Legislature(2019 - 2020)DAVIS 106
03/14/2020 01:00 PM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB153 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 153 | TELECONFERENCED | |
HB 153-PRE-ELEMENTARY PROGRAMS/FUNDING
1:04:15 PM
CO-CHAIR DRUMMOND announced that the only order of business
would be HOUSE BILL NO. 153, "An Act relating to early education
programs provided by school districts; relating to funding for
early education programs; and relating to the duties of the
state Board of Education and Early Development." [Before the
committee was the proposed committee substitute (CS) for HB 153,
Version 31-LS0928\U, Caouette, 3/4/20, adopted as a working
document during the House Education Standing Committee meeting
on 3/9/20.]
1:05:21 PM
CO-CHAIR DRUMMOND opened public testimony on HB 153.
1:05:41 PM
VANESSA ADNEY noted that she currently works for a daycare
service in Palmer. She expressed concern that HB 153 would push
children under the age of three into unlicensed care that lacks
guidelines and safety precautions. She said the bill would
impact young children who cannot yet voice their opinion if any
grievances were to occur. She opined that children's
development could be negatively impacted if their parents can't
afford to place them in childcare that follows state and city
guidelines.
1:07:42 PM
ASHLEY BIRD shared her belief that under HB 153, children under
the age of three would be placed into unlicensed care. She
opined that the bill would negatively impact parents who are
priced out of the childcare market; further, she said this could
lead to a "day care market crash." She offered her
understanding that income from providing a preschool program
often funds costs, such as the building lease. She approximated
that providing infant/toddler care would only bring in enough to
pay for teachers because of a low child-to-teacher ratio. She
said without a building to lease, childcare centers would close,
leaving only unlicensed care options available. Additionally,
she posited that that half-day preschools located in public
schools are currently being taught by people without an early
child development degree.
1:10:18 PM
REPRESENTATIVE TUCK pointed out that no one would be forced into
the early education component of HB 153, as it is "universal
voluntary." He pointed out that a parent/teacher component
would also be available for parents who would like to keep their
children at home. He sought to clarify Ms. Birds position on
the bill.
MS. BIRD said she is opposed to HB 153. She offered her belief
that the cost of infant/toddler care would increase in response
to school districts offering free early education programs. She
explained that childcare services offered from homes or centers
would be less inclined to accept children over the age of three
because "the school system [will] try to take them anyway."
REPRESENTATIVE TUCK asked for Ms. Bird's opinion on the bill's
literacy component.
MS. BIRD offered her understanding that children are already
being taught how to read in kindergarten. She said her concern
is based on the expectation that K-12 teachers are capable of
successfully teaching early childhood education, which in her
opinion, it's not realistic.
1:13:23 PM
MADISYN REEM, Teacher, Alaska Children's Academy, expressed
concern that HB 153 would force children into Alaskas school
system prematurely. She pointed out that children between the
age of three and four have a hard time controlling their
emotions; furthermore, she surmised that they wouldn't be able
to safely expel their extra energy, as schools do not have
appropriate playgrounds for preschoolers. She said if her
childcare center offered infant/toddler care exclusively, she
would not be able to afford the lease or electric bill. She
opined that under HB 153, children under the age of three would
not be taught age appropriate material from teachers with early
childhood education degrees. She posited that Alaskas low
standardized test scores attest to a lack of "proper education"
in the states schools; consequently, she opposed turning more
children over to the school system. Additionally, she said
studies show that prematurely sending children to a brick-and-
mortar school can negatively impact their development. Overall,
she said [HB 153] is not in the best interest of Alaskas
children.
1:16:42 PM
REPRESENTATIVE TUCK asked Ms. Reem what she would like to do
with her early education degree.
MS. REEM said she is hoping to become an administrator at the
Alaska Children's Academy.
1:17:35 PM
APRIL BROWN, Owner, Alaska Children's Academy, stated that she
opposes HB 153. She said the child-to-teacher ratio for infants
and toddlers is low, so childcare services make little money
from that age group. She posited that providing free care for
preschoolers would cause a "daycare desert." She expressed
concern that Alaskas education system employs K-12 teachers in
[preschool] classrooms. She argued that these teachers do not
have an early childhood education degree and cannot teach
appropriate curriculums for preschoolers, which hinders the
children's development. Furthermore, she said losing
preschoolers would require the Alaska Childrens Academy to
raise rates to cover the cost of the [building] lease, workers'
compensation, and daycare insurance, which would cause many
parents to look elsewhere for childcare. She opined that
unlicensed care options cannot provide the same quality of care
to the states most vulnerable age group.
1:23:14 PM
REPRESENTATIVE TUCK reiterated that the early education
component of HB 153 is a voluntary, universal pre-K program that
would initially be available in 10 schools. He explained that
children would not be required to enroll in the program, adding
that the goal is to ensure reading proficiency by grade three.
1:24:12 PM
SHEILA BARRICK said she opposes HB 153 because it is financially
irresponsible. She questioned the proposal of free daycare when
the state is in a financial crisis. She said the bill would
hurt daycare businesses and would not be in the children's best
interest. She opined that Alaska needs to find more responsible
ways to "trim the fat" and spend the money that is available.
1:25:33 PM
ROBERT BROWN, said, "I oppose this bill. I don't think you guys
should be taking our dividend for whatever this bill is about."
1:26:19 PM
EMILY SPINZLER said she opposes HB 153. She expressed concern
that the bill would impact children's mental health, adding that
children ages three to four require a different environment than
what public schools currently provide. She opined that daycare
offers an environment that encourages creativity, whereas
schools adhere to rules and guidelines that restrict learning
and lack support. She offered her belief that placing young
children in a school environment before they are ready is a
misuse of state money.
1:28:04 PM
REBEKAH SIMCO, International Dyslexia Association, said as an
educator who is invested in delivering high-quality reading
instruction, she supports HB 153 and urged the committee to pass
it with full funding. She recounted her struggle working as an
immediate resource teacher in the Anchorage School District
where the struggle to read qualifies most of her students for a
specific learning disability. She explained that reading is
often the reason her colleagues refer students for a special
education evaluation. She related that reading interventions
that should be delivered by trained staff are being implemented
by teachers who are either untrained or improperly trained. She
explained that effective reading instruction requires the
integration of high-quality, evidence-based practices; however,
currently, students are being filtered into the same reading
groups every year, leaving them to fall behind until being
referred to special education services. She further noted that
half of her students are "identified" around third grade. She
applauded the Colorado READ Act for supporting educators and
students by equipping them with reading strategies and said she
strongly supports HB 153.
1:32:35 PM
STEPHANIE KILCOYNE stated her opposition to HB 153. She offered
her understanding that children under the age of five should not
be in an educational setting for more than three hours. She
suggested that schools provide two hours of preschool in replace
of the bill's current proposal; she opined that providing a
whole day of care would be inappropriate.
1:35:05 PM
CO-CHAIR DRUMMOND noted that the preschool program included in
the Alaska Reads Act would be a half-day program. She
reiterated that it is strictly voluntary. She explained that
the program would work in coordination with ongoing preschool
programs in the state, including Head Start, Parents as
Teachers, and Best Beginnings.
1:35:46 PM
CO-CHAIR STORY added that when district enrollment drops, so
does the funding for schools.
1:36:08 PM
POSIE BOGGS, Alaska Reading Coalition, opined that HB 153 is
bold. She offered her understanding that implementing a
comprehensive statewide reading policy with evidence-based
instruction and intervention is designed to move Alaska's
students into reading proficiency. She offered her belief that
the bill would translate into preparation for kindergarten and
allow the students to follow a consistent reading plan to grade
three. She added that it would provide opportunities to enhance
evidence-based reading instruction as early as preschool. She
suggested that the legislature consider helping parents pay for
daycare to ensure that childcare businesses continue to make a
profit. To conclude, she expressed her support for the
committee's effort.
1:41:35 PM
VALERIE BROOKS informed the committee that she completed her
doctorate in education and is currently a reading specialist in
Ketchikan. She stated her support for HB 153, adding that she
is in favor of universal kindergarten for all Alaskan students,
as well as a reading specialist in every school. She
highlighted research from the learning policy institute that
found investing in quality preschool programs can bolster
students' success; however, the benefits can be negated when
preschoolers are placed in large classrooms. Consequently, she
opined that HB 153 should also emphasize smaller class sizes.
Furthermore, she offered her belief that educators must be part
of the discussion and urged the committee to consult those with
direct experience in early and elementary education. She
emphasized the need for preschool instruction, targeted small
group instruction, assessments, progress monitoring and
reporting. She added HB 153 goes a long way towards addressing
student skill deficits and, provided time and funding are
available, could beneficially impact student learning in Alaska.
1:45:13 PM
JUDY ELEDGE, Alaska State Literacy Coordinator, said she
strongly supports HB 153 because additional support is necessary
to ensure all students read by grade three. She added that she
is in favor of the pre-K component because it is voluntary and
clearly outlines necessary preparations for students entering
kindergarten. She offered her belief that this legislation is
necessary to ensure all teachers are trained in professional
development for preschool children. Furthermore, she said HB
153 brings an element of state level support, which has been
missing for some time. She opined that the bill would encourage
consistent policy across districts for the betterment of all
students. She addressed the poor reading proficiency in
Alaska's students, later adding that the bill would hold
everyone accountable for the education that all students
deserve.
1:50:04 PM
REPRESENTATIVE ZULKOSKY inquired as to why retention, if not
mandatory, is included in this legislation.
MS. ELEDGE opined that [retention] provides the opportunity to
discuss a student's progress and contemplate strategies for his
or her success; further, it holds everyone responsible for each
student's development.
REPRESENTATIVE ZULKOSKY surmised that the provisions included in
the legislation outside the scope of retention could suffice if
the intention is to have a conversation about students
progress.
MS. ELEDGE deferred to the commissioner.
1:53:21 PM
REPRESENTATIVE TUCK asked what research suggests for children
who struggle with the alphabet and colors.
MS. ELEDGE offered her belief that if a child has those gaps, he
or she will not learn to read without filling them. She said in
her experience, children will catch up quickly if an educator
works with them.
1:55:40 PM
BOB GRIFFIN, Alaska Policy Forum, said he is speaking in support
of HB 153, adding that there is urgent need for this
legislation. He discussed Alaska's low-ranking test scores and
acknowledged the need to promote students' literacy proficiency.
He opined that to get Alaska's K-12 system back on track,
adopting the reading policy in this bill is a necessity. He
noted that the reading component in HB 153 has been tested and
proven by some of the highest [ranked] schools in the nation.
1:59:16 PM
KERRIE SPAIN, Bright Lights Learning Center, said she strongly
opposes HB 153. She posited that despite the proposed preschool
program being voluntary, parents would opt for the more
affordable option, consequently raising the cost of childcare
services for infants and toddlers. She questioned what the
student-to-teacher ratio would look like in the bills preschool
component. She maintained that HB 153 would not provide the
same small class sizes that private daycare services currently
offer.
2:02:26 PM
KARIN HALPIN, Principal, Rocky Mountain School, stated that she
strongly supports HB 153. She encouraged the committee to
consider adding a mandatory kindergarten requirement in Alaska,
as educators currently have no leverage with chronically absent
kindergarten students. She applauded the state for investing in
early childhood education. She suggested replacing the term
"phonemic awareness" with "phonological awareness," to encompass
all the steps included in acquiring phonemic awareness.
Additionally, she questioned how small rural schools could
provide interventions outside of the school day with limited
staffing capabilities. Regarding retention, she opined that it
has a negative effect on student learning and consequently,
encouraged the state to contemplate its use. Lastly, she
recommended using the word "literacy."
2:05:42 PM
REPRESENTATIVE TUCK questioned whether retention has a negative
impact on students of all ages, including those in grades K-3.
2:06:09 PM
MS. HALPIN remarked:
Sometimes we have kindergarten children that come into
school that are not developmentally ready. ... So,
what's going to change for that child if he or she is
repeating a grade level. Is the child getting the
same thing, or will things be tweaked to better
support that child; and if things are going to be
tweaked, can that be done in the next grade.
2:07:16 PM
RONDA SCHLUMBOHM, Teacher, Salcha Elementary, emphasized the
complexity of teaching children to read. She said there is a
false impression that giving kids "screeners" and progress
monitors will pinpoint the exact issue; however, that's not
necessarily true, as screeners measure reading rate, not
fluency. She offered her belief that children struggling to
read need "all hands on deck." She applauded the idea of
"adding additional time for children with extra reading outside
of the core reading program." Additionally, she said reading
instructors in all buildings would be ideal. She addressed
testimony from the House Education Committee meeting on March 9
and contended that kindergarteners should be working on
vocabulary and comprehension through shared reading with their
teacher. Furthermore, she argued that students in higher grades
would also benefit from reading lessons because they need to
understand argument and inference, which requires explicit
teaching. Lastly, she recommended that HB 153 should include
writing in addition to reading.
2:10:47 PM
ASHLYN ANDERSON, Alaska Children's Academy, opined that toddlers
would not do well in a school setting because they require
constant individual support and care. She expressed her
opposition to the bill.
2:12:15 PM
MARY MARKS, Tlingit and Haida Community Council, said she felt
conflicted by HB 153 because a majority of Alaska Native
students perform below state academic standards. She emphasized
the importance of utilizing the Alaska Native performance
standard in school districts. Additionally, she recommended
collaborating with Alaska Native tribes and granting them access
to the resources provided in this bill.
2:16:19 PM
REPRESENTATIVE TUCK questioned whether tribes are eligible for
the Parents as Teachers (PAT) program.
MS. MARKS said there is collaboration with the TANF [Temporary
Assistance for Needy Families] program through the Central
Council of Tlingit and Haida Indian Tribes, which provides
families with the opportunity to earn a CDA [Childhood
Development Associate] award.
2:17:33 PM
CO-CHAIR DRUMMOND asked Ms. Marks to follow up with additional
information on Alaska Native Performance Standards.
2:18:15 PM
MOLLY CARVER, Interim Policy Specialist, Alaska Children's
Trust, said as the statewide leader in the prevention of child
abuse and neglect, Alaska Children's Trust is in support of HB
153. She explained that early childhood education has been
shown to reduce several factors that put children at risk of
experiencing abuse and neglect. She offered her understanding
that the goal of this bill is to invest early and insure
children are ready to be contributing members to the collective
success of Alaska. She commended HB 153 for recognizing that
investing early provides the best outcome. Nonetheless, she
pointed out that children arriving at school must be ready to
learn. She added that if a child arrives hungry, homeless, or
without health care, his or her ability to learn is greatly
hindered. She said it will be important to remember the role of
social determinants on a child's ability to learn as this
legislation moves forward.
2:19:57 PM
MARY KRETZSCHMAR, Decoding Dyslexia Alaska, offered her support
for HB 153. She emphasized the importance of a strong
comprehensive statewide reading policy that uses evidence-based
instruction strategies. She noted that the five essential
components of reading instruction, or "the big five," are
currently included in Alaska's English Language Arts (ELA)
standards; however, she surmised that school districts are not
utilizing the adopted standards. She reasoned that if school
districts were practicing evidence-based and universally
designed reading instruction it would benefit all students, even
those that struggle with learning disabilities. She remarked
that learning to read is a fundamental expectation of Alaska's
education system, adding that there is no excuse for failing to
teach all children to read. She opined that reading is
fundamental and should be a priority in how the state uses its
funding.
2:24:10 PM
JOSEPH PICHLER offered his support for HB 153. He advocated for
implementing one-on-one reading instruction in schools.
2:26:19 PM
LEIGH SLOAN expressed her support for implementing retention
with intervention. She offered her belief that age doesn't
necessarily correspond to ability; therefore, she reasoned that
children should be placed "at their level." She continued to
explain that the purpose of assessments is to influence
teachers' behavior and to hold school districts accountable.
She opined that action should be taken to benefit struggling
learners. She offered her support for HB 153.
2:27:38 PM
BETHANY MARCUM, Executive Director, Alaska Policy Forum,
reported that research by the Alaska Policy Forum found
statistics for literacy among Alaska's children to be "dismal;"
further, that Alaska's K-12 education system has the worst
student outcome in the nation. She added that Alaskan students
have been ranked in the bottom 10 states in fourth grade reading
since scores were first published for all 50 states in 2003.
Nonetheless, she indicated that proven solutions exist; most
notably, the implementation of comprehensive reading reform with
performance-based promotion. She said the most current and
rigorous academic studies of performance-based promotion show
the most effective accountability measure is to direct required
interventions at students who struggle with reading; however, if
those interventions and resources fail to help the student
attain grade level proficiency by the end of grade three,
repeating grade three is required with the addition of targeted,
focused attention. She asserted that implanting high
expectations and the right tools would make success possible.
She stated that there is no better return on investment than
making a difference in the lives of Alaska's children.
2:30:56 PM
VICKI CAMPBELL recounted her personal experience teaching
children to read using a similar methodology to that which is
proposed under HB 153. She offered her belief that teachers
have not been properly trained to implement the five essential
components in their reading instruction. She advocated against
a "hard-stop retention," adding that the bills current
retention component is adequate. She said she is opposed to
holding a student back unless they received quality reading
instruction in grades one through three.
2:33:55 PM
LONDA CASQUEIRA, shared her "strong" opposition to HB 153. She
offered her belief that it would create difficulties for daycare
services. She opined that daycares currently provide
satisfactory reading instruction and placing children into a
school environment prematurely would be inopportune. She shared
several personal anecdotes. She asserted that "there is too
much government interference."
2:37:20 PM
REBECCA HIMSCHOOT acknowledged the importance of maintaining
daycare services across Alaska. She suggested capitalizing the
service that daycares offer by subsequently providing a
continuous system of education in which the students enter a
high-quality preschool program where they learn tools that
improve their disposition to learning. She related her
experience working with English language learners and emphasized
that a quality daycare is essential; however, many cannot afford
preschool. She said providing them with the option of a
publicly available preschool would bolster the continuous system
of education that would work for every child in the state. She
opined that the NAEP [National Assessment of Educational
Progress] should not be used to measure the success of HB 153
because its assessment is broad. She applauded the bill's
inclusion of culturally responsive education and encouraged the
committee to consider doing more with it in this legislation.
She addressed Alaska Native students and said through the
process of colonization their languages were taken from them.
She pointed out that Alaska Native students have not had the
same exposure and opportunity to learn as other children. She
added that by lacking first language fluency, they are less able
to build second language fluency in English. She encouraged
employing English language specialists that are culturally
appropriate and understand the specifics surrounding English
language learners who are not immigrants. She indicated that HB
153 could explore English language learning from an indigenous
perspective.
2:43:11 PM
WILLIAM BROWN said he strongly opposes the pre-elementary
component of HB 153. He shared a personal anecdote and
indicated that the student-to-teacher ratio is too large in
Alaska. He applauded the caliber of early educators in
Anchorage's daycare programs. He expressed concern that the
early education component of HB 153 would be funded by property
taxes and PFD cuts; further, that the bill would put daycare
employees out of work. He maintained that this legislation
would not improve children's literacy proficiency.
2:48:57 PM
BRITTANI CLANCEY related her experience working with struggling
readers in her children's school. She pointed out that when
these students pass to the next grade level, expectations
increase and their chances of succeeding at reading diminishes.
She opined that the education system is doing them a disservice
when that happens. She noted that 60 percent of fourth graders
in Alaska are not reading at grade level, which in addition to
the state's test scores, have caused her to consider relocating
her family somewhere with a better school system. She offered
her support for the "firm" reading policy in HB 153.
2:51:29 PM
TERRI WALKER, Superintendent, Northwest Arctic Borough School
District, stated her support for HB 153; however, she noted that
parts of the bill would strain the Northwest Arctic Borough
School District (NWABSD) staff. She explained that NWABSD
doesn't have the same resources as schools located in urban
areas, such as additional staffing, specialists, libraries, Head
Start programs, or daycare. Nonetheless, she said NWABSD runs a
pre-K program with certified teachers because the school board
is a strong supporter of early childhood education. She said HB
153 would help fund their pre-K program; furthermore, she
offered support for the professional development included in the
bill. She recommended removing the bill's retention component
and discouraged the extensive reporting requirements.
2:56:28 PM
CO-CHAIR DRUMMOND asked if NWABSD has chronic attendance issues
in its kindergarten classes. She asked if the age requirement
for kindergarten should be lowered.
MS. WALKER said pre-K attendance is at 70-80 percent. She
acknowledged that encouraging the younger students to attend
school is difficult in her community and agreed with lowering
the age requirement.
2:58:31 PM
LISA VILLANO, Alaska Council for Exceptional Children, noted
that Alaska Council for Exceptional Children (AKCEC) appreciates
and supports the legislature's efforts to support early
childhood education, reading instruction and intervention. She
expressed "cautious support" for HB 153, with the exception of
several concerns. Firstly, she expressed concern about the lack
of cultural relevancy provisions for students in rural Alaska;
secondly, the prescriptive nature of the bill specifically in
the reading intervention program. The third concern, she said,
is that the proposed retention factor could lead to larger class
sizes, thus leading to larger case loads for special education
teachers. She noted that according to information on DEED's
website, approximately 19,500 students in Alaska are already
receiving special education services. Furthermore, she pointed
out that Alaska Native students and students of color are at
disproportionally higher risk for retention and special
education referral.
3:03:43 PM
JENNIFER WAISANEN commended the proposed funding for early
education and reading. She provided a description of her
educational background and work experience, including a three-
year masters of education in the acquisition of language, later
adding that she is nationally board certified in
reading/language arts and spent over $25,000 to attend a five
summer reading and writing institute at Columbia University.
She directed attention to page 3, line 12 of the Alaska Reads
Act, and cautioned the exclusive use of in-service days for
reading instruction. She said in-service days are "precious" to
the Anchorage School District (ASD) and currently being used for
six professional development days. She opined that reading
needs to be taught in context. Furthermore, she stated that
children should be taught how to create, build, work, have
quality conversations with peers, and problem solve to create
innovators. She turned attention to page 17 and expressed
concern about the proposed assessment method. She cautioned the
use of Chromebooks for assessments, explaining that many of her
students don't know how to use them. Lastly, she stated that
teachers require support and time, adding that a balance between
assessment and instruction is necessary. She offered her strong
support for HB 153.
3:10:48 PM
LESA MEATH, said she is generally in favor of HB 153; however,
she was disappointed that the critical literacy components of
writing, speaking, and listening are not included. She said
research regarding the long-term positive impact of early
education is well established. She related her support for the
voluntary pre-K component of HB 153; also, the robust
professional development, balanced reading initiative, and the
retention and recruitment of educators. She expressed concern
about prescriptive programs, assessments, reporting
requirements, and the language regarding the retention of
underperforming students. She noted that many of the lowest
performing students have the greatest social and emotional
needs; consequently, she asked the committee to consider how
retention would impact them and what further obstacles it could
create. She emphasized the importance of "student choice and
voice," adding that curriculums require careful evaluation to
ensure they are developmentally and culturally appropriate. She
suggested designing professional development for
paraprofessionals, because in rural Alaska, these are the long-
term educators that are invested in the communities.
3:16:35 PM
ABBE HENSLEY, Best Beginnings, opined that it's time for Alaskan
families to have greater choices and access to high-quality
preschool programs. She said it makes sense to connect that
opportunity with a statewide commitment that ensures reading
proficiency by the end of grade three. She addressed a detail
in the bill that changes the cut-off date for kindergarten from
September 1 to June 1. That change, she said, would affect
2,500 children that turn five between June 1 and August 31,
making them ineligible for school that year. She offered her
belief that the change was well-intentioned; however, she
insisted that it would take more than changing a date to ensure
more children are prepared for the challenges of kindergarten
and learning to read. Referencing a publication by the National
Governors Association entitled, "Governor's Pocket Guide to
Early Literacy," she encouraged the state to focus on children
ages 0-5 and "invest in programs that increase families'
capacity to build their children's language and literacy
skills."
3:21:39 PM
KATIE BOTZ acknowledged that the Alaska Reads Act is important;
however, she expressed her frustration with the school closures
resulting from COVID-19. Consequently, she said as much as she
would like to support HB 153, she does not. She indicated that
children would not learn how to read if they are kept out of
school for the rest of 2020. She urged the committee to reopen
Alaska's schools.
3:24:37 PM
STACY FOSHEE expressed concern with the retention language in HB
153 and urged the committee to consider removing it. She stated
that retention is not instruction and offered her belief that
there should be additional opportunities for teachers' voices to
be included in the bill. She opined that HB 153 would stretch
the already thin resources in rural schools. She suggested
employing the research-based program, ReadyRosie, which uses
video modeling to create partnerships between families and
educators. Referencing specific language in the bill, she
questioned how the department would exercise general supervision
over public schools and asked the committee to revise this
statement. She asked why Section 14 mentions a school bus
training course. Furthermore, she emphasized the importance of
ensuring that textbooks are culturally relevant to Alaska's
diverse population.
3:28:53 PM
STEPHANIE BERGLUND, Chief Executive Officer, Thread Alaska,
stated that Thread strongly supports expanding quality early
childhood education services, including pre-K. She added that
decades of research demonstrate that pre-K makes a short-term
difference in children's readiness for school, as well as a
long-term difference in students' ability to gain employment and
contribute to the economy. In Alaska, she said, current pre-K
services are working. She opined that expanding the early
childhood education through HB 153 would continue to promote
school readiness and identify and provide support to children
who need it most. Additionally, she argued that expanding pre-K
would provide families with more choices by creating affordable
and more accessible opportunities for children to learn. She
addressed one element of the bill that she said would not
support family choice: the earlier cut-off date for school start
eligibility. She expressed concern that changing the date would
increase demand for an already fragile and expensive childcare
system. Instead, she encouraged the committee to keep the
existing school age cut-off date intact and to deliver pre-K
childcare services by implementing a collaborative mixed
delivery system, which provides continuity of care for full-day
and full-year services that working families want and need. She
noted that Alaska's quality recognition and improvement system,
Learn and Grow, provides framework for activities and can be
used for all early childhood education programs, including pre-
K. Regarding the prevalent concern that offering pre-K could
affect the childcare market, she reported that 100,000 children
are in need of early childhood education, while there are less
than 25,0000 licensed and regulated spaces available. She
indicated that Alaska is only serving one-quarter of the kids in
need of care services. She explained that often, the neediest
children and their families do not utilize the existing private
childcare market due to lack of affordable access. She
reiterated that expanding quality pre-K options would support
more families while continuing the supply and demand of the
childcare sector. She maintained that quality early education,
including pre-K, must be part of Alaska's economic
infrastructure as a means of creating a strong and prepared
workforce.
3:33:26 PM
JODI TAYLOR shared a personal anecdote and related that by grade
three, a child's ability to read correlates with the likelihood
that he or she will attend college or have a successful career.
She opined that HB 153 holds both the state and Alaska's
students accountable for becoming literate and developing to
their full potential. She urged the committee to pass HB 153.
3:35:50 PM
PEGGY COWAN expressed support for universal preschool and the
intent of the bill's reading component. Nonetheless, she opined
that the bill should be modified to change the retention
provisions and reflect different school district's needs. She
explained that some schools will need infrastructure and others
will need teacher housing and qualified staff. She encouraged
the support of reading and professional development across the
state and asked the committee to consider the diversity of
Alaska's districts and to modify the bill accordingly.
3:38:49 PM
CO-CHAIR DRUMMOND clarified that HB 153 does not ask districts
to retain students. She explained that retention is a local
control issue and therefore, retention policy is set by each
district.
3:39:39 PM
REPRESENTATIVE TUCK acknowledged the prevalent concern regarding
keeping local daycare centers operational and vibrant. He noted
that the intent of this legislation is not to eliminate the need
for those daycare facilities, especially those that are
educating children. He encouraged daycare centers and early
childhood education programs to take advantage of Parents as
Teachers.
CO-CHAIR DRUMMOND pointed out that there are 100,000 kids in the
state of Alaska that need care and only 25,0000 childcare spaces
available. She said HB 153 is not a threat to daycare services.
3:41:24 PM
REPRESENTATIVE PRAX opined that if the state is subsidizing a
daycare service, the nonsubsidized programs will have a
difficult time competing.
CO-CHAIR DRUMMOND clarified that preschool is not daycare. She
explained that families have need of daycare in order to return
to work, adding that its an economic issue. She said providing
more preschool spaces would help make spaces in the daycare
market available. She encouraged the childcare industry to
convene with Stephanie Berglund of Thread Alaska.
3:44:06 PM
CO-CHAIR DRUMMOND announced that HB 153 was held over.
3:44:37 PM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 3:45 p.m.
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