Legislature(2011 - 2012)CAPITOL 106
02/21/2011 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Galena School District | |
| HB6 | |
| HB5 | |
| Presentation(s): Lego League Robotics Competition | |
| HB104 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 6 | TELECONFERENCED | |
| += | HB 5 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
| += | HB 104 | TELECONFERENCED | |
HB 5-CONSTITUTIONAL HISTORY CURRICULUM
8:31:33 AM
CHAIR DICK announced that the next order of business would be
HOUSE BILL NO. 5, "An Act requiring a standardized statewide
history of American constitutionalism curriculum and a secondary
school history of American constitutionalism examination in
public schools in the state; and providing for an effective
date."
8:31:47 AM
REPRESENTATIVE SEATON moved to adopt the committee substitute
(CS) for HB 5, labeled Version 27-LS0018\D, Mischel, 2/1011, as
the working draft. There being no objection, Version D was
before the committee.
8:32:16 AM
REPRESENTATIVE WES KELLER, Alaska State Legislature, reviewed HB
5, which he originally presented to the committee on 2/9/11,
proposing American Constitutionalism as a required course in all
high schools; spanning the development of governmental documents
adopted between 1776 and 1791. He noted that in 1993, the
standards established to teach government classes, in Alaskan
schools, included this time period. The CS redesigns the bill
to remove the $1.75 million dollar fiscal responsibility from
the Department of Education and Early Development (EED), and
transfers it to the individual school districts. He
acknowledged that the school districts may testify against this
bill, and appealed to the committee to raise the bar for
education on this topic. A mandate should be instituted, for
teaching a one half credit course on American Constitutionalism,
and requiring students pass it in order to graduate. He
conceded that many districts may already be in compliance with
this action.
8:39:19 AM
REPRESENTATIVE P. WILSON asked whether this information could be
integrated into an existing course of study, or if the bill
requires it to be a stand-alone class.
REPRESENTATIVE KELLER stated his belief that currently there are
no credit requirements for high school history. The content
standards are in place, however, and American Constitutionalism
could be incorporated, or expanded, into the existing
curriculum. Additionally, internet access exists for obtaining
American Constitutionalism information, which would not require
funding.
8:40:43 AM
REPRESENTATIVE SEATON referred to the bill page 2, lines 26-28,
and asked:
Isn't this really adopting a second high school
qualifying examination. ... [The bill reads] [(b)] a
district may not issue a secondary school diploma to a
student who does not successfully complete the course
and examination in this section.
REPRESENTATIVE KELLER responded:
A high school qualifying exam is for state standards,
for what we expect our students to know broadly in the
state; where this standard would be set by each
particular district. ... It is not one that is a
common state standard. It is a requirement that they
have to pass a test that demonstrates their capability
according to the standards of the school district.
8:41:49 AM
REPRESENTATIVE SEATON requested an opportunity to discuss
specific points with the sponsor, outside of the committee,
because the intent is clear but not the structure.
REPRESENTATIVE KELLER emphasized that the proficiency of the
students would need to be tested.
8:43:06 AM
REPRESENTATIVE P. WILSON noted that the bill makes a course
requirement for graduation, and questioned why the test would
not need to be standardized throughout the state.
REPRESENTATIVE KELLER said that requesting EED to provide state
standards would cost $1.5 million; hence the CS eliminates that
requirement and allows districts to establish proficiency
standards and appropriate testing. He pointed out that there is
not a penalty for a school district's non-compliance.
REPRESENTATIVE P. WILSON argued that a penalty does exist in
disallowing graduation to the students of a non-compliant
district.
REPRESENTATIVE KELLER agreed and said a district could make that
choice. He said:
I would ask the committee to keep in mind that this
bill directs the requirement for testing on the
districts; it is not a statewide standard.
8:46:07 AM
REPRESENTATIVE P. WILSON referred to the bill, page 2, lines 26-
28, and paraphrased from the language, which read [original
punctuation provided]:
(b) A district may not issue a secondary school
diploma to a student who does not successfully
complete the course and examination described in (a)
of this section. A school district may not grant a
waiver of this requirement.
8:46:50 AM
REPRESENTATIVE KELLER concurred and identified the issue to be
which entity has the authority to deny graduation. Authority
should rest with the school district, not the state, he said,
and, if not, the bill will need to be revised appropriately.
8:47:47 AM
BRUCE JOHNSON, Executive Director, Alaska Council of School
Administrators (ACSA), stated opposition to HB 5, and questioned
whether the credit concept, for this course of study, should be
a requirement. A semester course is calculated in hours of
study to be complied with by a student. Seat time is becoming a
variable, in today's classroom as it shifts away from the
Carnegie unit standard and students are allowed to challenge
courses. The standards that the bill sets out are good, and the
content should be taken seriously. However, when testing is
mandated, the requirement becomes complicated; consideration
must be given to special education students and English
learners, for instance. Relative to other very important pieces
that the ACSA is considering, it would be hard to include, and
prioritize, this type of mandate on the plate. He reported his
understanding that high school requirements include a half
credit of American Government, and three credits of social
studies, of which a one half credit course must be Alaskan
history. The remaining two and one half credits are electives
of district offerings. He said, "I can't imagine a school
district leaving out American Government and civics." However,
another mandate would not be productive, he opined. The
national and state standards movement, which swept American
schools twelve years ago, is now being recognized as a difficult
process, and questioned. The importance of individual student
needs is being realized and becoming a focal point, at the
district level. He finished stating that this bill is not
necessary, and will require funding or redirection of money, as
well as drawing down existing resources.
8:52:50 AM
REPRESENTATIVE FEIGE asked, "A mandate that you teach a course
in American Constitutionalism, what is it taking away from."
MR. JOHNSON stated that it may vary between districts depending
on reprioritization, but local control would be important and
supported by ACSA.
REPRESENTATIVE FEIGE queried whether it is important for
graduates to understand the foundation and fundamentals of the
U.S. government.
MR. JOHNSON said absolutely.
REPRESENTATIVE FEIGE asked whether it is already being taught.
MR. JOHNSON responded that it may not be taught as outlined in
the CS, in every district; however, the vast majority of schools
spend class time teaching the underpinnings of U.S. democracy.
REPRESENTATIVE FEIGE suggested that it's a non issue if it's
being taught.
MR. JOHNSON indicated that the material may not be brought as a
one semester course, as required by the CS. He provided
examples of how government concepts are taught and tested.
8:55:52 AM
REPRESENTATIVE SEATON maintained that the CS, in making this
course a requirement for graduation but not including it in the
structure of the current high school graduation qualifying exam,
represents an additional graduation test, and asked for comment.
MR. JOHNSON speculated that perhaps it could be given as an end
of course test, with opportunities to challenge the exam until
graduation; perhaps longer if it represents a barrier to
receiving a high school diploma. The high stakes issues would
need to be regulated.
8:58:24 AM
CHAIR DICK opined that the stakes may be high if people lose, or
have not learned, the fundamentals of the government of the
country where they live, including those for whom English is a
second language. The constitution provides a basic
understanding of government rules. He stressed that mandates
are not a welcome factor, but the best proof that this bill
isn't necessary would be to show how the students are currently
receiving and understanding the constitution. He suggested that
many people might consider that individual rights are provided
by the government, not the creator, which is contrary to what is
stated in the constitution. Where a citizen's rights originate,
and how the United States is run, may be missing in classrooms,
hence the necessity for the introduction of HB 5.
9:00:15 AM
REPRESENTATIVE FEIGE noted that the required class is stipulated
to be taught in twelfth grade, and suggested eliminating that
language to allow flexibility.
MR. JOHNSON said that in many of the rural facilities, high
school classes are populated by students from every upper grade
level. He agreed that this class should not be delayed, or
restricted, to the final year.
9:02:47 AM
REPRESENTATIVE P. WILSON recalled having this course work taught
in eighth grade, and agreed that it should not be delayed to the
twelfth grade but determined by the district. Further, she
expressed concern for making the class a requirement for
graduation, and said it makes it difficult to support the bill.
9:05:17 AM
REPRESENTATIVE FEIGE offered to propose an amendment.
9:05:35 AM
The committee took an at-ease from 9:05 a.m. to 9:06 a.m.
9:06:36 AM
CARL ROSE, Executive Director, Association of Alaska School
Boards (AASB), stated opposition to HB 5, and said AASB opposes
unfunded mandates. He reported that he served on a citizen's
advisory task force to create civics education policy, in recent
years. Every citizen has a responsibility to understand the
U.S. Constitution and all that it represents, and how it relates
to the state constitution, and down to the community level. He
said civics is being taught, beginning in 8th grade. The intent
of the bill is already being accomplished, he opined, and
acknowledged that the bill sponsor is seeking evidence of that
teaching. However, this bill represents a financial burden, and
the zero fiscal note means that it will need to be redirected
from the foundation formula receipts by each district.
9:13:04 AM
STEWART THOMPSON stated support for HB 5, paraphrasing from a
prepared statement, which read as follows [original punctuation
provided]:
The need for statutory restraint against sabotage of
comprehension of citizenship and our form of
government is illustrated by this quote from the Mat-
Su School Board Nov. 3rd, 2010 Meeting minutes:
"Currently there are no sections of Civics being
taught in the Mat-Su Borough School District.
Elements of Civics are embedded in 8th grade US
Studies; 11th grade US History; and 12th grade
Government." This scarcity of educational opportunity
naturally retards development of competent citizenship
while more often developing the lazy irresponsibility
of political apathy.
How can this be and be tolerated by adults who
allegedly mean their Pledge of Allegiance? Thomas
Paine, in his Rights of Man, suggests: "Reason and
ignorance, the opposite of each other, influence the
bulk of mankind. If either of these can be rendered
sufficiently extensive, the machinery of government
goes easily on. Reason obeys itself and (my emphasis)
Ignorance submits to whatever is dictated to it."
Symptomatic of the decline of general comprehension of
civics and citizenship is our grossly low voter
participation - and its justifying whine "politicians
do whatever they want no matter what I say or do."
That is the correct mindset for being subject to
elected aristocracy and, if you add an addiction to
government protection from the trials of living
itself, outright serfdom. That true political power
does lie with the People acting together has just been
illustrated in Egypt. Current public education
produces Americans who believe such defense of
inalienable rights results from manipulation by
America's enemies. This is while often believing
government officials are there to make the hard, often
secret, decisions for everyone. I'm serious!
I recommend three things:
1) Pass this bill with more specifically named
references.
2) Have legislators themselves set a good example by
openly attending public school civics classes to
refresh THEIR comprehension of government
fundamentals.
3) The ultimate test of education is application.
Encourage gradient application of our political
heritage by the young people themselves, as they
naturally discover the necessity for self-governing
their student society to make their education
successful. Dictatorial control by an aristocracy of
indoctrinating adults currently makes the public
school experience a hypocritical attack on the very
political heritage we're constitutionally charged to
pass on.
My testimony is perhaps inadequate to express the
urgency of truly arming our youth against the enemies
of rational government and human civilization.
Consider another Thomas Paine quote instead: "An army
of principles will penetrate where an army of soldiers
cannot. It will succeed where diplomatic management
would fail. It is neither the Rhine, the Channel, nor
the Ocean that can arrest progress. It will march on
the horizon of the world and it will conquer."
9:16:52 AM
The committee took an at-ease from 9:16 a.m. to 9:17 a.m.
9:17:30 AM
CHAIR DICK announced that the bill would be held, and public
testimony would remain open.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CSHB 5 sponsor.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| CSHB 5 Work Draft.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| HB 5 Mat-Su Board Resolution.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| HB 5 support 1.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| CSHB 5 Sectional.pdf |
HEDC 2/21/2011 8:00:00 AM |
HB 5 |
| Galena City School District.ppt |
HEDC 2/21/2011 8:00:00 AM |