Legislature(2009 - 2010)HOUSE FINANCE 519
04/14/2010 08:30 AM House FINANCE
| Audio | Topic |
|---|---|
| Start | |
| SB230 | |
| SB144 | |
| SB269 | |
| SB235 | |
| HB317 | |
| HB69 | |
| SB305 | |
| HB69 | |
| HB421 | |
| SB219 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 230 | TELECONFERENCED | |
| + | SB 144 | TELECONFERENCED | |
| + | SB 219 | TELECONFERENCED | |
| + | SB 235 | TELECONFERENCED | |
| + | SB 269 | TELECONFERENCED | |
| + | SB 305 | TELECONFERENCED | |
| + | HB 69 | TELECONFERENCED | |
| += | HB 317 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 421 | TELECONFERENCED | |
HOUSE BILL NO. 69
"An Act establishing in the Department of Education
and Early Development a voluntary parent education
home visiting program for pre-elementary aged
children; and establishing a rating system for early
childhood education."
11:51:50 AM
REPRESENTATIVE CHRIS TUCK, SPONSOR, explained that the bill
was also known as the "Parents as Teachers Act." He
described parents as a child's first and most important
teachers. House Bill 69 would empower parents with the
knowledge and resources to help their children develop into
successful students with stronger scholastic achievements.
Research has shown that the early years are critical in a
child's development and lay the foundation for later
success in school and life. The bill would allow the
Department of Education and Early Childhood Development
(DEED) to offer early childhood learning methodology to
parents as an education option for families with children
ages zero to five. Parents who choose to participate would
be supported by local childhood development specialists.
Parents as Teachers uses a research-based model that helps
parents and other family members understand what to expect
during each state of development, how to promote the best
development in children, and how to prepare children for
success in learning in the future. The program can save
money for schools by helping families detect problems that
can be corrected before starting school. The program fits
with many educational philosophies.
Representative Tuck noted that the program would offer
resources to families to help parents learn about child
development and opportunities to network with other parents
in groups. Children are also given opportunities to develop
social skills through interactions with peers. Referrals
are made with the consent of the family and are based on
the family's needs. Currently the program is serving nearly
50 communities throughout the state and is funded through
federal grants, in-kind donations, and public/private
partnerships. Parents as Teachers works through any local
entity, including school districts, tribal councils, and
other community organizations. The bill intends to develop
local partnerships that will increase local control,
maximize in-kind support, and more fully integrate early
education into communities.
Representative Tuck informed the committee that the average
cost would be $3,000 per family, reflected in the fiscal
note as a total of $4 million per year for state-wide
coverage. About 12 percent of the amount would go to
materials for the parents and 4 percent would go to
overheard.
11:56:26 AM
Co-Chair Hawker MOVED to ADOPT Work Draft CSHB 69(FIN)
(Version 26-LS0281\W) as a working document before the
committee. There being NO OBJECTION, it was so ordered.
Representative Tuck detailed that the CS was a simplified
version of the CS forwarded by the Education Committee.
Both versions establish a Parents as Teachers early
childhood education system through DEED for ages 5 and
under; however, the previous version was more prescriptive.
The proposed CS before the Finance Committee would give
DEED the flexibility to do the program as it works best in
various communities while still meeting quality standards.
Representative Tuck noted that Section 1 provides the
title. Section 2 establishes a statewide voluntary learning
system; subsection (a) requires that there is evidence-
based education, parental involvement, and adherence to
accepted best practices and early learning guidelines;
subsection (b) directs DEED to develop local partnerships
to implement the program; and subsection (c) adds a three-
year sunset clause. He underlined that a previous version
provided that the bill would serve 650 children for the
first two years and then be expanded statewide; the current
CS would take a more simple approach by providing for the
program state-wide and providing for a sunset date in 2013.
He believed extending the date for three years would allow
for measurable results in childhood education.
Co-Chair Stoltze acknowledged the number of people who
support the bill.
11:59:39 AM
Representative Fairclough asked whether Representative Tuck
had attended budget discussions for a K through 12 pilot
program. Representative Tuck responded that he had not.
Representative Fairclough queried results from the pilot
program. Representative Tuck replied that he did not have
the results immediately available but he understood that
the program provided many early education opportunities; he
viewed the bill as one more tool.
AURAH LANDEAU, STAFF, REPRESENTATIVE CHRIS TUCK, responded
that the pilot program serves several hundred children
state wide. The two-year program is in its second year and
the results would be forthcoming. She pointed out that a
main difference between the pilot program and the Parents
as Teachers program is that through the later families are
offered resources to create an early environment wherever
families are.
Representative Fairclough asked for a comparison with the
Best Beginnings program. Ms. Landeau answered that Best
Beginnings provides the Imagination Library and other
things while Parents as Teachers is a model that entity
could provide.
Representative Fairclough pointed out that the federal
government is ramping down funding on the Parents as
Teachers program the state currently has; the education
subcommittee had looked at that and did not want to start
new pilot programs until results were received from DEED
regarding the pre-K pilot program, which was in the current
operating budget at $2 million. She did not believe there
were results from the $2 million investment. She voiced
caution about investing in another pre-K program in spite
of fact that Parents as Teachers does a good job.
Representative Fairclough referred to an amendment that
Representative Gara had proposed at a subcommittee meeting
for $600,000 that included Parents as Teachers. She
questioned additional funding of another pre-K program. In
addition to the $2 million for the pre-K pilot, funding for
the Best Beginnings programs was increased from $200,000 to
$380,000 as well as adding $600,000 for another pre-K
amendment.
Representative Fairclough emphasized her support of early
childhood education but reiterated concerns about
additional spending.
12:04:16 PM
Representative Tuck informed the committee that the bill
was first introduced the year previously in order to expand
the program statewide to respond to a need. Because of the
success rate, other communities wanted the program.
Expansion is limited by the federal funds. He referred to
experience serving on a school board, where people knew
that providing early learning opportunities leads to later
success. He had proposed using school facilities that were
empty during the summer period for early childhood
programs. The Alaska Association of School Boards wanted to
implement the program statewide. He asserted that the
Parents as Teachers program was the right program, as it
involves the parents and provides opportunities for
communities. He pointed out that the recent Moore vs. State
case demonstrated that pre-K with parental involvement is a
key factor.
Vice-Chair Thomas spoke as a co-sponsor and supporter of
the bill. He reported that five parents from his district
had flown to Juneau to speak to him in support of the
program. He referred to another $42 million program that
has not been successful. He wanted to start education
earlier to improve graduation rates. He pointed out that in
a small community, everyone can help the children.
12:08:04 PM
Representative Fairclough agreed that the Parents as
Teachers program was wonderful; constituents had advocated
to her about the program as well. However, she reiterated
concerns that almost $3 million new funding was already
being allowed in the operating budget for pre-K programs.
She also worried about choosing money for an individual
program rather than letting communities decide what
programs are best for their particular location. She
pointed out that Head Start, Best Beginnings, Campfires of
Alaska, and others were also trying to get state money.
Co-Chair Hawker opened public testimony.
DEBBIE BALDWIN, DIRECTOR, DIVISION OF CHILD DEVELOPMENT,
RURAL ALASKA COMMUNITY ACTION PROGRAM (RURAL CAP) (via
teleconference), spoke in support of the legislation. She
informed the committee that RurAL CAP serves over 1,500
children between the ages of zero and five and their
families in 29 communities throughout the state. The
program provides early childhood education and family
support services through Head Start, Early Head Start,
Parents as Teachers, child care, and the pre-K program. She
stated that RurAL CAP believes the Parents as Teachers is
one of the best early childhood and family support programs
offered in the home environment. The program is
internationally recognized as a program that serves
families from pregnancy until kindergarten through
voluntary visits and group socialization conducted by a
certified parent educator.
Ms. Baldwin asserted that the family environment can be a
major predictor of cognitive, social, and emotional
abilities; some believe it can be a predictor of crime and
educational attainment. Parents as Teachers provides
parents with information and age-appropriate activities
based on brain research and windows of opportunity for
development, which improves parent practices and leads to
both school readiness and educational achievement. The
program has existed for over 25 years in the country and
RurAL CAP has over 11 years of experience offering Parents
as Teachers programs in Alaska. In 1999, the program
started with 27 families; today 450 families are being
served in 19 communities.
Ms. Baldwin reported that the program works because pre-
and post-screening and assessment results show children
achieving gains in all areas of development. In addition,
developmental data and interviews with kindergarten
teachers show that Parents as Teachers children are
transitioning to kindergarten with key indicators of school
readiness as defined by the Alaska Early Learning
Guidelines. Pre- and post-parent surveys document changes
in parental attitudes and beliefs about child-rearing. The
results are used to individualize parent education.
Ms. Baldwin stressed that the program is results oriented.
RurAL CAP can demonstrate the number and frequency of
positive interactions between parent and child upon
entering and exiting the program and how many parents are
reading to their children more often. Parents report having
more confidence in their parenting practices as a result of
learning about early brain development and other age-
appropriate information.
Ms. Baldwin stated that a voluntary, high-quality early
learning system for any state should have a variety of
programs offering options in intensity, duration, and
comprehensiveness. She recognized that not all families
want or need a four-hours-per-day, four-days-per-week, out-
of-the-home preschool experience for their young child. The
wait list for the Parents as Teachers program indicates
that there are many families who would like support and
partnership developed in their home environment.
Ms. Baldwin relayed experience in a small community outside
Bethel where she attended a parent involvement meeting at
the K-12 school. A parent from the early childhood program
was sharing with other parents what a window of opportunity
meant for parents working with a young child.
Ms. Baldwin responded to earlier remarks by Representative
Fairclough. She testified that the federal government is
not ramping down support for Parents as Teachers; rather,
all entities are competing for the money through the DEED
Alaska Native Education Equity Programming Fund. The
program supports increasing educational outcomes for Alaska
Native students from birth to post-secondary. Grants have
been awarded over the past two years. She stressed that
money is available, but has already been earmarked.
Ms. Baldwin maintained that there are results from the
Parents as Teachers program and that the program is very
different than the pre-K pilot program, as it focuses on
the home environment.
Ms. Baldwin supported the $600,000 increase to Best
Beginnings and/or Parents as Teachers. She noted that RurAL
CAP is looking at shutting down services in five
communities to about 100 children and families starting in
August 2010 because there is not sustainability under
current federal funding.
12:17:35 PM
Co-Chair Hawker closed public testimony.
Co-Chair Hawker addressed the fiscal note. He pointed out
that it was outdated and needed to be updated.
EDDY JEANS, DIRECTOR, SCHOOL FINANCES AND FACILITIES,
DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT, detailed
that in the new fiscal note the numbers for FY 12 through
FY 14 would be the FY 13 number from the old fiscal note,
or $4,124,400. He explained that the previous version of
the bill had a phase-in provision limiting the number of
participants for the first couple of years.
Co-Chair Hawker asked how the department determined the
amount of money that would be required per student. Mr.
Jeans replied that the fiscal note was based on the current
Parents as Teachers program, which cost about $3,000 per
family.
Representative Foster spoke in support of the program and
pointed out that there was higher unemployment in the
Native community and that fewer young people make it to
college or vocational school. He noted that more Native
people went to jail and had to rely on public assistance.
He emphasized the critical importance of early childhood
development especially for Native Alaskans. He informed the
committee that 60 percent of participants in the Parents as
Teachers program were Alaskan Native.
12:20:53 PM
Representative Gara queried the timing. Co-Chair Hawker
felt time was needed for accurate analysis. He stated that
one of the things he liked about early childhood programs
such as Best Beginnings and the Imagination Library was
that they were not government programs; parents were
involved. He was concerned that the legislation was making
the program a government program.
Representative Gara stated that he supported Head Start and
traditional pre-K programs. He acknowledged citizens who
wanted programs like Parents as Teachers because government
was less involved. He thought the program was a good
compromise for many people. He acknowledged those who had
supported the development of the program and the
legislation.
Co-Chair Hawker wondered whether the bill represented an
acknowledgment that the current pre-K pilot program was a
failure. Representative Gara did not believe so. He thought
there were many ways to accomplish early childhood
education. He pointed out that the program cost less than
Head Start and was still effective. He noted that the
legislation was not intended to make the program the
state's model for pre-K education, but would be part of a
range of options.
12:25:14 PM
Vice-Chair Thomas voiced disappointment about funding for
the programs that resulted in success. He hoped the program
would help.
HB 69 was SET ASIDE until later in the meeting.
12:27:20 PM RECESSED
1:45: 33 PM RECONVENED
HOUSE BILL NO. 69
"An Act establishing in the Department of Education
and Early Development a voluntary parent education
home visiting program for pre-elementary aged
children; and establishing a rating system for early
childhood education."
4:03:28 PM
Co-Chair Hawker expressed reservations about the $4 million
per year fiscal note.
Vice-Chair Thomas MOVED to report HB 69 out of Committee
with individual recommendations and the accompanying fiscal
note.
Representative Fairclough OBJECTED for discussion. She
noted that she and Representative Thomas had met regarding
the bill and had agreed to address violence against
children in the home.
Representative Thomas agreed that he would do everything he
could.
Representative Fairclough removed her objection. There
being NO further OBJECTION, it was so ordered.
CSHB 69(FIN) was REPORTED out of Committee with a "do pass"
recommendation and with attached new fiscal impact note by
the Department of Education and Early Development.