these,  880  were  APS eligible.  An  analysis  of  the                                                                    
     course taking  patterns of the APS  eligible population                                                                    
     compared  to  the  non-APS eligible  population  showed                                                                    
     some interesting  differences. For  example, ineligible                                                                    
     students  were more  than  twice as  likely  to take  a                                                                    
     preparatory class  than were APS eligible  students, at                                                                    
     64.8%  versus 27.4%.  In terms  of average  preparatory                                                                    
     hours  taken,   ineligible  students  took   2.9  hours                                                                    
     compared to  1 hour for  the APS eligible  students. In                                                                    
     addition, eligible students took  more total hours as a                                                                    
     group, 2.3  hours more than ineligible  students. These                                                                    
     numbers represent only the hours  attempted in the fall                                                                    
     semester,  and are  subject to  change. Still,  if both                                                                    
     groups  of   students  completed  their   semesters  as                                                                    
     planned, the  average APS  eligible student  would earn                                                                    
     12.6 credit hours applicable to  a degree at the end of                                                                    
     their  fall  semester,  while  the  average  ineligible                                                                    
     student would have earned only 8.4.                                                                                        
                                                                                                                                
Ms. Barrans addressed "Exhibit 17" of the report.                                                                               
                                                                                                                                
     In   the    future,   additional   measures    of   the                                                                    
     scholarship's  effects on  educational attainment  will                                                                    
     become  available. Examples  include  the  one and  two                                                                    
     year retention  rates for  students pursuing  a degree,                                                                    
     and degree  completion rates. Exhibit 17  and 18 (pages                                                                    
     18 and  19) use  UA data for  the entering  classes for                                                                    
     AY05 through AY07. It is  not specifically APS data but                                                                    
     data  that  we  anticipate   changing  for  the  better                                                                    
     because of  the APS,  and it  provides a  benchmark for                                                                    
     future analysis. In  exhibit 17, we see  that for those                                                                    
     students  attending UA  within one  year of  their high                                                                    
     school graduation,  approximately 3 out of  10 students                                                                    
     do not  show up  for their second  year, and  roughly 4                                                                    
     out of 10  do not continue into their  third year. This                                                                    
     does not  mean that these  students dropped out  - many                                                                    
     may  have   attended  UA  to  earn   credit  hours  and                                                                    
     transferred  to another  school.  However,  if the  APS                                                                    
     provides an  incentive for students  to stay  and study                                                                    
     in Alaska, we can expect  these percentages to go up in                                                                    
     future years.                                                                                                              
                                                                                                                                
Ms. Barrans explained "Exhibit 18" of the report.                                                                               
                                                                                                                                
     Exhibit 18  (page 19) tracks these  same populations of                                                                    
     students  through  AY11,  analyzing the  percentage  of                                                                    
     students  completing  their  programs and  the  average                                                                    
     years  to  completion.   Degree  completion  rates  are                                                                    
     generally calculated  using 150% of the  normal time to                                                                    
     degree, meaning allowing a student  6 years to complete                                                                    
     a 4 year  degree. As seen in the  table, the difference                                                                    
     in completion rates between the  entering class of AY05                                                                    
     is  significantly higher  than  the class  of AY07,  at                                                                    
     31.6%  compared to  14%.  While calculating  comparable                                                                    
     information  for  APS   recipients  will  take  several                                                                    
     years, it's expected that these  rates will rise if the                                                                    
     APS has its intended effects.                                                                                              
                                                                                                                                
9:19:55 AM                                                                                                                    
                                                                                                                                
Co-Chair Stedman  requested a further explanation  of levels                                                                    
1,  2, and  3  on  Exhibit 14.  Ms.  Barrans responded  that                                                                    
college levels  1, 2, and  3 related  to GPA and  test score                                                                    
criteria.  She explained  that students  in college  level 1                                                                    
met the highest standard for  APS eligibility, based on high                                                                    
SAT or  ACT scores, as well  as the highest GPA.  She stated                                                                    
that  level 3  represented modest  level test  scores and  a                                                                    
high school GPA  of 2.5 or better. She pointed  out that the                                                                    
curricular  requirements for  the  scholarship program  were                                                                    
being phased in  over time and that the  requirements at the                                                                    
current  time,  particularly  in   math  and  science,  were                                                                    
moderate. She indicated that the  requirements would be more                                                                    
rigorous in the future and  that the Department of Education                                                                    
and   Early  Development   (DEED)   expected   to  see   the                                                                    
preparatory course-taking pattern  for APS eligible students                                                                    
to improve over time.                                                                                                           
                                                                                                                                
Co-Chair Stedman asked for an  explanation of the 23 percent                                                                    
figure  in   the  "total   eligible"  column.   Ms.  Barrans                                                                    
responded that  23 percent of  APS eligible  students needed                                                                    
some math remediation.                                                                                                          
                                                                                                                                
Co-Chair  Stedman inquired  if 8  percent of  the top  level                                                                    
graduates, roughly  23 percent of  the middle group,  and 37                                                                    
percent of the lowest scoring  students all needed help with                                                                    
math. He queried  what level of math  students were expected                                                                    
to  be at  by the  time  they entered  college. Ms.  Barrans                                                                    
responded  that the  requirement would  be a  credit-bearing                                                                    
math course and  deferred the question to  the University of                                                                    
Alaska.  She  stated that  she  was  unsure what  assessment                                                                    
result  required  that a  student  take  a preparatory  math                                                                    
class,  but pointed  out that  studies showed  that students                                                                    
often  needed a  refresher math  course before  college. She                                                                    
observed that when a student  did not take math their senior                                                                    
year of high  school, they often needed  a refresher course.                                                                    
She  opined   that  requiring  four  years   of  math  would                                                                    
eliminate the need for a refresher course.                                                                                      
                                                                                                                                
9:25:29 AM                                                                                                                    
                                                                                                                                
Senator Egan expressed concerns  that students who qualified                                                                    
for the  APS were mostly  from larger districts  and pointed                                                                    
out that the 28 smaller  districts had a very low percentage                                                                    
of  qualifying  students.  He mentioned  that  the  rate  of                                                                    
eligible  students  in Petersburg  was  47  percent and  was                                                                    
"phenomenal." He  wondered how the percentage  of qualifying                                                                    
students related  to other factors,  such as  district size.                                                                    
Ms. Barrans replied that rather  than using generalities, it                                                                    
was more  useful to  look at  the particulars  within school                                                                    
districts.  She   stated  that  certain  aspects   within  a                                                                    
particular district  needed to  be taken into  account, such                                                                    
as   the    graduation   requirements,   whether    or   not                                                                    
postsecondary   education   was    a   goal,   and   whether                                                                    
postsecondary  education was  relevant  for families  within                                                                    
the area. She  offered that in a  situation like Petersburg,                                                                    
there was a college going  culture that had developed, which                                                                    
permeated the  community. She opined  that young  people and                                                                    
teenagers relied  on parents and school  leaders as mentors.                                                                    
She indicated that  it was unwise to  generalize by district                                                                    
size or location.                                                                                                               
                                                                                                                                
Senator Egan expressed interest  in examining the successful                                                                    
districts  in order  learn  how to  apply  the successes  to                                                                    
other  districts.  He   acknowledged  that  lifestyles  were                                                                    
different in  "bush" communities,  but stated  that students                                                                    
from  those areas  should have  an opportunity  and stressed                                                                    
that he  did not want  to see those students  forgotten. Ms.                                                                    
Barrans  voiced agreement  and  furthered  that having  data                                                                    
"like this"  available to policy  makers and  agencies would                                                                    
enable the state  to focus its resources in  the areas where                                                                    
there was  the greatest ability  to benefit. She  added that                                                                    
she did not  presume that the goals of the  program would be                                                                    
fully embraced by every resident in the state.                                                                                  
                                                                                                                                
9:29:14 AM                                                                                                                    
                                                                                                                                
Senator Thomas  commented on the usefulness  of the report's                                                                    
statistics.  He observed  that out  of the  total number  of                                                                    
students who were eligible for  the APS, 30 percent needed a                                                                    
remedial math or  English course. He observed  that the data                                                                    
might   be  useful   for  school   districts  in   examining                                                                    
curriculum.  He  mentioned Exhibit  6  and  queried how  the                                                                    
figures on the first line  compared to the national average.                                                                    
He clarified  that it  appeared that more  than half  of the                                                                    
Alaskan graduates did not go  on to college and wondered how                                                                    
this compared  to the national  average. Ms.  Barrans stated                                                                    
that she believed the national  average of students going to                                                                    
college  was 48  percent, but  that it  varied greatly  from                                                                    
state to  state. She observed  that some states  had college                                                                    
going rates that were north of 70 percent.                                                                                      
                                                                                                                                
Senator Thomas asked  if the number of students  going on to                                                                    
college in  Alaska was  about average  when compared  to the                                                                    
national level. Ms. Barrans replied  in the affirmative, but                                                                    
that Alaska had poor completion  rates and was at the bottom                                                                    
in that category.                                                                                                               
                                                                                                                                
Senator  Thomas mentioned  that there  had been  uncertainty                                                                    
regarding the  longevity and  funding of  the APS  the prior                                                                    
year and  that it had  impacted student applicants,  who may                                                                    
have stayed in state otherwise.  Ms. Barrans stated that the                                                                    
commission  had  conducted  an   e-mail  survey,  which  had                                                                    
elicited  over  300  responses. Students  commented  in  the                                                                    
survey  that the  uncertainty had  impacted their  decision.                                                                    
She furthered that  the funding for the APS  was not settled                                                                    
until April of the prior  year, at which point many students                                                                    
had already  committed to  attend a  particular institution.                                                                    
She  offered  that  the  timing   of  the  funding  approval                                                                    
impacted the recipient use rate.  She noted that there was a                                                                    
six-year  window for  the APS  and that  it was  anticipated                                                                    
that some students would transfer back into the system.                                                                         
                                                                                                                                
9:33:28 AM                                                                                                                    
                                                                                                                                
Co-Chair  Stedman  observed  that there  were  asterisks  in                                                                    
Exhibit  1   and  pointed  to  a   footnote,  which  stated,                                                                    
"Information   cannot  be   disclosed  without   potentially                                                                    
releasing personally identifiable  information." He inquired                                                                    
if an executive session was  needed to look at the asterisks                                                                    
and  queried   if  they   represented  zeros.   Ms.  Barrans                                                                    
responded that the asterisks were  not all zeros and that if                                                                    
you summed all the numbers  on the chart, there were missing                                                                    
figures. For instance, in the  "APS recipient" totals, there                                                                    
were  46 recipients  that were  spread  across the  asterisk                                                                    
column. She stated  that she could not  advise the committee                                                                    
on what protocols to use  to "drill down" into those numbers                                                                    
further  because  she  was  not  an  expert  on  the  Family                                                                    
Educational Rights and Privacy Act (FERPA).                                                                                     
                                                                                                                                
Co-Chair  Stedman stated  that  he wanted  to  be sure  that                                                                    
schools  that  had  asterisks  attached  to  them  were  not                                                                    
forgotten.                                                                                                                      
                                                                                                                                
Co-Chair  Stedman discussed  Mt.  Edgecumbe  High School  in                                                                    
Exhibit 1 and  stated that it had only  13 eligible students                                                                    
out  of  74  graduates.  He   offered  that  an  18  percent                                                                    
eligibility  rate  seemed  low  and queried  if  the  system                                                                    
precluded  some students  from being  eligible  for the  APS                                                                    
because of a high concentration of high-achieving students.                                                                     
Ms. Barrans  responded that  there should  not be  a barrier                                                                    
that would  preclude students  and that  a student  would be                                                                    
eligible if  they took the  right course offerings,  met the                                                                    
grade requirements, and achieved the test scores.                                                                               
                                                                                                                                
Ms. Barrans stated that the first  year of data did not tell                                                                    
the  commission which  of the  components of  the program  a                                                                    
student  had  failed  to  satisfy.   In  the  next  year  of                                                                    
reporting, schools had been asked  to provide the underlying                                                                    
data,  such  as whether  a  student  met the  standards  for                                                                    
curriculum,  GPA,  and test  scores.  She  offered that  the                                                                    
second year  of data  would enable  an investigation  of the                                                                    
underlying  causes  for  ineligibility. The  data  on  where                                                                    
students had gaps could be used  as a feedback loop to state                                                                    
agencies.                                                                                                                       
                                                                                                                                
9:37:24 AM                                                                                                                    
                                                                                                                                
Co-Chair  Stedman  observed  that  although  the  mount  Mt.                                                                    
Edgecumbe  and Sitka  high schools  were essentially  in the                                                                    
same community, Sitka  seemed to have a much  higher rate of                                                                    
eligible  students.  He  pointed  out  that  38  percent  of                                                                    
Sitka's 98 students were eligible,  while only 18 percent of                                                                    
Mt. Edgecumbe's  74 students were  eligible. He  stated that                                                                    
he suspected  something was wrong  with the numerics  or the                                                                    
system itself. He explained that  the public had a desire to                                                                    
attend  Mt. Edgecumbe  and  that it  had  an extremely  high                                                                    
perceived level  of high school  education. He  offered that                                                                    
he would  expect Mt. Edgecumbe to  rank very high on  a list                                                                    
that  ranked high  schools by  what  colleges its  graduates                                                                    
attended.  He  reiterated  that   only  18  percent  of  Mt.                                                                    
Edgecumbe's  students had  qualified for  the APS  and noted                                                                    
that  none of  them received  the scholarship.  He requested                                                                    
that Ms. Barrans  look into the disparity  of eligibility in                                                                    
the different districts and  make direct comparisons between                                                                    
Mt. Edgecumbe, Sitka, and Petersburg.  He concluded that the                                                                    
quality of the education at  Mt. Edgecumbe was not reflected                                                                    
in  the  numbers. Ms.  Barrans  responded  that analysis  on                                                                    
these topics  was exactly  what was  needed. She  added that                                                                    
data  would go  back  to  the districts  and  that it  would                                                                    
generate  a serious  conversation.  She  mentioned that  the                                                                    
commission  was also  engaged  in  contracting the  National                                                                    
Student  Clearinghouse   to  provide  information   to  each                                                                    
district in  the state about  where its students  were going                                                                    
to college and how many were doing so.                                                                                          
                                                                                                                                
Co-Chair  Stedman requested  a comparative  analysis of  how                                                                    
many  students from  Sitka,  Petersburg,  and Mt.  Edgecumbe                                                                    
went on  to college. He  suspected that Mt.  Edgecumbe would                                                                    
be  at  the top  of  the  list,  if  the criteria  were  the                                                                    
percentage  of students  who attended  college. Ms.  Barrans                                                                    
replied  that  she was  unsure  if  the requested  data  was                                                                    
currently  available at  the district  level,  but that  she                                                                    
would be happy to include it if it was.                                                                                         
                                                                                                                                
Co-Chair  Stedman   commented  that  phoning   a  district's                                                                    
superintendent  would probably  be  a good  way  to get  the                                                                    
information.                                                                                                                    
                                                                                                                                
9:41:47 AM                                                                                                                    
                                                                                                                                
Co-Chair  Hoffman  queried  why   there  was  such  a  large                                                                    
variance among the different  school districts regarding how                                                                    
many  students  were  eligible and  how  many  received  the                                                                    
scholarship. He pointed out that  in Valdez, over 50 percent                                                                    
of the 13 eligible  students received the scholarship, while                                                                    
other  districts  that were  eligible  did  not receive  any                                                                    
scholarships.  Ms.  Barrans  indicated   that  in  order  to                                                                    
receive the scholarship,  a student would have  to enroll in                                                                    
a  school in  Alaska. A  large percentage  of students  were                                                                    
eligible for the  scholarship, but had elected  to enroll in                                                                    
institutions outside of the state.                                                                                              
                                                                                                                                
Co-Chair  Hoffman asked  if Ms.  Barrans could  back up  her                                                                    
assertion  regarding low  recipient numbers  with data.  Ms.                                                                    
Barrans replied in  the affirmative and that  there was data                                                                    
in the report that depicted  the rate at which students went                                                                    
to  college outside  of  the state.  She  explained that  83                                                                    
percent  of the  APS  eligible students  enrolled in  school                                                                    
"somewhere,"  while  only  39   percent  of  those  students                                                                    
enrolled in Alaska.                                                                                                             
                                                                                                                                
Co-Chair Hoffman inquired how much  effort was being made to                                                                    
inform students  about the availability  of the  program and                                                                    
queried if the  effort was being conducted in  a fair manner                                                                    
throughout  the  state.  Ms.  Barrans  responded  that  some                                                                    
schools had been more aggressive  in pushing the information                                                                    
that DEED  and the commission  had provided. In  addition to                                                                    
relying  on  schools  to distribute  information  about  the                                                                    
program, the  commission had used  the PFD database  to send                                                                    
direct mailings into the homes  of students. She shared that                                                                    
once the information  had gotten to a student,  there was no                                                                    
real way  of assessing  its impact. She  stated that  one of                                                                    
the commission's challenges  was to make the  APS a "kitchen                                                                    
table  topic"  in  Alaskan  homes.   She  related  that  the                                                                    
commission had  not sought funding for  a marketing campaign                                                                    
for  the APS,  but that  it  had been  doing public  service                                                                    
announcements in addition to the mailings.                                                                                      
                                                                                                                                
Co-Chair Hoffman queried if the  success of the APS was left                                                                    
up to  the school districts more  than it was to  the state.                                                                    
Ms. Barrans replied that she  would not characterize it that                                                                    
way.                                                                                                                            
                                                                                                                                
Co-Chair  Hoffman  pointed out  that  the  APS was  a  state                                                                    
program  and  that  it  seemed   like  it  was  the  state's                                                                    
responsibility  to  contact  students directly.  He  offered                                                                    
that  the program  would potentially  have a  higher success                                                                    
rate, particularly  in the smaller school  districts, if the                                                                    
state took  a more active  role. Ms. Barrans  responded that                                                                    
the commission  had outreach staff in  Anchorage who visited                                                                    
every school  district every other year.  The outreach staff                                                                    
held seminars and  sessions and the parents  were invited to                                                                    
attend. She  shared that  some communities  had a  very high                                                                    
turnout for  outreach events, while other  communities had a                                                                    
smaller response.  She stated that the  commission was using                                                                    
multiple   modes   of   outreach  such   as   webinars   and                                                                    
teleconferences  and  furthered   that  the  commission  had                                                                    
reallocated staff to serve in an outreach capacity.                                                                             
                                                                                                                                
9:46:55 AM                                                                                                                    
                                                                                                                                
Co-Chair  Stedman  stated  that   some  districts,  such  as                                                                    
Hydaburg  or  Hoonah, had  very  few  students and  that  he                                                                    
understood  the asterisks  were necessary  due to  the small                                                                    
headcount. He  pointed out that  there were 106  students in                                                                    
the Bering Strait/Far North district  and 78 students in the                                                                    
Northwest  Arctic/Far North  district, and  stated that  the                                                                    
number of  students in  those districts  seemed too  high to                                                                    
justify asterisks  on eligibility.  He pointed out  that Mt.                                                                    
Edgecumbe  High  School, with  74  students,  had four  less                                                                    
students  than the  Northwest Arctic  district, but  that it                                                                    
did not have asterisks associated  with it and was reported.                                                                    
He  requested  an  explanation of  the  discrepancy  in  the                                                                    
disclosure between districts. Ms.  Barrans responded that an                                                                    
asterisk  indicated a  number of  eligible students  between                                                                    
zero and  four. Co-Chair  Stedman inquired if  the asterisks                                                                    
should be based  on how many students were  in the district.                                                                    
He  stated,  for instance,  that  if  there were  only  four                                                                    
eligible  graduates  from  the  Bering Straits  out  of  106                                                                    
students,   the   committee   should  be   privy   to   that                                                                    
information.  He   observed  that  figuring  out   who  five                                                                    
students  were out  of 106  was considerably  more difficult                                                                    
than determining who  one or two students were  out of five,                                                                    
as would be  the case in an area like  Hydaburg. Ms. Barrans                                                                    
stated that  the researcher who  had drafted the  report had                                                                    
requested guidance from  the FERPA main office,  but that he                                                                    
was not  led in a  direction that made him  feel comfortable                                                                    
including some  of the smaller  numbers. She added  that the                                                                    
suppression did not make much sense to her either.                                                                              
                                                                                                                                
Co-Chair  Stedman  continued  that  given  that  the  Bering                                                                    
Strait/Far  North  district  had  106  students,  he  didn't                                                                    
understand  how  the  report justified  not  disclosing  it,                                                                    
unless  it did  not  disclose any  school  systems with  106                                                                    
students or less.  He added that Petersburg  had 53 students                                                                    
and  that it  was disclosed.  He stated  that the  asterisks                                                                    
represented  data that  the committee  needed  to know.  Ms.                                                                    
Barrans  voiced  her  agreement  and  stated  that  she  was                                                                    
unclear as  to why the FERPA  protocols required suppression                                                                    
in  the  mentioned  cases.  She  indicated  that  she  would                                                                    
attempt to find an explanation  that clarified the issue for                                                                    
the committee.                                                                                                                  
                                                                                                                                
Co-Chair  Stedman inquired  if the  asterisks represented  a                                                                    
number from  zero to  five. Ms.  Barrans responded  that the                                                                    
asterisks represented a number between zero and four.                                                                           
                                                                                                                                
Co-Chair Stedman  stated that  if an  asterisk could  mean a                                                                    
zero, then in  a district the like  Bering Strait/Far North,                                                                    
it  was  just  as  likely  that none  of  the  106  students                                                                    
qualified as it  was that four did. He stated  that he found                                                                    
this prospect "alarming."                                                                                                       
                                                                                                                                
Co-Chair  Stedman expressed  that the  committee would  like                                                                    
all  the districts  to benefit  from the  APS. He  requested                                                                    
that  Ms.   Barrans  look  into   the  particulars   of  the                                                                    
undisclosed  districts and  get  back to  the committee,  as                                                                    
well as  obtain a written  response from "whoever  is trying                                                                    
to control that information."                                                                                                   
                                                                                                                                
9:51:23 AM                                                                                                                    
                                                                                                                                
Senator   Egan  observed   that  the   report's  information                                                                    
regarding some  of the  districts was  not very  concise. He                                                                    
noted that there were 28  districts that had fewer than five                                                                    
eligible graduates  and that out  of those  districts, there                                                                    
were 542 graduates,  only 29 of which were  eligible for the                                                                    
APS. He  concluded that the  number of eligible  students in                                                                    
these  districts only  represented  about 5  percent of  the                                                                    
total  and  that  only 11  students  actually  received  the                                                                    
scholarship in those 28 districts.                                                                                              
                                                                                                                                
Senator Egan  inquired if  there was  a breakdown  of needs-                                                                    
based versus  merit-based regarding where grant  funding had                                                                    
gone  and  the  number  of students  that  applied  for  the                                                                    
scholarship. Ms.  Barrans replied  that she would  come back                                                                    
to the committee with a response.                                                                                               
                                                                                                                                
Co-Chair Stedman  inquired if  asterisks that  represented a                                                                    
zero  could  be  disclosed  to the  committee.  Ms.  Barrans                                                                    
replied that she would look into the matter.                                                                                    
                                                                                                                                
Co-Chair Stedman  reiterated that  the committee  would like                                                                    
something  in  writing  from  whoever  was  controlling  the                                                                    
information. Ms. Barrans responded in the affirmative.                                                                          
                                                                                                                                
9:53:39 AM                                                                                                                    
AT EASE                                                                                                                         
                                                                                                                                
9:54:02 AM                                                                                                                    
RECONVENED                                                                                                                      
                                                                                                                                
9:54:06 AM                                                                                                                    
                                                                                                                                
Senator  Ellis   MOVED  to  ADOPT  the   proposed  committee                                                                    
substitute for HB 104(RLS),  Work Draft 27-GH1893/R (Mischel                                                                    
2/10/12) as a working document.                                                                                                 
                                                                                                                                
Co-Chair Stedman OBJECTED for purpose of discussion.                                                                            
                                                                                                                                
DARWIN PETERSON,  STAFF, SENATOR BERT STEDMAN,  spoke to the                                                                    
changes in  the work  draft, version R.  He stated  that the                                                                    
committee substitute  amended subsection 3, on  page 3, line                                                                    
8. He  explained that in  the previous  version, eligibility                                                                    
for  a  performance scholarship  was  based  on a  student's                                                                    
completion of  a core academic curriculum  "in high school,"                                                                    
but that  the change  allowed a student  to complete  a core                                                                    
academic curriculum of "high school  level course work."  He                                                                    
related that  the reasoning  behind the  change was  to make                                                                    
advanced  high school  courses that  were taken  in the  8th                                                                    
grade  apply  towards the  scholarship.  He  shared that  in                                                                    
subsection 8, there was also  exemption to the core academic                                                                    
curriculum; it provided a waiver  of any portion of the core                                                                    
academic  curriculum  that was  not  made  available in  the                                                                    
student's  school district.  Subsection  D, on  page 4,  was                                                                    
also included in the bill in  order to allow a mechanism for                                                                    
students  who  obtained   a  General  Education  Development                                                                    
Diploma  (GED).  He  stated  that  on  page  4,  Section  6,                                                                    
language was added whereby a  student who scored in the 90th                                                                    
percentile  on the  GED would  be eligible  for the  highest                                                                    
scholarship  award. He  continued  that scores  in the  80th                                                                    
percentile would result in a  second tier award and the 70th                                                                    
percentile score  would result in  the third tier  award. On                                                                    
page 5,  line 7,  the words "or  national" were  inserted so                                                                    
that   qualified  institutions   in  the   state  could   be                                                                    
accredited by  either a  regional or  national accreditation                                                                    
association.  At  the bottom  of  page  5, Section  10,  two                                                                    
subaccounts, the AlaskAdvantage  Education Grant Account and                                                                    
the  Alaska  Performance  Scholarship  Award  Account,  were                                                                    
created.  He explained  that money  would be  deposited into                                                                    
the   two  accounts   from  the   Alaska  Higher   Education                                                                    
Investment Fund. He stated that  the Alaska Higher Education                                                                    
Investment  Fund was  a  new fund  where  the $400  million,                                                                    
which had  been appropriated  the prior  year and  was being                                                                    
housed at  the Alaska Housing Finance  Corporation, would be                                                                    
deposited. He  noted that depositing  the $400  million into                                                                    
the  fund would  require another  appropriation because  the                                                                    
original appropriation  had been  for scholarships  only and                                                                    
with the  addition of grants,  further action  was required.                                                                    
Section C,  line 10 and  Section D,  line 21 were  both new.                                                                    
Section C,  on page 6, represented  the one-third/two-thirds                                                                    
split  concept, whereby  one-third of  the amount  available                                                                    
each year  from the Alaska Higher  Education Investment Fund                                                                    
would be  made available  for the AlaskAdvantage  Grants and                                                                    
two-thirds  would  go  towards  the APS;  the  section  also                                                                    
stated that if there was  an insufficient number of eligible                                                                    
applicants for the APS pool  of funds, the remaining balance                                                                    
would  be allocated  to  the  AlaskAdvantage Grant  account.                                                                    
Section D  created a mechanism for  reserving a proportional                                                                    
amount of  funds for students  in a school district  with an                                                                    
average  daily  membership of  less  than  800; this  amount                                                                    
would be  calculated by taking  the statewide  percentage of                                                                    
students in a school district  with 800 students or less. He                                                                    
offered  a  hypothetical  example  that  if  25  percent  of                                                                    
Alaska's  students  were  in  districts  with  800  or  less                                                                    
students, then  25 percent of  the funds available  from the                                                                    
Alaska Higher  Education Investment Fund would  be set aside                                                                    
for  those  students;  subsection  E specified  that  if  an                                                                    
insufficient  number of  the proportionally  funded students                                                                    
were  eligible, the  remaining funds  would be  re-deposited                                                                    
into the  Alaska Higher  Education Investment  fund. Section                                                                    
12,  on   page  7   created  the  Alaska   Higher  Education                                                                    
Investment Fund; subsection C  established the payout method                                                                    
from  the  fund into  the  two  sub-accounts. Annually,  ten                                                                    
percent  of the  amount  available in  the higher  education                                                                    
fund  would be  made  available for  appropriation into  the                                                                    
sub-accounts;  one-third of  that amount  would go  into the                                                                    
grant account and two-thirds into the APS account.                                                                              
                                                                                                                                
Mr.  Peterson stated  that the  legislation's one-third/two-                                                                    
thirds  payout method  needed to  be  revisited and  related                                                                    
that  the  split language  was  added  because the  previous                                                                    
version of the bill had  established a payout method at one-                                                                    
third the total value of  the fund or $40 million, whichever                                                                    
was less. He  mentioned that $40 million was  ten percent of                                                                    
the $400 million that had  been appropriated the prior year.                                                                    
He pointed  out that  $40 million was  a higher  payout than                                                                    
the fund's rate  of return would be and  reiterated that the                                                                    
payout method needed  to be changed. Sections  13 through 24                                                                    
added  the Alaska  Higher Education  Investment  Fund as  an                                                                    
eligible recipient  for all statutory tax  credits that were                                                                    
allowed for contributions to education.  Sections 29 and 30,                                                                    
on page 16, had new  effective dates. Section 29 established                                                                    
a delayed  effective date of July  1, 2013 for Section  8 of                                                                    
the  bill.  He  explained   that  Section  8  described  the                                                                    
conditions  that  a  postsecondary institute  must  meet  in                                                                    
order  to receive  scholarship funds;  requirements included                                                                    
an  advisory  program  for incoming  students  and  offering                                                                    
courses that would  result in the issuance of a  degree in a                                                                    
timely manner.  Section 30 established an  effective date of                                                                    
January 1,  2021 that applied  to all the  second referenced                                                                    
tax  credit  provisions  in Sections  13  through  24;  this                                                                    
effective date was  a result of prior  legislation and would                                                                    
allow contributions to the fund to continue in perpetuity.                                                                      
                                                                                                                                
Co-Chair  Stedman WITHDREW  his  OBJECTION.  There being  NO                                                                    
FURTHER OBJECTION, the proposed  committee substitute for HB                                                                    
104(RLS),  Work  Draft  27-GH1893/R (Mischel,  2/10/12)  was                                                                    
Adopted.                                                                                                                        
                                                                                                                                
Co-Chair Stedman discussed the  fiscal notes in the members'                                                                    
packets  and related  that  the notes  would  be updated  to                                                                    
reflect the changes in the new committee substitute.                                                                            
                                                                                                                                
10:01:57 AM                                                                                                                   
                                                                                                                                
Co-Chair  Stedman  asked if  Ms.  Barrans  had any  feedback                                                                    
regarding   areas   of   the  bill   that   needed   further                                                                    
consideration. Ms.  Barrans stated that  Commissioner Hanley                                                                    
was  present to  address  DEED's  concerns, which  primarily                                                                    
dealt with  K-12. She warned  that there were  concerns with                                                                    
the  bill's proposed  changes  on page  3,  Section 5;  this                                                                    
section  had   a  provision  which  essentially   created  a                                                                    
"loophole" for districts  to not have to  make available the                                                                    
curriculum  that students  would otherwise  need to  take in                                                                    
order  to  qualify  for  the APS.  She  mentioned  that  the                                                                    
remediation  rates of  Alaskan scholars  were very  high and                                                                    
that  there  were  concerns regarding  a  loophole  in  that                                                                    
regard. She  pointed out that  the State Board  of Education                                                                    
had  created a  "safety net"  for students  who, through  no                                                                    
fault  of  their own,  were  unable  to take  the  necessary                                                                    
curriculum; the  safety net  allowed a  student to  take the                                                                    
necessary classes  the year after  they graduated  and still                                                                    
be  eligible for  the scholarship  during the  current year.                                                                    
She offered that the safety  net would sunset in the current                                                                    
regulations in 2012.                                                                                                            
                                                                                                                                
MICHAEL  HANLEY, COMMISSIONER,  DEPARTMENT OF  EDUCATION AND                                                                    
EARLY  DEVELOPMENT,  addressed   the  department's  concerns                                                                    
regarding Section 5,  page 3 of the bill  and indicated that                                                                    
particularly  in small  schools,  some programs  may not  be                                                                    
able  to  offer  the  curriculum   required  to  access  the                                                                    
scholarship.  He stated  that the  safety net  was added  to                                                                    
address concerns regarding course  availability and that its                                                                    
current sunset  was in 2012.  He added that the  sunset date                                                                    
could  be  extended  if  the   legislature  thought  it  was                                                                    
important to do  so. He noted that the  department had found                                                                    
it more  appropriate to continue  to encourage  districts to                                                                    
offer  the curriculum  that  students  would require  rather                                                                    
than providing  a loophole, which  removed the  incentive to                                                                    
offer  the   proper  curriculum.   He  concluded   that  the                                                                    
department felt there was a safety net in place currently.                                                                      
                                                                                                                                
Ms. Barrans explained that Section  6 of the bill inserted a                                                                    
GED alternative  that was concerning  to the  department and                                                                    
related that  one of the  fundamental objectives of  the APS                                                                    
program was  to incentivize students to  make good decisions                                                                    
early in life.  She warned that creating a  GED option would                                                                    
allow   students   to    avoid   the   rigorous   curricular                                                                    
requirements  of   the  APS.  She   pointed  out   that  the                                                                    
department was aware of the  legitimate concerns of students                                                                    
who chose  not to complete  high school; however,  there was                                                                    
already an  avenue for GEDs,  as they were  accepted through                                                                    
the Education Grant Program. She  mentioned that Wyoming had                                                                    
incorporated a  GED alternative in  its program and  that it                                                                    
had shown that  not only do very few  students qualify under                                                                    
the GED  route, but that the  few who did qualify  failed at                                                                    
very high  rates. She stated  that during the prior  year in                                                                    
Wyoming,  fewer  than  30 students  had  qualified  for  the                                                                    
scholarship through the  GED pathway and that by  the end of                                                                    
the  first  year,  21  of  those  students  were  no  longer                                                                    
eligible  to  receive financial  aid.  She  related that  by                                                                    
adding the GED  as viable pathway in statute,  the state was                                                                    
essentially  telling young  people that  the GED  was an  ok                                                                    
alternative. She  offered that a  GED clearly put  a student                                                                    
at a  disadvantage when he  or she moved forward  with their                                                                    
student  career. She  concluded that  the GED  was a  viable                                                                    
pathway,  but that  it  should not  be  incorporated into  a                                                                    
performance scholarship structure.                                                                                              
                                                                                                                                
10:07:17 AM                                                                                                                   
                                                                                                                                
Ms. Barrans  discussed page 5,  Section 10 of the  bill. She                                                                    
stated that  the department was  supportive of  the separate                                                                    
sub-accounts,  but that  there  was an  issue regarding  the                                                                    
structure  of the  one-third/two-thirds  split. She  pointed                                                                    
out that  what had  been discussed the  prior year  was that                                                                    
the grant program would be  funded at one-third the level of                                                                    
the scholarship  program, but that  the legislation  had set                                                                    
the funding  at a one-third/two-thirds split  of the account                                                                    
value.   In   order  to   fully   fund   the  APS   program,                                                                    
substantially  more  money  was  being spent  and  would  be                                                                    
needed.  She furthered  that the  scholarship program  would                                                                    
require general  fund support and that  the Higher Education                                                                    
Investment  Fund  was  not  large  enough  to  sustain  both                                                                    
programs,  given  the  current  proportion  of  the  funding                                                                    
split.                                                                                                                          
                                                                                                                                
Co-Chair  Hoffman  inquired  how  much  additional  funding,                                                                    
beyond  the $400  million,  would be  required  to make  the                                                                    
Alaska  Higher Education  Investment Fund  sustainable under                                                                    
the current  terms of the  bill. Ms. Barrans  responded that                                                                    
she  had not  performed  any calculations  and deferred  the                                                                    
question to the Department of Revenue.                                                                                          
                                                                                                                                
Co-Chair  Hoffman  queried  if  providing  additional  funds                                                                    
would  alleviate   the  concerns  regarding  the   split  of                                                                    
funding. Ms.  Barrans replied that  she was unable  to speak                                                                    
for the  administration regarding its support  of increasing                                                                    
capital to the fund.                                                                                                            
                                                                                                                                
Co-Chair Stedman indicated that  the committee would work on                                                                    
the allocation  issue. He mentioned that  the fund's maximum                                                                    
payout was  at 10 percent and  that it was way  too high. He                                                                    
stated that  if appropriations to the  fund were inadequate,                                                                    
the general fund would need to cover the difference.                                                                            
                                                                                                                                
Ms. Barrans stated that the bill  also had a provision for a                                                                    
reserve of funds  and related that the  department wanted to                                                                    
fund the  programs at a level  that would make a  reserve of                                                                    
funds  unnecessary.   She  shared   that  there   were  some                                                                    
technical issues  regarding "essentially having to  create a                                                                    
program within  a program that would  prioritize funding for                                                                    
students  from particular  districts.  We would  need to  be                                                                    
able to  track those  students. As you  know, they  have six                                                                    
years within which to use  this." She mentioned that the new                                                                    
committee substitute's  proposed preferential  treatment for                                                                    
some students added a complication  that the current program                                                                    
structure did not  contemplate. She stated that  it was even                                                                    
more  complicated for  the grant  program.["It" was  made in                                                                    
reference to the preferential  treatment of fund dispersal.]                                                                    
She  stated  that the  department  did  not track  the  high                                                                    
school that  students came from  for the grant  program. The                                                                    
average age  of grant  recipients was  in the  late-20s. She                                                                    
related that  she was unsure  what bearing a  student's high                                                                    
school  would  have on  eligibility,  given  that the  grant                                                                    
program  was  needs-based.   She  shared  that  preferential                                                                    
treatment for particular school  districts was not something                                                                    
that was  built into  the grant  structure. She  stated that                                                                    
the grant  program had  applicants every  year and  that the                                                                    
department  ranked the  students from  the greatest  need to                                                                    
the  least  need; money  was  then  allocated until  it  was                                                                    
exhausted. She  offered that how the  department would treat                                                                    
a student  who was  towards the  bottom of  the list  if the                                                                    
student had earlier graduated from  a high school in one the                                                                    
qualifying  districts was  problematic.  She concluded  that                                                                    
whether  a student  from a  qualifying  district would  have                                                                    
preferential  treatment over  a  student  with the  greatest                                                                    
need  represented  a  complication  that would  need  to  be                                                                    
resolved.                                                                                                                       
                                                                                                                                
Co-Chair Stedman stated that  the computer programmers could                                                                    
probably track  the students  if the  state so  desired. Ms.                                                                    
Barrans responded that with enough  time and money, it could                                                                    
be done.                                                                                                                        
                                                                                                                                
Co-Chair Stedman  asked if the  Department of  Education and                                                                    
Early Development  had any other concerns  regarding the new                                                                    
committee  substitute. Commissioner  Hanley reiterated  that                                                                    
on page  3, he would like  the words "courses taken  in high                                                                    
school" to  be changed to  "high school courses."  He shared                                                                    
that  he  had  a   significant  amount  of  discussion  with                                                                    
different  districts, many  of which  offered middle  school                                                                    
students that  were ready the  option to pursue  high school                                                                    
level courses and move forward.  He offered that many of the                                                                    
districts,  particularly smaller  ones,  were supportive  of                                                                    
the language  change. He pointed  out that it  was important                                                                    
to consider the possible  downside with offering courses too                                                                    
early.  He mentioned  that typically,  a student's  level of                                                                    
success at  the university  level could be  how much  math a                                                                    
student had taken in the last  two years and not how much he                                                                    
or  she had  taken total;  a downside  could be  if students                                                                    
took  all their  math early  on, they  may need  a refresher                                                                    
course before  they entered college.  He concluded  that the                                                                    
positive side of the language  change would be that it would                                                                    
incentivize kids to push themselves  earlier on and take the                                                                    
necessary courses.                                                                                                              
                                                                                                                                
Co-Chair Stedman requested that  Ms. Barrans ask whoever was                                                                    
suppressing the  asterisked information  if it  was possible                                                                    
to  lump the  smaller schools  together in  the report  ",so                                                                    
there  might be  six or  seven,  or some  number of  schools                                                                    
combined together" in  order to get a feel for  the group in                                                                    
general. He stated  that he would like to  examine the small                                                                    
schools in  aggregate because he  had difficulty  with being                                                                    
unable to  have access  to information  that was  needed for                                                                    
the committee to fulfill its  obligation. Ms. Barrans voiced                                                                    
her  agreement.  She  responded   that  she  could  look  at                                                                    
different  ways of  aggregating the  districts and  would be                                                                    
able to answer the question for the committee.                                                                                  
                                                                                                                                
10:14:48 AM                                                                                                                   
                                                                                                                                
SCSCS  HB  104(FIN) was  HEARD  and  HELD in  committee  for                                                                    
further consideration.                                                                                                          
                                                                                                                                
SENATE BILL NO. 130                                                                                                           
                                                                                                                                
     "An Act establishing  in the Office of  the Governor an                                                                    
     advisory  council  for the  preservation,  restoration,                                                                    
     and revitalization of Alaska Native languages."                                                                            
                                                                                                                                
10:15:36 AM                                                                                                                   
                                                                                                                                
DAVID  SCOTT,  STAFF,  SENATOR DONNY  OLSEN,  gave  a  brief                                                                    
sponsor  statement. He  conveyed that  the bill  sponsor was                                                                    
unable  to  be  present;  however, the  sponsor  wanted  the                                                                    
committee to  know that Alaska Native  languages were dying.                                                                    
He  furthered that  Alaskans were  aware  that their  Native                                                                    
languages were dying and that they feared this occurring.                                                                       
                                                                                                                                
LOREN PETERSON,  STAFF, SENATOR  DONNY OLSEN,  introduced SB                                                                    
130.                                                                                                                            
                                                                                                                                
     Good Morning  members of the Senate  Finance Committee.                                                                    
     For the  record, I'm Loren  Peterson, staff  to Senator                                                                    
     Donald  Olson.   Last  year,  Senator   Olson's  office                                                                    
     received  a resolution  from  the  NWAB supporting  the                                                                    
     formation of  an Alaska Native Languages  Commission at                                                                    
     the state  level.  The  original resolution is  part of                                                                    
     the packets in front of  you. It is felt throughout the                                                                    
     indigenous   tribes   statewide  that   Alaska   Native                                                                    
     Languages (ANL's)  are threatened  by extinction.   The                                                                    
     intent of SB 130 is  to preserve, maintain, and restore                                                                    
     ANL's.   Indigenous  languages  are  the most  critical                                                                    
     components  in   terms  of  preservation   of  cultural                                                                    
     identity.   The   most   recent  case   regarding   the                                                                    
     disappearing of native languages  is the the Eyak tribe                                                                    
     that lost  its last native fluent  speaker, Chief Marie                                                                    
     Smith Jones,  who passed away  in January of 2008.   An                                                                    
     article on  this unfortunate loss is  also provided for                                                                    
     you  in  your  packets.  Now, more  than  ever,  is  it                                                                    
     imperative that  steps be initiated at  the state level                                                                    
     to  support  ongoing   effective  language  restoration                                                                    
     efforts statewide. SB 130  supports efforts to preserve                                                                    
     ANL's and  would establish an Alaska  Native Language &                                                                    
     Advisory  Council.   This  council  will   then  assess                                                                    
     statewide language policy and  programs, with a mission                                                                    
     to   seek  the   most   cost   effective  programs   in                                                                    
     communities where  preservation is most critical.   Mr.                                                                    
     Chairman,  We  have  3 language  and  cultural  experts                                                                    
     either here or online to testify.                                                                                          
                                                                                                                                
     Dr. Rosita Worl: Sea Alaska (in person)                                                                                    
     Julie Kitka: President of AFN                                                                                              
     Bernadette  Alvanna-Stimpfle:  Kawerak Eskimo  Heritage                                                                    
     Program Director                                                                                                           
                                                                                                                                
     Also Available for Question & Answer:                                                                                      
     Dr. Rosita Worl: Vice Chair  of Sea Alaska Corp & Pres.                                                                    
     of Sea Alaska Heritage                                                                                                     
     Scott Ruby: Director of Division of CRA                                                                                    
                                                                                                                                
     Mr.  Chairman  and  members   of  the  committee,  this                                                                    
     concludes   my  presentation.   Thank   you  and   more                                                                    
     appropriately,    Quayana,    for   your    time    and                                                                    
     consideration for  the passage  of this  very important                                                                    
     piece of legislation.                                                                                                      
                                                                                                                                
                                                                                                                                
10:19:40 AM                                                                                                                   
                                                                                                                                
JULIE KITKA,  ALASKA FEDERATION  OF NATIVES,  ANCHORAGE (via                                                                    
teleconference),   expressed   the  Alaska   Federation   of                                                                    
Natives' (AFN)  support of SB  130. She stated that  the AFN                                                                    
felt  that  the  legislation  was something  that  was  long                                                                    
overdue in  Alaska and  that it  was important  for cultural                                                                    
survival. She  furthered that  the revitalization  of Native                                                                    
languages  would benefit  young Alaskan  Natives. She  noted                                                                    
that the  AFN wanted the committee  to be aware that  SB 130                                                                    
was  in line  with the  U.N.  Declaration on  the Rights  of                                                                    
Indigenous  Peoples,  which   the  United  States  announced                                                                    
support  for in  December of  2010. She  furthered that  the                                                                    
U.N.  declaration  contained  a   number  of  articles  that                                                                    
supported  language  restoration   and  revitalization.  She                                                                    
stated that the AFN would  like the legislation to include a                                                                    
provision  to  allow  pilot demonstration  projects  in  the                                                                    
different cultural areas in  order to advance revitalization                                                                    
efforts in a quicker fashion.                                                                                                   
                                                                                                                                
10:23:01 AM                                                                                                                   
                                                                                                                                
ROSITA WORL,  PRESIDENT, SEALASKA HERITAGE  INSTITUTE, spoke                                                                    
in support of SB 130. She  gave a brief statement in Tlingit                                                                    
and shared her Tlingit names,  as well as her personal clan,                                                                    
moiety, and  house heritage with  the committee.  She stated                                                                    
that  Tlingit  names  embodied social  identities,  cultural                                                                    
values,   established   a   bond  with   ancestors   and   a                                                                    
responsibility  for future  generations; furthermore,  these                                                                    
things were  not taught in  school. She offered that  it had                                                                    
taken  her years  to try  and reconcile  the conflicts  that                                                                    
Native children  had growing up  in a non-Native  world. She                                                                    
opined that  the legislation  would go  a long  ways towards                                                                    
reducing  the   kinds  of  conflicts  that   Alaskan  Native                                                                    
children endure. She stated that  the bill was a significant                                                                    
step  by  the  state   towards  acknowledging  cultural  and                                                                    
linguistic diversity  and that it  sent a strong  message to                                                                    
the  world that  Alaska  valued  linguistics diversity.  She                                                                    
furthered  that  the bill  also  sent  a message  to  Native                                                                    
peoples  that Native  languages were  not inferior  or evil.                                                                    
She pointed  out that the  bill had been  originally brought                                                                    
to  the  AFN as  a  resolution  by  a  young man  named  Tim                                                                    
Argetsinger  and related  that she  wanted to  recognize his                                                                    
efforts.  She stated  that linguistic  diversity was  a rich                                                                    
resource  of  this state  that  was  often undervalued.  She                                                                    
offered that  integrating Native  language and  culture into                                                                    
schools   improved  academic   achievement.  She   discussed                                                                    
studies that  were conducted by  Bill Demmert,  which showed                                                                    
that integrating  Native language  and culture  in education                                                                    
systems  improved  academic  achievement.  She  shared  that                                                                    
there was a study being  conducted in the Juneau schools, in                                                                    
which  the  Tlingit  language had  been  integrated  in  the                                                                    
Harborview School.  She related that the  heritage institute                                                                    
was  conducting  a  longitudinal  study  of  the  Harborview                                                                    
students who were about to  graduate, but that the institute                                                                    
was confident  that the studies would  show that integrating                                                                    
Native  language  into  the  school  had  improved  academic                                                                    
achievement.  She  shared  that  poor  academic  achievement                                                                    
resulted  in  social  and  fiscal   costs  and  stated  that                                                                    
language  integration  gave people  positive  self-identity,                                                                    
which  could  lead  to improved  academic  achievement.  She                                                                    
pointed  out that  there was  a difference  between language                                                                    
studies and language restoration  and stated that there were                                                                    
questions regarding if the council  would replicate the work                                                                    
of the Alaska  Native Language Center. She  related that the                                                                    
Alaska Native Language  Center had been in  existence for 40                                                                    
years  and  that  it  had  done a  great  job  in  terms  of                                                                    
documentation;  however, the  center's  efforts in  language                                                                    
restoration had not been as  successful as its documentation                                                                    
efforts. She  noted that the heritage  institute's linguists                                                                    
had indicated  that learning different  languages stimulated                                                                    
brain  activity.  She  continued  that  another  benefit  of                                                                    
integrating   languages   into   schools   was   place-based                                                                    
education  and  offered  that   learning  was  enhanced  for                                                                    
students   who  were   able  to   learn   about  their   own                                                                    
environment. She  stressed that although  Sealaska supported                                                                    
the restoration of Native languages,  its programs were also                                                                    
designed  to  stimulate critical  thinking,  as  well as  to                                                                    
advance knowledge and science.                                                                                                  
                                                                                                                                
10:33:32 AM                                                                                                                   
                                                                                                                                
BERNADETTE ALVANA-STIMPSLE, KAWERAK  INCORPORATED, NOME (via                                                                    
teleconference),  expressed support  of SB  130. She  gave a                                                                    
brief statement in  her Native language and  shared that she                                                                    
had not  learned English  until she  had attended  school at                                                                    
age five.  She offered  that SB  130 would  encourage Native                                                                    
peoples to continue  to think in their  own, first language.                                                                    
She  mentioned  that she  was  the  Co-Chair of  the  Alaska                                                                    
Native   Education  Association,   which  was   a  statewide                                                                    
organization  of  Native  educators   and  stated  that  the                                                                    
association fully  supported the  bill. She stated  that the                                                                    
Native language  council was needed  at the  statewide level                                                                    
for  assessing the  state's  native  languages and  admitted                                                                    
that  although  she had  heard  a  number of  fluent  Native                                                                    
speakers, she  had not seen  a formal survey for  five years                                                                    
or  more. She  related that  formal surveys  were needed  in                                                                    
order  to determine  which of  the  Alaska Native  languages                                                                    
were still spoken  fluently and which ones were  in the most                                                                    
critical state  as a  dying language.  She pointed  out that                                                                    
one  of  the  projects  she had  undertaken  as  the  Eskimo                                                                    
Heritage  Program Director  was  the  revitalization of  the                                                                    
Fish  River  Inupiat dialect;  there  were  only about  four                                                                    
fluent  speakers  of  the Fish  River  dialect  within  four                                                                    
communities  in  the region.  She  shared  that forming  the                                                                    
advisory council  would enable the communities  to establish                                                                    
new   programs   and   projects  for   a   Native   language                                                                    
revitalization  movement.  According   to  the  2007  Alaska                                                                    
Native Language  Population and Speaker Statistics,  only 22                                                                    
percent spoke  a Native  language fluently.[The  comment was                                                                    
made in  respect to the  percentage of Alaskan  Natives that                                                                    
were fluent  in a Native  language.] She shared  that Alaska                                                                    
Natives were losing their  cultural foundation and identity,                                                                    
but   that   through   the  legislation,   the   state   was                                                                    
acknowledging that  Alaska Native  languages were  needed in                                                                    
the  communities and  villages. She  concluded that  Kawerak                                                                    
Incorporated  and  the   Alaska  Native  Language  Education                                                                    
Association fully supported the passage of SB 130.                                                                              
                                                                                                                                
10:37:13 AM                                                                                                                   
                                                                                                                                
CARL ROSE, EXECUTIVE DIRECTOR,  ASSOCIATION OF ALASKA SCHOOL                                                                    
BOARDS,   expressed  the   association's   support  of   the                                                                    
committee  substitute  for  SB  130.  He  related  that  the                                                                    
association  was  resolved  in support  of  Alaska's  Native                                                                    
languages  and culture  being addressed  in the  schools. He                                                                    
stated  that the  indigenous languages  in  Alaska were  the                                                                    
cultural base for Alaska's first  peoples. He shared a quote                                                                    
from  John  Atchak,  who was  from  the  Kashunamiut  school                                                                    
district in Chevak, Alaska; the  quote stated, "Our Language                                                                    
tells you who we are and where we are from."                                                                                    
                                                                                                                                
10:38:13 AM                                                                                                                   
                                                                                                                                
SB  130  was  HEARD  and   HELD  in  committee  for  further                                                                    
consideration.                                                                                                                  
                                                                                                                                
SENATE BILL NO. 144                                                                                                           
                                                                                                                                
     "An Act temporarily reinstating the child and adult                                                                        
     immunization program in the Department of Health and                                                                       
     Social Services; and providing for an effective date."                                                                     
                                                                                                                                
SENATOR CATHY GIESSEL  presented SB 144 and  stated that the                                                                    
legislation would  restore funding  for the  state's vaccine                                                                    
program  and benefit  every single  Alaskan.  She related  a                                                                    
story   about  George   Washington   and   the  history   of                                                                    
vaccination.   She   observed   that  although   the   older                                                                    
generation  of  Americans  had  all  received  a  small  pox                                                                    
immunization,  children   in  America  were   not  currently                                                                    
receiving   that  vaccination   because   the  vaccine   had                                                                    
eliminated  that disease  from  the world.  She stated  that                                                                    
vaccine  had  a  significant  impact and  discussed  a  1925                                                                    
incident in Nome that was referred  to as "the great race of                                                                    
mercy."  In  1925,  diphtheria was  sweeping  through  Nome,                                                                    
which only had one physician  and four nurses. The physician                                                                    
in Nome  at the time sent  word out that the  anti-toxin for                                                                    
diphtheria was  needed; the only  way to get  the anti-toxin                                                                    
to Nome  was via  dog sled. She  observed that  the Iditarod                                                                    
Race celebrated the  great race of mercy and  noted that the                                                                    
anti-toxin had  saved lives  in the  community of  Nome. She                                                                    
discussed the symptoms  of diphtheria and how it  used to be                                                                    
treated.  The  diphtheria   vaccination  was  combined  with                                                                    
several other immunizations in the  same vaccine, which also                                                                    
contained tetanus, also known  as "lock jaw", and pertussis,                                                                    
otherwise known  as "whooping cough."  She discussed  a 2009                                                                    
outbreak of  whooping cough  in Juneau  and related  that it                                                                    
was  a  serious  disease, particularly  for  young  children                                                                    
because  it impaired  their ability  to breathe.  She shared                                                                    
that  because of  vaccine,  whooping cough  was  able to  be                                                                    
controlled and  related that vaccines had  nearly eliminated                                                                    
polio from the world. She  stated that the late Senator, Ted                                                                    
Stevens,  had  secured  funding   for  a  universal  vaccine                                                                    
program  in  Alaska  that   would  provide  vaccination  for                                                                    
children and adults. She shared  that there were two sources                                                                    
of  funding  for vaccines  in  Alaska;  one source  was  for                                                                    
children's vaccines  and was a  secured source.  She pointed                                                                    
out that  other source  of funding was  from Section  317 of                                                                    
U.S. Public  Health Code, but  that this funding  source was                                                                    
not  secure  and  had   been  significantly  decreased.  The                                                                    
Section 317 funding  used to equal $4.3  million, but Alaska                                                                    
would  only receive  $700,000 in  the upcoming  fiscal year.                                                                    
She related that the governor  had already included $700,000                                                                    
in his  budget and that  SB 144 would provide  an additional                                                                    
$2.9 million.                                                                                                                   
                                                                                                                                
10:46:13 AM                                                                                                                   
                                                                                                                                
Senator  Ellis indicated  that he  had been  contacted by  a                                                                    
number  of  individuals regarding  SB  144.  He stated  that                                                                    
people  seemed  to  generally  support  the  bill,  but  had                                                                    
questions as to why the program  did not include the HPV and                                                                    
meningococcal  meningitis vaccines.  He mentioned  that both                                                                    
vaccines  were  recommended  for  teenage  boys  and  girls.                                                                    
Senator  Giessel responded  that her  focus was  to craft  a                                                                    
bill that  addressed the required vaccines  for children who                                                                    
were entering school, as well  as diseases that adults carry                                                                    
that are deadly  or contagious to children.  She stated that                                                                    
the Section  317 funding  had been  decreasing and  that the                                                                    
cost-benefit ratio  was lower on  the HPV  and meningococcal                                                                    
meningitis  vaccines;  the  Division of  Public  Health  had                                                                    
examined the  cost-benefit ratio  of different  vaccines and                                                                    
had eliminated  those two vaccines  first, when  the funding                                                                    
had begun  to fall.  She concluded  that the  bill's funding                                                                    
was "seriously" needed and that  she had crafted legislation                                                                    
that was very likely to pass.                                                                                                   
                                                                                                                                
Senator  Ellis inquired  if  the exclusion  of  the HPV  and                                                                    
meningococcal  meningitis  vaccines   was  purely  based  on                                                                    
funding  or whether  it was  a political  decision regarding                                                                    
HPV. Senator Giessel responded that  the bill gave the power                                                                    
to   add   additional   vaccines,  should   funding   become                                                                    
available, to  the commissioner of the  Department of Health                                                                    
and Social Services.                                                                                                            
                                                                                                                                
Co-Chair   Stedman  discussed   a  fiscal   note  from   the                                                                    
Department of  Health and Social  Services in the  amount of                                                                    
$2.9 million in general fund  cost for the next three fiscal                                                                    
years.                                                                                                                          
                                                                                                                                
MARY    SULLIVAN,   COORDINATOR,    ALASKA   PRIMARY    CARE                                                                    
ASSOCIATION, ANCHORAGE  (via teleconference),  expressed the                                                                    
association's  strong  support  of   SB  144,  as  well  its                                                                    
companion bill  in the House of  Representatives. She stated                                                                    
that the  association represented Alaska's  community health                                                                    
centers,   which    served   uninsured    and   underinsured                                                                    
individuals across  the state. She  related that one  of the                                                                    
association's smaller clinics in  Talkeetna would be in zero                                                                    
compliance with immunizations due to  a lack of funding. She                                                                    
related that  neither the association nor  its providers had                                                                    
expressed a problem with the  legislation's exclusion of the                                                                    
HPV and meningococcal meningitis vaccines.                                                                                      
                                                                                                                                
10:52:23 AM                                                                                                                   
AT EASE                                                                                                                         
                                                                                                                                
10:52:29 AM                                                                                                                   
RECONVENED                                                                                                                      
                                                                                                                                
ROSALYN SINGLETON,  ALASKA NATIVE TRIBAL  HEALTH CONSORTIUM,                                                                    
ANCHORAGE (via  teleconference), testified in support  of SB                                                                    
144.  She   related  that   when  she   had  started   as  a                                                                    
pediatrician in Alaska,  more than 40 infants  per year were                                                                    
hospitalized with hib meningitis;  some of the infants died,                                                                    
while 30  percent were left  with permanent brain  damage or                                                                    
deafness. She  shared that before vaccines,  Alaska also had                                                                    
large  epidemics  of  hepatitis  A, but  that  an  effective                                                                    
vaccine  had   been  licensed  and  had   nearly  eliminated                                                                    
hepatitis A from  Alaska. She shared that there  had been no                                                                    
outbreaks of  hepatitis A since  the release of  the vaccine                                                                    
in  1995 and  that there  had been  a significant  amount of                                                                    
money  saved as  a result.  She mentioned  that measles  had                                                                    
been under  control in Alaska  since 1998. She  offered that                                                                    
the legislation  was a "stop-gap" effort  to increase access                                                                    
to vaccines  and that if  the bill  did not pass,  the state                                                                    
immunization  program   would  be  unable  to   provide  any                                                                    
vaccines  to  children  outside   of  the  federally  funded                                                                    
vaccines  for  the  uninsured, Medicaid  users,  and  Alaska                                                                    
Native  children. She  concluded  that when  faced with  the                                                                    
high  cost  of vaccines,  many  medical  practices were  not                                                                    
providing  vaccines  at  all  and  that  many  parents  were                                                                    
deferring vaccines  until it was required  for school; these                                                                    
factors  represented an  increased risk  to Alaska's  public                                                                    
health.                                                                                                                         
                                                                                                                                
GEORGE  BROWN, ACADEMY  OF PEDIATRICS  ALASKA  & ALL  ALASKA                                                                    
PEDIATRIC  PARTNERSHIP,  spoke  in  support of  SB  144.  He                                                                    
stated  that Washington  and New  Hampshire had  programs in                                                                    
which  pharmacists,   the  makers  of   vaccines,  insurance                                                                    
companies,  and the  legislated  public  funds for  vaccines                                                                    
were  in one  program that  provided universal  vaccines. He                                                                    
offered that  vaccines clearly helped  to contain  the costs                                                                    
of healthcare.                                                                                                                  
                                                                                                                                
10:57:21 AM                                                                                                                   
                                                                                                                                
WARD HURLBURT,  CHIEF MEDICAL OFFICER, DEPARTMENT  OF HEALTH                                                                    
AND SOCIAL  SERVICES, DIRECTOR,  DIVISION OF  PUBLIC HEALTH,                                                                    
testified in support of SB 144.  He related that when he had                                                                    
started practicing in Alaska in  1961, 25 out of every 1,000                                                                    
children who were born died  from "these diseases," but that                                                                    
currently, only seven children out  of every 1,000 born died                                                                    
per  year  from all  the  causes  of death  combined.["These                                                                    
diseases"  was  made  in  reference  to  diseases  that  are                                                                    
preventable through vaccines.] He  shared that 37 states put                                                                    
state  money   towards  buying  vaccines  and   stated  that                                                                    
immunization was both  an individual and a  public issue. He                                                                    
observed that immunizing a  person protected that individual                                                                    
from a  disease, but that  "herd immunity,"  which protected                                                                    
others, took  place when  there was  sufficient immunization                                                                    
within a  population. He discussed  an outbreak  of whooping                                                                    
cough in California, which had  infected over 2,000 children                                                                    
and killed ten  infants. He stated that the  vaccines in the                                                                    
bill were  selected with fiscal  prudence and  public health                                                                    
in mind.  He pointed  out that "quality  adjusted life-year"                                                                    
was a term that  referred to the cost of saving  a year of a                                                                    
person's life  and that the immunizations  that were covered                                                                    
by the legislation were those  that cost $25,000 or less per                                                                    
year;  the  vaccinations  that  were  not  selected  in  the                                                                    
legislation were those that cost $50,000 per year or more.                                                                      
                                                                                                                                
Mr. Rose expressed the Association  of Alaska School Boards'                                                                    
support of SB 144.                                                                                                              
                                                                                                                                
11:00:05 AM                                                                                                                   
                                                                                                                                
SB 144 was HEARD and HELD in committee for further                                                                              
consideration.                                                                                                                  
                                                                                                                                
Co-Chair Stedman discussed the following meeting's agenda.                                                                      
                                                                                                                                
ADJOURNMENT                                                                                                                     
11:00:14 AM                                                                                                                   
                                                                                                                                
The meeting was adjourned at 11:00 AM.                                                                                          

Document Name Date/Time Subjects
SB 130 Legislative Research Report.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Afognak Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 AK Assoc Bilingual Ed.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 AFN Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 AFN Support Resolution.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 ANEA Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 ANHC Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 ANL Statistics.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 ASRC Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Barrow Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Barrow Support Resolution.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Brower Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Chugachmiut Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Cursory Survey.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Explanation of Changes.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Eyak Support.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 HUNA Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Kawerak Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 NANA Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 North Slope SD Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Northwest Arctic Borough Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 SEALASKA Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Sponsor Statement.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Support Article ADN.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Tanana Chiefs Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Tsiltan Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Yukon-Koyukuk Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
Epidemiology Bulletin 1 1062010.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
Epidemiology Bulletin 2 10192011.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Barbara MacManus.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Dr Janet Sheufelt.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Dr Mary Ann Jacob.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Dr Rosalyn Singleton.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Leg Legal Sectional Analysis.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Gina Carpenter.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Marilyn Kasmar.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Patricia Senner.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Providence Heatlh Services.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - SEARHC.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Sponsor Stmt Giessel Olson 01232012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
VACCINE Description TABLE Final 02012012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
What have vaccines done for you lately - PPT.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 - Vaccines - 0-6yrs-schedule-pr 2012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 - Vaccines - catchup-schedule-pr 2012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 - Vaccines - 7-18yrs-schedule-pr 2012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 - Vaccines - adult-schedule 2012.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Glacier Pediatrics.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Katy Sheridan, MD.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
SB 144 Letter of Support - Stephanie Monahan.pdf SFIN 2/15/2012 9:00:00 AM
SB 144
Merck Letter SB 144.doc SFIN 2/15/2012 9:00:00 AM
SB 144
SB 130 North Slope SD Support Letter.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
SB 130 Written Tesimony from Byron Mallot SeaAlaska.pdf SFIN 2/15/2012 9:00:00 AM
SB 130
HB 104 021512 APS SFC Presentation.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
HB104 Admin response to amendments.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
HB 104 SFIN 2-15-12 HB104 Hearing Followup.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
HB 104 SenFin021512 Responses 022212.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
HB104 Rodell to SFC 02-24-12.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
SCS for CSHB 104(FIN) Version R.pdf SFIN 2/15/2012 9:00:00 AM
HB 104
SCS CSHB 104(FIN) Version U.pdf SFIN 2/15/2012 9:00:00 AM
HB 104