Legislature(2023 - 2024)DAVIS 106
04/17/2024 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Alaska State Board of Education & Early Development | |
| HB165 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | HB 165 | TELECONFERENCED | |
| + | SJR 17 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 165-CHARTER SCHOOLS; CORRESPONDENCE PROGRAMS
9:51:03 AM
CO-CHAIR RUFFRIDGE announced that the final order of business
would be HB 165, "An Act relating to charter schools; relating
to correspondence study programs; and providing for an effective
date."
9:51:53 AM
REPRESENTATIVE BEN CARPENTER, Alaska State Legislature, as prime
sponsor, introduced HB 165 and paraphrased the sponsor statement
[included in the committee packet], which read as follows
[original punctuation provided:
HB 165 would allow Parents to have a greater choice in
their child's education.
Parents in several states can choose the best
education option for their child. That may be a
neighborhood public school for one child, but a
charter school or correspondence program for another
child.
HB 165 would allow the state Board of Education to
authorize charter public schools anywhere in the
state. Charter public schools authorized by the state
Board of Education would be operated by a local school
board. The bill also allows the Board to make
available a state correspondence study program if it
finds the necessity for one.
Currently, school districts have the decision
authority over the existence of these entities.
Currently, correspondence study programs receive a
fraction of the funding for a student than for a
student in any type of public school. Alaska statutes
require schools to meet the same instructional
standards, provide the same level of curriculum, and
meet the needs of students, regardless of if the
student is receiving their education from a physical
school, or a home-based school.
There are 28 thousand students enrolled in charter or
correspondence schools in Alaska, or 20% of Alaska's
students. 22 thousand correspondence students are 17%
of total students in Alaska, but only account for 5%
of total funding.
The current funding formula for a correspondence
student is 90% (0.9) of the BSA with no additional
multipliers. HB 165 would change that formula to
121.5% (1.215) of the BSA, which the same multiplier
in the public school funding formula that is tied to
every student, regardless of school .
HB 165 also allocates an 11 times multiplier for
intensive needs students. HB 165 allows parents of all
income levels to determine the most appropriate method
of schooling for their child. HB 165 is likely to
incentivize more parents to choose charter or
correspondence programs for their children, which will
have an additional benefit of saving the state money.
9:56:46 AM
KENDRA BROUSSARD, Staff, Representative Ben Carpenter, Alaska
State Legislature, on behalf of Representative Carpenter, prime
sponsor, gave the sectional analysis for HB 165 [included in the
committee packet], which read as follows [original punctuation
provided]:
Section 1
Adds intent language to uncodified law to be clear the
legislature intends that school districts spend the
increase in funding for correspondence schools on
allotments to parents and not on administering the
program.
Section 2
Creates a new section of law under charter schools
that allows the State Board of Education to establish
a charter school in a school district under procedures
established by the Board. Procedures include the
establishment of an academic policy committee
consisting of parents of students attending the
school, teachers, and school employees. The district
local school board will operate the charter under the
charter school law (AS 14.03.255 -14.03.290).
Sections 3 and 4
Amends to the duties of the department of education
(AS 14.07.020 (a)) to offer and make available to any
Alaskan through a centralized office a correspondence
study program if required to do so by the State Board
of Education. Calculate the amount allocated to each
district that offers a correspondence study program,
the amount allocated to the district under the program
and inform the district of the calculation.
Section 5
Adds to the duties of the State Board of Education
that the Board shall adopt regulations regarding
establishment of charter schools by the Board.
Section 6
Amends the state funding calculation for
correspondence program by adding together the results
of multiplying the ADM (student count) by 1.215
(121.5%) instead of 0.9 (90%) and multiplying the
correspondence intensive student count by 11.
This new calculation takes into account that public
school funding formula for every ADM adds to the BSA a
special needs factor of 1.2 and a school vocational
and technical instruction factor of 1.015, for a total
multiplier of 1.215.
In addition to the 1.215 BSA multiplier, as well as
school related factors, every ADM with intensive needs
receives an additional multiplier of 13 from the
public school funding formula. This new calculation
provides for intensive needs correspondence study
program students but leaves some of their funding in
the district for administration.
Section 7
Adds a new subsection of the calculation of the
calculation for state funding for correspondence study
by defining intensive services and correspondence
intensive student.
Section 8 and 9
Provide effective dates
9:59:45 AM
CO-CHAIR RUFFRIDGE drew attention to Section 7 and, in light of
recent court decisions, asked Representative Carpenter to speak
to the inclusion of the language in the section.
REPRESENTATIVE CARPENTER stressed the importance of transparency
and that state law is clear to what the expectations are for
charter, correspondence, and "brick and mortar" schools. The
language helps to bring transparency to the process, he said.
10:02:04 AM
DONNA ARDUIN, Staff, Representative Ben Carpenter, Alaska State
Legislature, on behalf of Representative Carpenter, prime
sponsor, added that a strong suggestion was to make sure records
were kept on how allocations were being spent. She proffered
that if the legislature had the opportunity to make sure records
are kept regarding how reimbursements have been made by the
districts to the correspondence programs and parents, then it
may help with "the lawsuit."
REPRESENTATIVE CARPENTER added that the parents might assume
great records are being kept, which may be the case for most
schools but not for all schools. The state is required by the
constitution to provide, and conversations should be had on what
the minimum requirements for recordkeeping are and to "level the
playing field."
MS. AUDUIN noted to also provide the information to DEED, as it
was not a current requirement, she said.
10:03:51 AM
CO-CHAIR ALLARD said she was alarmed in reference to the lack of
the "intensifier" for correspondence children. She asked
whether it was an application that had to be put in, or simply
not available. She said some children may be home schooled due
to a disability and considered they are not getting the extra
help. She requested to hear from DEED to elaborate.
MS. AUDUIN clarified that there was no intensive needs factor
for correspondence programs.
10:05:53 AM
DEBORAH RIDDLE, Director, Division of Innovation and Education
Excellence, Department of Education and Early Development,
affirmed that intensive categorization for correspondence
students is not available currently.
CO-CHAIR ALLARD expressed her shock and offered her belief that
that could be a vehicle for its own piece of legislation. She
thanked Representative Carpenter for bringing the subject to
light.
10:07:22 AM
REPRESENTATIVE PRAX asked whether parents thought their
available school was not providing the best service for their
child.
REPRESENTATIVE CARPENTER replied that one could argue it is
discrimination, but he said the funding formula does not apply
to special needs children that participate in correspondence
programs. He suggested that perhaps the list of special needs
definitions needed to be addressed because of the large number
of parents choosing distance education.
REPRESENTATIVE PRAX said he brought it up because limiting
choice is inherently discriminatory, and it should be minimized
by maximizing the choices available to individuals.
10:09:57 AM
REPRESENTATIVE STORY offered her belief that it would be
important to have someone in the department walk through the
levels of special education funding, with level 3 being
intensive students, and that further explanation is needed.
REPRESENTATIVE CARPENTER commented that special education
funding is not just for children who are struggling, but for
children who excel above standards and who may need special
attention due to surpassing standards.
10:11:50 AM
CO-CHAIR RUFFRIDGE extended his agreement to Representatives
Story and Carpenter and stated that he would like further
discussions in future hearings.
[HB 165 was held over.]