Legislature(2021 - 2022)DAVIS 106
03/11/2022 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB72 | |
| HB147 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | SB 72 | TELECONFERENCED | |
| *+ | HB 147 | TELECONFERENCED | |
| *+ | HB 312 | TELECONFERENCED | |
| + | TELECONFERENCED |
HB 147-RURAL DEF. TEACHER EDUCATION LOAN PROGRAM
9:10:55 AM
CO-CHAIR DRUMMOND announced that the final order of business
would be HOUSE BILL NO. 147, "An Act relating to the teacher
education loan program; and providing for an effective date."
9:11:18 AM
REPRESENTATIVE HOPKINS moved to adopt the proposed committee
substitute (CS) for HB 147, Version 32-LS0692\B, Klein,
5/5/2021, as a working document. There being no objection,
Version B was before the committee.
9:11:46 AM
REPRESENTATIVE ZULKOSKY, as prime sponsor, presented the
proposed CS for HB 147, [Version B]. She asserted that the
purpose of the proposed legislation is to address the increased
difficulty of retaining teachers in the state. She stated that
data shows the issue is pronounced in rural and very remote
communities in Alaska. She cited a presentation by the
Institute of Education Sciences that relates data on teacher
turnover; teacher turnover is higher in high poverty schools and
is associated with lower student outcomes. Also, high teacher
turnover is costly for schools and districts. She stated that,
to improve educator recruitment and retention, it is
consistently recommended to locally grow teachers and increase
incentives, such as loan forgiveness programs. In alignment
with these recommendations, she provided a 2021 factsheet
[included in the committee packet] from the Regional Educational
Laboratory Northwest.
REPRESENTATIVE ZULKOSKY stated that the Teacher Education Loan
(TEL) program was created in 1986 and managed by the Alaska
Commission on Postsecondary Education (ACPE). The program
provided low-cost education loans to high school graduates who
were pursuing careers in elementary or secondary education. She
stated that each year ACPE mailed nomination forms to rural
school districts. The districts nominated students interested
in pursuing education as a career. Upon receipt of these
nominations, ACPE mailed informational letters concerning the
TEL program to the students. After confirmation of an education
program [admittance] and financial aid eligibility, the students
then could receive $7,500 in funding per year. These recipients
could apply annually, up to five years. She stated that upon
program completion, the TEL recipients could receive forgiveness
equal to 100 percent of the principal and interest, if they met
all forgiveness eligibility requirements and worked as a teacher
for a rural Alaska community, as defined by statute.
9:15:23 AM
REPRESENTATIVE ZULKOSKY expressed her appreciation to the
committee for considering HB 147. She continued that Version B
proposes a narrow change to a statutory definition that, due to
an arbitrary and outdated population ceiling, unintentionally
disqualifies rural Alaska communities for loan forgiveness
eligibility. She indicated that a constituent brought the issue
to her attention. The constituent qualified for TEL, completed
college education, and earned a master's degree. Currently
teaching in Bethel, the constituent was informed by ACPE that
the community no longer met the statutory definition of rural.
She stated that Version B changes the loan program's definition
of a rural community to match the definition in the Medical
Education Program for Washington, Wyoming, Alaska, Montana, and
Idaho (WWAMI). She expressed the opinion that TEL's current
definition of rural is arbitrary in comparison. She stated that
the proposed legislation also includes a retroactivity clause.
This would restore eligibility of loan forgiveness for those who
received the loan after January 1, 2016. She stated that
[Version B] is an effort to bring uniformity to the definition
of rural and fulfill [the state's] promise to Alaska-grown
teachers. She added that the legislation could add incentives
for teachers to return to teach in a rural school district. She
stated that the House Education Standing Committee has
consistently heard that teachers familiar with the unique
conditions and cultures in rural communities contribute to the
success of rural students. She encouraged the committee to do a
small part by supporting the legislation.
9:18:08 AM
KATY GIORGIO, Staff, Representative Tiffany Zulkosky, Alaska
State Legislature, on behalf of Representative Zulkosky, prime
sponsor, gave a sectional analysis of the proposed CS for HB
147, [Version B]. She stated that Section 1 of the bill aligns
population limits in the TEL program with the definition in the
WWAMI program. She stated that there are two different types of
rural communities: those off the road system and those connected
by roads to Anchorage or Fairbanks. She explained that Section
1 raises the population requirement ceiling from 5,500 or less,
to 7,500 or less, matching the TEL program definition of rural
communities off the road system to the WWAMI program definition.
This change would include Bethel and Kodiak on the list of
communities defined as rural. She stated that Version B does
not change the rural requirements for communities on the road
system. She added that the WWAMI definition of rural schools on
the road system is a population of 3,500 or less, while the TEL
definition is 1,500 or less. She stated that the bill sponsor
would welcome a friendly amendment to change the TEL definition
of rural schools on the road system from 1,500 to 3,500, to
match WWAMI's definition. She stated if an amendment were to be
presented, the list of rural communities on the road system
would then include Seward, North Pole, Willow, Anchor Point,
Kenai, Farm Loop, and Houston.
MS. GIORGIO stated that Section 2 would make the legislation
retroactive to January 1, 2016. This clause enables the state
to fulfill its promise to rural teachers who entered the TEL
program in good faith that their loans would be forgiven. She
stated that, while the TEL program has ceased, there are still
teachers in rural areas who are seeking to have their loans
forgiven. She stated that Section 3 establishes an effective
date.
9:20:21 AM
REPRESENTATIVE GILLHAM asked if teachers, who have been paying
back their loans, would receive reimbursements for the entire
time.
9:20:43 AM
REPRESENTATIVE ZULKOSKY responded that she would like to defer
Representative Gillham's question to the executive director of
ACPE. In response to Co-Chair Drummond's question, concerning
the two different fiscal notes, she stated that the most recent,
larger fiscal note of $3 million reflects the original bill
version, in which an unintentional change made the definition of
rural communities too broad. She stated that by adopting
Version B the population ceiling is lifted from 5,500 to 7,500,
in alignment with WWAMI's definition of rural communities off
the road system. She assured the committee that the smaller
fiscal note of $1 million is aligned with Version B.
9:22:55 AM
SANA EFIRD, Executive Director, Alaska Commission on
Postsecondary Education, Department of Education and Early
Development, answered questions during the hearing on HB 147,
[Version B]. In response to Representative Gillham, she stated
that when the [TEL] program began, the borrowers in the program
initially received funds from the Alaska Student Loan
Corporation (ASLC). She stated that general funds were never
appropriated for the loan forgiveness piece of the legislation;
therefore, when loans were repaid, they would have been
contributed to ASLC. She stated that the fiscal note shows
[loan repayment] funds - that would have been for the
forgiveness piece - going back to the ASLC through general
funds. She stated that since TEL was a state program, it was
not initially covered to provide forgiveness. She stated that
this is her understanding of the original intent of the program,
that there were never general funds to backfill or support the
forgiveness.
9:24:20 AM
REPRESENTATIVE HOPKINS offered his understanding that the [TEL]
program has stopped operation. He suggested that the bill just
supports educators in Bethel who were initially part of the
program, but now excluded. He clarified that the legislation is
not opening the door to new teachers but only provides funding
for those who were left in "the donut hole" of Bethel when the
program was operating.
9:24:58 AM
MS. EFRID responded that this is the spirit and intent of the
bill. She stated that the program no longer functions because
there is no support for the forgiveness piece.
9:25:23 AM
REPRESENTATIVE HOPKINS estimated that $1 million would be
available for 20 eligible teachers, and that this would be the
only cost. He questioned whether the $1 million would come out
of the general fund or from ASLC.
MS. EFRID responded that the $1 million is being requested from
the general fund. She noted that Kodiak would also be included,
if the definition changes for off-road rural communities.
REPRESENTATIVE ZULKOSKY underscored that a friendly amendment
could expand the definition for on-road communities to include
the communities of Seward, North Pole, Willow, Anchor Point,
Kenai, Farm Loop, and Houston. She noted that this population
limit change would likely alter the fiscal note.
9:27:03 AM
The committee took a brief at-ease at 9:27 a.m.
9:27:28 AM
MADELINE REICHARD, Teacher, Lower Kuskokwim School District,
testified in support of HB 147, [Version B]. She paraphrased
from the following written statement [included in the committee
packet], which read as follows [original punctuation provided]:
Thank you Madam Chair for the opportunity to testify
in support of HB 147[;] my name is Madelene Reichard.
My [Yup'ik] name is Arnaucuaq, I am named after
Arnaucuaq Angiak from Tununak Alaska who was a
storyteller, which is why I think I talk so much. So I
will try to keep it brief today.
-I am a teacher here in Bethel at Ayaprun Elitnaurvik,
our [Yup'ik] charter school.
I was born and raised here in Bethel and am incredibly
proud to have grown up in the Yukon Kuskokwim Delta. I
attended elementary, middle and high school here
before graduating from Bethel Regional High School in
2011.
-Prior to graduating in the fall of 2010, the Lower
Kuskokwim School District (LKSD) selected me for their
future teacher candidate scholarship, they submitted
my name to the State of Alaska through the Alaska
Commission on Postsecondary Education (ACPE) to be
considered for the Teacher Education Loan (TEL)
Program.
-I was subsequently accepted into the TEL program.
Where was mutually agreed upon that if I returned to
rural Alaska to teach for 4 years that the TEL loan
would be forgiven in full, and any payments I had made
towards the loan would be returned to me.
-I attended the University of Oregon and received my
Bachelor of Science in Educational Foundations. I then
continued into an accelerated program in which I also
earned my Master's Degree in Curriculum and Teaching,
with a special focus in elementary education and
English as a second language.
-Upon graduating in 2016, I happily accepted a
teaching position with LKSD at the Bethel Regional
High School. After one year there, I accepted a new
position at Ayaprun Elitnaurvik where I am currently
teaching, right now Kindergarten-6th grade art and
English Language Development.
-Mrs. Hankins and Mr. Daniel can speak more to this
but My school is a Title 1 Yup'ik Immersion Charter
school wherein 90% of our students are Alaska Native.
We focus on language and cultural education and
preservation as well as western education.
9:30:11 AM
-Teacher retention has been a long-standing issue
within rural communities. For some rural districts the
teacher turnover rate is as high as 50-80% per year,
as you have heard recently and this revolving door of
teachers leaving has detrimental effects on students
in our area. Growing up as a student here, the
turnover of teachers is very evident. It is
disruptive. You lack consistency. You miss out on
opportunities to build trust and focus on learning
because you are constantly having to adapt[.]
-Having to frequently reintroduce yourself and
learning needs as well as readjust to new teachers
every year, especially ones who do not understand or
value the cultural background you come from, is
exhausting.
- It was very important to me to come home and teach
to provide another stable, consistent influence for
kids that grew up just like me. I want to show that
kids from our community can succeed. Having local
teachers who understand your language, your culture,
the community removes a barrier and allows you to be
in a better starting position as a teacher. I was
especially enthusiastic to return to the state of
Alaska and specifically Bethel, because it's my home
and I want to give back to the community that has
always supported me. One of my favorite parts of my
job is getting to work with families I have known my
whole life or to build relationships with new families
getting to watch their children learn and grow from
kindergarten to junior high.
-After my first year of teaching I applied for
forgiveness from ACPE as I had been instructed. I was
shocked when I received a letter back from the ACPE
stating I had not been approved for forgiveness,
because my school was not in a rural community.
According to AS 14.43.700, "rural means a community
with a population of 5,500 or less that is not
connected by road or rail to Anchorage or
Fairbanks...".
-These population guidelines were originally set the
year I was born, which as my students like to
constantly remind me? was a very long time ago, left
no room for population growth or any language allowing
for mirroring of Federal or other state guidelines.
-Bethel does not technically meet the population
component of the definition. However, I would note
that because of its remote location "not connected by
road or rail to Anchorage or Fairbanks," it is clear
to anyone who has lived, worked, or visited Bethel
that it is, in fact, a very rural community.
-The goal of programs like the LKSD scholarship and
TEL is to create homegrown teachers. The programs are
meant to help improve teacher retention by encouraging
local students to become teachers and return to their
home communities.
- That is why this issue is consequential not only for
me but for all rural students who wish to become
teachers in the future. If we as a state plan to truly
invest in the future of education, this program would
benefit from a rewrite. During this pandemic we have
seen teacher retention rates taken an even greater hit
and we owe it to our kids to do better for them. I
have spoken to Department Directors, The Commissioner
of Education and even the Governor himself, everyone
was equally confused and in support of the definition
changing to reflection what is accurate.
-I am a proud public school educator committed to the
education of students in the YK delta but I am also
just a kid from Bethel, asking for the state of Alaska
to hold up the end of their promise so I can continue
to hold up my side of teaching these awesome kids in
this strong, resilient community. Thank you again for
the opportunity to speak on this bill I stand ready to
answer any questions from the committee.
9:35:09 AM
KIMBERLY HANKINS, Superintendent, Lower Kuskokwim School
District, testified in support of HB 147, [Version B]. She
paraphrased from the following written statement [included in
the committee packet], which read as follows [original
punctuation provided]:
Chair Drummond and House Education Committee members,
thank you for the time today to speak in support of HB
147, the importance of growing our own teachers, and
supporting multiple pathways for teacher retention.
I'm Kimberly Hankins, Superintendent of the Lower
Kuskokwim School District.
This is my second year serving as superintendent, and
19th year with the district. The Lower Kuskokwim
School District is headquartered in Bethel. We serve
approximately 4,000 students in 29 schools, in 24
locations, across an area of approximately 22,000
square miles. Access to Bethel is via Alaska Airlines
from Anchorage, weather permitting, and access to our
24 village locations is via small air carrier, snow
machine, four-wheeler, boat, ice road in the winter,
and/or dog sled.
Over the past decade and a half, LKSD has worked
incredibly hard to implement language immersion
models, including a dual language enrichment model
program and a Yupik immersion program in the majority
of our schools. We have worked to develop place-based,
culturally rich and relevant education materials
aligned to state standards, in both English and
Yugtun. The mission of our district is to ensure
bilingual, culturally appropriate and effective
education for all students, and this is supported by
the LKSD Board of Education's four Key Measures, one
of which focuses directly on Yup'ik/Cup'ik
proficiency.
In order to staff our schools, the district looks to
develop teachers from within our communities as well
as recruit from around our state and nation. In the
past few years, our teacher turnover rate has hovered
between 20-25%, and has been as high as 38%.
Unfortunately, we have seen a trend over the past
several years in that we are unable to staff all of
our teacher openings despite exhaustive, ongoing
recruitment. This places a burden on the district and
on individual schools that are not fully staffed, but
ultimately underserves our students. Teacher retention
and turnover has been and continues to be an issue we
face annually, both here in Bethel and in our village
sites.
Most recently, the district has found it increasingly
difficult to staff positions in Bethel due to the high
cost of living rent and utilities in particular; for
your reference a gallon of milk in Bethel is nearly
$9, apples can cost as much as $4.99/pound, and an 18-
pack of eggs costs over $6.00. While Bethel has a
larger population than surrounding villages, it faces
similar challenges both in teacher recruitment and
retention, and common struggles associated with living
in rural Alaska. (high cost of rent, housing
shortages, high cost of utilities, access to services,
isolation)
In a 2021 study titled "Education Retention and
Turnover in Alaska," published by the Institute of
Education Sciences and REL [Regional Educational
Laboratory] Northwest at Education Northwest, it is
stated that educator turnover is associated with a
broad range of negative outcomes for students. It is
also noted that rural schools in Alaska continue to be
hit hardest by turnover, and that teachers and
principals prepared outside Alaska continue to be more
likely to turn over.
9:39:05 AM
In the same study, the following strategies are noted
for improving educator recruitment and retention in
Alaska:
- Create and support multiple teacher preparation
pathways that can increase the supply of Alaska-
educated teachers, including grow-your-own programs
- Increase incentives for educators, including loan-
forgiveness programs
For more than a decade LKSD has developed and
implemented our own TEACH program as a way to develop
local talent and grow our own teachers both as a way
to meet teacher turnover needs and as a way to staff
our dual language and immersion model schools. Our
district commits hundreds of thousands of dollars each
year to this program and we have numerous certified
teachers who have completed this program working
throughout the district.
Each year, LKSD devotes a significant amount of time
and man-hours in developing new hires and in educating
them on district programs, instructional models, and
in helping them learn about the culture of the region,
communities, and students that they serve. This is a
continuous cycle. Locally grown teachers, such as
Madelene Reichard, are incredibly valuable in that
they are from the region, they have grown up in the
culture, they are familiar with and have connections
in our communities, and they serve as excellent role
models and mentors both for our students and our new
to district teachers. They are familiar with the
familial structures found in our region, they
understand the cultural context of our students and
our communities, they enhance relationships in their
schools and greatly contribute to school climate and
connectedness.
Programs that support developing local talent or
growing your own and teacher loan forgiveness
programs are critical solutions in solving the
education retention and recruitment issue faced in
rural Alaska.
9:41:44 AM
MS. HANKINS, in response to Representative Prax, stated that to
qualify for the [TEL] program the recipient must have been a
resident of a rural area when he/she applied. In response to a
follow-up, she stated that the recipient would return to teach
in a rural area for four years. She asked that Representative
Zulkosky confirm the requirements.
9:42:32 AM
MS. EFIRD, in response to Representative Prax, referred to the
TEL information sheet in the committee packet. She stated that,
after five years of teaching in an area defined as rural, the
loan would be forgiven.
9:43:06 AM
REPRESENTATIVE ZULKOSKY, in response to Representative Prax,
answered that the purpose of the legislation is to fulfill the
state's promise to rural teachers, specifically those in Bethel
and Kodiak. She stated that LKSD nominated Ms. Reichard to
receive the loan because she intended to pursue a career in
education and return to Bethel to teach in the community.
However, once she applied for loan forgiveness, because of the
outdated statute governing the program, she was told she was
ineligible. She stated that Ms. Reichard brought the issue
forward, but the legislation could help other teachers.
9:44:32 AM
REPRESENTATIVE ZULKOSKY, in response to a follow-up question,
stated that the program is no longer utilized by ACPE. She
stated that she and Ms. Efird have had an ongoing conversation
regarding different programs for teacher retention in rural
communities. This legislation seeks to remedy the promise the
TEL program made to teachers who continue to teach in rural
Alaska, but due to the outdated definition, are unable to
qualify for the forgiveness element. These teachers have paid
down their loans under the impression their community would be
considered rural because they were nominated by a rural school
district.
9:45:57 AM
SEGUE GRANT, Vice President, National Education Association
Alaska Affiliate (NEA-Alaska), testified in support of HB 147,
[Version B]. She provided her Yup'ik name, Chagusak (ph), and
stated that public education is her career and passion. She
stated that she has worked in LKSD for 13 years. As an
itinerant educator, she travels to villages in the district
supporting other teachers in their classrooms. She offered her
gratitude to Representative Zulkosky for introducing legislation
that would fulfill the promises made to educators committed to
working in rural Alaska. She said that the state widely
promoted the TEL program years ago. To attract students in
rural Alaska to the education profession, the state offered
loans that would be reduced or forgiven, provided the recipient
return to work in rural Alaska. However, school districts grew
in population and no longer fit under the definition of rural.
She continued that the unintended consequence makes the TEL
recipients ineligible for the loan forgiveness, even though the
population of the community was within the definition of rural
when the teacher originally applied for the loan. She stated
that the legislation would allow a statutory fix for applicants
on the original terms of the TEL program, adding that the
retroactivity clause is critical to fulfill the promise to those
who applied for the loan under the impression they would qualify
for loan forgiveness. She stated that attracting and retaining
teachers to rural Alaska has been a challenge for decades. She
stated that NEA-Alaska supports the initiatives to create a
strong cohort of teachers who intend to return to communities to
pass on their knowledge. She argued that students learn best
from educators who share their values, history, and connection
to the land. She continued that educators who return to their
home to teach are less likely to seek a job in another district
or state. She stated that continuity has profound implications
on generations of young Alaskans. She urged the committee to
support the legislation, as it is important to her community and
to the teachers.
9:50:42 AM
LISA PARADY, PhD, Executive Director, Alaska Council of School
Administrators (ACSA), testified in support of HB 147, [Version
B]. She shared that ACSA is the umbrella organization for
superintendents, elementary and secondary principals, school
business officials, and "all hard-working school administrators"
in Alaska. Referencing the importance of the first sentence in
the sponsor statement, she read the from the statement, as
follows, "Teacher recruitment and retention pose significant
challenges to Alaska schools, but the issue is most pronounced
in rural communities. Overtime, this can be a contributing,
systemic factor to success and, most importantly, achievement
gaps experienced in Alaska classrooms." She stated that
preparing, attracting, and retaining qualified educators is one
of the highest priorities for ACSA, NEA-Alaska, and the
Association of Alaska School Boards. She stated that to solve
the crisis there must be intentionality. Retaining effective
educators is imperative to increase student achievement and
eliminating academic disparity for all of Alaska students. She
expressed gratitude to the committee for looking at the research
that supports these ideas. She stated that ACSA strongly
encourages the development of statewide programs that would
prepare, attract, and retain high-quality, diverse educators.
She added that ACSA recommends funding for a robust educator
pipeline, creating incentives for graduates to stay in Alaska.
She commented that while the Regional Educational Laboratory
Northwest was doing research in Alaska, a new definition of
rural had to be applied. Due to the remoteness of the state the
federal government's definition of rural "did not fit."
9:54:29 AM
DR. PARADY stated that the Center for Alaska Education Policy
Research and the Institute of Social and Economic Research at
the University of Alaska, Anchorage, published an article on
February 24, 2022, that addressed teacher turnover in Alaska as
the "perfect storm." The article related that Alaska has
traditionally recruited teachers from the contiguous U.S. The
article also related that there are fewer people going into
teacher preparation programs across the country. Because there
is a high demand and a diminished supply, competition for
teachers from within Alaska and across the country is elevated.
She stated the research suggests Alaska is in a significant
crisis. She compared the situation to a weave of cloth made up
of multiple crisscrossed strands. She said that the state needs
multiple strands to fix the educator staffing crisis, with one
of the strands being loan forgiveness. She stated that ACSA,
not only supports the bill, but encourages reconsideration of a
comparable [TEL] program for the entire state. She expressed
the belief that staffing classrooms with high-quality, locally
grown educators would support the weave of cloth. She expressed
hope that the committee would support the legislation, as well
as look at solutions to attract and retain high-quality staff.
She offered her thanks to the committee for its work in
supporting public education.
9:57:10 AM
CO-CHAIR DRUMMOND requested that Dr. Parady provide to the
committee the statistics on teacher retention and student
performance. She stated that these statistics help explain the
importance of retaining teachers.
9:57:49 AM
DR. PARADY answered that she did not have the statistics
available but could supply them at a later date. She stated
that a study by the Institute of Social and Economic Research
found the lowest achievement in reading proficiency was found in
the districts with the highest teacher turnover; the districts
with the lowest teacher turnover had the highest achievement in
reading proficiency.
9:59:01 AM
DR. PARADY, in response to Representative Prax, agreed that the
legislation only addresses the past. She stated that, due to
circumstances outside of their control, teachers were reliant on
a program that shifted. She expressed hope that the committee
would support future programs for locally grown educators with
loan forgiveness.
10:01:11 AM
MS. EFIRD clarified that ASLC did provide forgiveness for over
300 of the loans. She responded to Representative Hopkins that
ACPE absolutely agrees the number one priority for Alaska is
recruitment and retainment of teachers. She stated that the
spirit of the legislation shows a good faith effort by the
state.
10:03:05 AM
CO-CHAIR DRUMMOND announced that HB 147 was held over.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 147 FN EED ACPE 1.7.22.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 147 Sponsor Statement ver. B.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 147 Supporting Document_ Education Retention and Turnover in Alaska.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 147 Supporting Document_Teacher Education Loan Program Background.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB0147 work draft Version B.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB0147A.PDF |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 147 Sectional Analysis ver. B.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 147 Committee Packet HEDC 3.11.22.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 147 |
| HB 312 EED SSA 2.10.22.pdf |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| HB 312 Sectional Analysis.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 312 |
| HB 312 Committee Packet 3.11.22.pdf |
HEDC 3/11/2022 8:00:00 AM |
HB 312 |
| HB 312 Sponsor Statement.pdf |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| HB 312 Supporting Document - Brookings.pdf |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| HB 312 Supporting Document - Gaddy.pdf |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| HB 312 Supporting Document - Glamour.pdf |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| HB0312A.PDF |
HEDC 3/11/2022 8:00:00 AM HL&C 4/4/2022 3:15:00 PM |
HB 312 |
| CS for SB 72 (CRA).PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| CS for SB72 EDC.PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| CS for SB 72 FIN.PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB 72 Committee Packet HEDC 3.11.22.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB 72 FN EED SSA 2.9.22.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB 72 Oppose 031022.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB 72 Support 031022.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB0072A.PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Bill Text verison D.PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Fiscal Note 1.12.2022.PDF |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Research 128-Test-Questions.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Research Forbes_NeglectingCivics_2.21.2020.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Research Links-to-Resources.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Research RAND_Focus-on-Civic-Ed 12.8.2020.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Research WSJ_3.2.2021.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Sectional version D.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |
| SB072 Civics Sponsor Statement 2.10.2021.pdf |
HEDC 3/11/2022 8:00:00 AM |
SB 72 |