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 |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 11, 2022
8:04 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Grier Hopkins
Representative Mike Prax
Representative Ronald Gillham
MEMBERS ABSENT
Representative Mike Cronk
COMMITTEE CALENDAR
CS FOR SENATE BILL NO. 72(FIN)
"An Act relating to civics education, civics assessments, and
secondary school graduation requirements; and providing for an
effective date."
- HEARD & HELD
HOUSE BILL NO. 147
"An Act relating to the teacher education loan program; and
providing for an effective date."
- HEARD & HELD
HOUSE BILL NO. 312
"An Act relating to dress codes and natural hairstyles."
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
BILL: SB 72
SHORT TITLE: SEC. SCHOOL CIVICS EDUCATION
SPONSOR(s): SENATOR(s) STEVENS
02/05/21 (S) READ THE FIRST TIME - REFERRALS
02/05/21 (S) EDC, CRA
03/10/21 (S) EDC AT 9:00 AM BUTROVICH 205
03/10/21 (S) Heard & Held
03/10/21 (S) MINUTE(EDC)
03/19/21 (S) EDC AT 9:00 AM BUTROVICH 205
03/19/21 (S) Heard & Held
03/19/21 (S) MINUTE(EDC)
03/22/21 (S) EDC AT 9:00 AM BUTROVICH 205
03/22/21 (S) Scheduled but Not Heard
03/24/21 (S) EDC RPT CS 5DP NEW TITLE
03/24/21 (S) DP: HOLLAND, HUGHES, STEVENS, MICCICHE,
BEGICH
03/24/21 (S) EDC AT 9:00 AM BUTROVICH 205
03/24/21 (S) Moved CSSB 72(EDC) Out of Committee
03/24/21 (S) MINUTE(EDC)
03/30/21 (S) CRA AT 3:30 PM BELTZ 105 (TSBldg)
03/30/21 (S) Heard & Held
03/30/21 (S) MINUTE(CRA)
04/08/21 (S) CRA AT 3:30 PM BELTZ 105 (TSBldg)
04/08/21 (S) Heard & Held
04/08/21 (S) MINUTE(CRA)
04/20/21 (S) CRA AT 3:30 PM BELTZ 105 (TSBldg)
04/20/21 (S) Moved CSSB 72(CRA) Out of Committee
04/20/21 (S) MINUTE(CRA)
04/21/21 (S) CRA RPT CS 2DP 2NR NEW TITLE
04/21/21 (S) DP: HUGHES, GRAY-JACKSON
04/21/21 (S) NR: MYERS, WILSON
04/21/21 (S) FIN REFERRAL ADDED AFTER CRA
02/01/22 (S) FIN AT 1:00 PM SENATE FINANCE 532
02/01/22 (S) -- Invited Testimony --
02/08/22 (S) FIN AT 1:00 PM SENATE FINANCE 532
02/08/22 (S) Moved CSSB 72(FIN) Out of Committee
02/08/22 (S) MINUTE(FIN)
02/09/22 (S) FIN RPT CS 4DP 1NR NEW TITLE
02/09/22 (S) DP: STEDMAN, BISHOP, HOFFMAN,
WIELECHOWSKI
02/09/22 (S) NR: OLSON
02/16/22 (S) TRANSMITTED TO (H)
02/16/22 (S) VERSION: CSSB 72(FIN)
02/17/22 (H) READ THE FIRST TIME - REFERRALS
02/17/22 (H) EDC, FIN
03/11/22 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 147
SHORT TITLE: RURAL DEF. TEACHER EDUCATION LOAN PROGRAM
SPONSOR(s): REPRESENTATIVE(s) ZULKOSKY
03/24/21 (H) READ THE FIRST TIME - REFERRALS
03/24/21 (H) EDC, FIN
03/11/22 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 312
SHORT TITLE: ALLOW NATURAL HAIRSTYLES
SPONSOR(s): REPRESENTATIVE(s) TARR
02/09/22 (H) READ THE FIRST TIME - REFERRALS
02/09/22 (H) EDC, L&C
03/11/22 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
SENATOR GARY STEVENS
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: As prime sponsor, introduced CSSB 72(FIN).
TIM LAMKIN, Staff
Senator Gary Stevens
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: On behalf of Senator Stevens, prime
sponsor, gave a sectional analysis of CSSB 72(FIN).
MICHAEL JOHNSON, PhD, Commissioner
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Testified during the hearing in support of
CSSB 72(FIN).
CHRISTINE HUTCHINSON,
representing self
Kenai, Alaska
POSITION STATEMENT: Testified in support of CSSB 72(FIN).
KATY GIORGIO, Staff
Representative Tiffany Zulkosky
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: On behalf of Representative Zulkosky, prime
sponsor, gave a sectional analysis of the proposed CS for HB
147, Version B.
SANA EFIRD, Executive Director
Alaska Commission on Postsecondary Education
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Answered questions during the hearing on HB
147, Version B.
MADELINE REICHARD, Teacher
Lower Kuskokwim School District
Bethel, Alaska
POSITION STATEMENT: Testified in support of HB 147, Version B.
KIMBERLY HANKINS, Superintendent
Lower Kuskokwim School District
Bethel, Alaska
POSITION STATEMENT: Testified in support of HB 147, Version B.
SEGUE GRANT, Vice President
National Education Association, Alaska Affiliate
Bethel, Alaska
POSITION STATEMENT: Testified in support of HB 147, Version B.
LISA PARADY, PhD, Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 147, Version B.
ACTION NARRATIVE
8:04:02 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 7:40 a.m. Representatives
Gillham, Zulkosky, Hopkins, Drummond, and Story were present at
the call to order. Representative Prax arrived as the meeting
was in progress.
SB 72-SEC. SCHOOL CIVICS EDUCATION
8:05:13 AM
CO-CHAIR DRUMMOND announced that the first order of business
would be CS FOR SENATE BILL NO. 72(FIN), "An Act relating to
civics education, civics assessments, and secondary school
graduation requirements; and providing for an effective date."
8:05:27 AM
SENATOR GARY STEVENS, Alaska State Legislature, as prime
sponsor, introduced CSSB 72(FIN). He explained that the
proposed legislation would create a [secondary school] exit exam
in the form of a civics assessment. He stated that in recent
years he has witnessed apathy and division in the country and in
the schools. He commented that students have done well in
science, mathematics, reading, and writing, but in comparison,
civics education has taken a "back seat." He shared the
observation that other states are changing civics education
policies by creating new curriculum, providing assessments, and
offering volunteer programs and leadership workshops for
students. He expressed urgency to reverse the recent trend and
restore faith and understanding in the government by making an
investment in the future of the country. He contended that CSSB
72(FIN) is an effort to educate students on both the system of
government in the country and the cultural diversity in Alaska.
SENATOR STEVENS stated that the proposed civics exam would not
be considered high stakes, as a student could take the test
repeatedly until 70 percent of the questions were answered
correctly. He described the process of retaking the exam as a
method for learning. He added that the test would not stop a
student from graduating. He indicated that the Department of
Education and Early Development (DEED) has agreed to create a
civics curriculum unique to Alaska. He stated he believes
synonymously with the country's Founding Fathers that the
fundamental purpose of the public education system is to teach
the meaning of citizenship and to create a population of citizen
voters. He described a personal experience from his youth when
he attended a mock legislative session; he conjectured that this
experience moved him to be involved in government.
8:09:03 AM
SENATOR STEVENS stated that, with no offense intended, he would
like to distribute a civics exam to the committee members. He
explained that the exam [included in the committee packet]
consists of 42 questions that are part of the U.S. Citizenship
and Immigration Services naturalization exam. He related a joke
that he missed a few questions, reinforcing that the test is a
learning opportunity. He related that many school districts in
the state already provide instruction [in civics education]. He
stated that the legislation would require every student to take
the test, adding that it is a way for students to learn to be
citizens. He related the personal experience that, unlike now,
he could not vote until the age of 21. He remembered the first
time he voted as a great experience.
8:11:01 AM
CO-CHAIR DRUMMOND thanked Senator Stevens and questioned whether
committee members should take the test now. She then questioned
whether he managed [the Task Force on Civics Education].
8:11:31 AM
SENATOR STEVENS answered that the committee members should take
the test home. He answered that he managed the task force with
support from DEED and the school districts. He stated that
after working on the task force many school districts moved
ahead with civics programs. He reiterated that the Founding
Fathers of the country sought to create citizens, and this
legislation is part of that process.
8:12:06 AM
CO-CHAIR DRUMMOND related a personal story that her mother, as
an immigrant, took the naturalization test years ago to become a
citizen. She stated that she learned from her mother, who
survived World War II, to never forget [the value of
citizenship].
8:12:51 AM
SENATOR STEVENS offered that DEED would design an appropriate
test specific to Alaska. In response to Co-Chair Drummond, he
stated that the test passed out to the committee is a sample of
the naturalization test given to U.S. immigrants applying for
citizenship.
8:13:35 AM
TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State
Legislature, on behalf of Senator Stevens, prime sponsor, gave a
sectional analysis of CSSB 72(FIN). He stated that the proposed
legislation is the recommendation of [the Task Force on Civics
Education]. He stated that committee members can find the task
force's final document posted on BASIS.
8:14:33 AM
MR. LAMKIN proceeded to the sectional analysis of CSSB 72(FIN),
[included in the committee packet], which read as follows
[original punctuation provided]:
Sec. 1: AS 14.03.076, relating to public schools, adds
a new section
a. directing the State Board of Education &
Early Development (SBOE) to develop
curriculum and a related assessment based on
the civics portion of the naturalization
examination administered by the U.S.
Department of Homeland Security for
immigrants seeking U.S. citizenship. The
curriculum and assessment must also include
systems of Alaska Tribal government;
b. requiring students to pass the assessment
established in (a) above in order to receive
a high school diploma, with exceptions for
students with a disability and who receive a
waiver from their local school board;
c. schools are to document on student
transcripts when a student has passed the
assessment, with the option for the student
to retake the assessment;
d. districts are required to report annually
on their respective civics course offerings
and overall average student score on the
assessment; and
e. a passing score is defined as correctly
answering 70% or more on the civics
assessment.
Section 2: AS 14.07.168, relating to reporting
requirements of the SBOE, to include in
their annual report to the legislature a
description of civics education curriculum
in the state, of civics-related course
offerings in respective districts, and of
student performance on the assessment
described in section 1, by
district.
Section 3: Provides for an effective date of July 1,
2023.
8:18:25 AM
CO-CHAIR DRUMMOND questioned whether 70 percent of the test
questions must be answered correctly to pass the U.S.
naturalization exam.
8:18:42 AM
MR. LAMKIN responded that the minimum passing score to attain
U.S. citizenship is 60 percent correct. He noted that the
average immigrant scored around 84 percent. In comparison, he
cited a poll that found some of the school districts in the
state had scores as low as 3 percent correct.
8:19:26 AM
CO-CHAIR DRUMMOND commented that, owing to these numbers, the
students in the state deserve more. She added that, owing to
the committee members' participation in government, it would be
interesting to see how they do on the test. She offered the
joke that there should be no cheating.
8:19:45 AM
SENATOR STEVENS responded that the committee members' results
would not be shared. He stated that this test is for self-
edification to realize the "holes" in everyone's education.
8:19:58 AM
MR. LAMKIN, in response to Representative Gillham, stated that
the language in the bill gives districts flexibility and is not
meant to be prescriptive. He cited that the naturalization test
consists of 10 questions randomly picked from around 140 study
questions. To pass the naturalization test, 6 out of 10
questions need to be answered correctly.
8:20:50 AM
SENATOR STEVENS stated that the test handed to the committee
members is not the test that would be given to students. He
stated that DEED would create a test specific to Alaska.
8:21:13 AM
CO-CHAIR STORY asked whether school districts have responded to
the bill, as teachers have conveyed concerns that testing does
not capture students' comprehension. Referring to students with
test anxiety, she suggested that repeatedly taking a test could
have negative effects on self-esteem, while hands-on activities
are more conducive to learning. She questioned why the
legislation does not incorporate civics into courses already
offered by school districts. She argued that a course offering
information and exercises would be more useful than one test as
the only "tool in the toolbox." She expressed doubt that
passing a civics test would make students "model" citizens.
8:23:43 AM
SENATOR STEVENS referenced Co-Chair Story's background as a
teacher and expressed appreciation for the question. He stated
that the proposed legislation is not the only answer, and there
are other ways to help young people understand the meaning of
citizenship. He offered his understanding on the issue of test
anxiety but asserted that retaking the test can be a
progression, and students would realize they [gained an
understanding of civics] through the process.
8:24:45 AM
MR. LAMKIN, in response to Representative Hopkins, stated that
he has researched each school district's graduation requirements
and compiled a binder with this information. He stated that
there is a social studies component, but it may not specify
[Native Alaska] civics.
REPRESENTATIVE HOPKINS posited whether options, other than a
test, could reflect the same comprehensive knowledge of civics.
He questioned whether the legislation is to be kept to one
standardized test.
8:25:45 AM
SENATOR STEVENS stated that any changes to the legislation would
be considered. He added that some of the larger districts are
doing an exceptional job [incorporating civics], but this is not
seen in the smaller districts. He stated that the commissioner
of DEED would speak to this.
8:26:18 AM
CO-CHAIR STORY thanked Senator Stevens and shared that she was
never a teacher; instead, she sat on the school board for 18
years.
8:27:15 AM
MICHAEL JOHNSON, PhD, Commissioner, Department of Education and
Early Development, testified in support of CSSB 72(FIN). He
expressed gratitude to Senator Stevens for the bill and his
statesmanship. He stated that civics education is not a new
idea, but timely wisdom. He paraphrased Plato in saying that
schools should create good men and women that act nobly. He
added that "if the education system does less than that, all
efforts for life, liberty, and the pursuit of happiness will be
thwarted." He cited a [2018] study from the Woodrow Wilson
National Fellowship Foundation that found only 36 percent of
Americans passed a multiply-choice citizenship test. He said
that that test is comparable to the test passed out during the
meeting to committee members. He stated that the study found
less than 25 percent of Americans knew why the U.S. fought the
British, and only 24 percent of Americans could name anything
Benjamin Franklin accomplished. He added that 74 percent of
Americans aged 65 and older scored the best, while only 19
percent of those aged 45 and younger passed. He emphasized that
these statistics support the legislation's importance.
COMMISSIONER JOHNSON stated that he does not have specific data;
nonetheless, he asserted confidence that few citizens in Alaska
understand Alaska Native history and tribal governance. He
described this knowledge as an essential part of civics
education in the state. He referred to a presentation given on
March 4, 2021, by the House Special Committee on Tribal Affairs
[on layers of governance]. He described the presentation as a
perfect example of Alaska civics education. He stated that the
legislation is a needed effort to repair the foundation of the
state's education system. He explained that civics education is
about purpose, and a public education system without clear
purpose is expensive, ineffective, and corrosive to society. A
purposeful public education system improves society through
efficiency and effectiveness. He stated that this bill further
implements a long-time statute that affirms the legislature's
purpose for education. He read AS 14.03.015, which follows:
It is the policy of this state that the purpose of
education is to help ensure that all students will
succeed in their education and work, shape worthwhile
and satisfying lives for themselves, exemplify the
best values of society, and be effective in improving
the character and quality of the world about them.
COMMISSIONER JOHNSON stated that this statute also represents
the SBOE's vision statement and is a great description of a
purposeful education in civics. He stated that every dollar of
the $1.6 billion spent annually on public education in the state
should have a purpose. As the state comes out of the [COVID 19]
pandemic, he expressed hope that the benchmark for school
districts is higher than "merely" having its schools open.
8:32:02 AM
COMMISSIONER JOHNSON argued that opening schools is good, but
the difficulty is in being purposeful and effective [within the
school]. He referred to President John F. Kennedy's speech that
questioned spending the country's money on the exploration of
the moon. He said that President Kennedy relayed in the speech
that going to the moon was not about improving the moon but
making America better. He said, "Let's not storm the capitol.
Let's teach our kids to read. ... Let's show them how to work
together to create good policy. Let's teach them the value of
liberty, and never take it for granted. Let's show them how to
embrace what is difficult, because it makes us better and more
thankful." He stated that, as members of the state government,
it is appropriate to have high expectations for schools and
students in Alaska through strong legislation, like CSSB
72(FIN). He expressed anticipation to work with the bill
sponsor. In conclusion, he stated that the challenge may not be
simply passing and implementing the legislation but living up to
the civility and the character expected of students.
8:34:56 AM
REPRESENTATIVE PRAX agreed with Commissioner Johnson on Plato's
purpose of public education. In reference to the requirement
that the test be taken until it is passed, he contended that any
test measuring knowledge should be this way. He expressed
unease at setting a centralized standard. He surmised that
formulating the section of the civics exam on Alaska Tribal
government would be difficult, as there are 21 Native Alaska
languages recognized in the state. He questioned how to decide
on an applicable and meaningful standard for a test specific to
Alaska civics.
COMMISSIONER JOHNSON responded that Native Alaska tribes have
commonalities, including history. He compared an inclusive
civics standard for the tribes in Alaska with the American
history standard that includes all 50 states. He expressed
respect to Representative Prax and recommended that he view the
presentation from March 4, 2021, given by the House Special
Committee on Tribal Affairs. He stated that the presentation
helps to understand the standards. He expressed confidence that
watching the presentation would help inform viewers what can be
accomplished.
8:38:48 AM
REPRESENTATIVE PRAX stated that he remembered being 13 years old
when his family moved to Alaska and being taught Alaska Native
history. He suggested that because there are more indigenous
Native Alaskans, than in other states, there would be more to
learn. He continued that a 13-year-old moving to the state
would have more to learn to meet the test standards.
8:39:54 AM
COMMISSIONER JOHNSON stated that, like with other exams, the
state would accommodate students arriving from outside Alaska.
He expressed confidence that if a 13-year-old student were to
come to Alaska, he/she would have the time to learn the history
and pass a civics test. He stated that, in his experience, 13-
year-olds new to Alaska are eager to learn about Alaska.
8:40:46 AM
CO-CHAIR STORY expressed interest in whether school districts
have responded to the test requirement. She inquired whether
requirements for social studies could be interwoven with civics
education.
COMMISSIONER JOHNSON conveyed confidence in the teachers of
Alaska, not the bureaucracy. He suggested that if the bill is
passed, then teachers would meet to reference examples and
discuss effective implementation. Regarding testing, he
expressed the belief that effective education requires
assessment. He noted that that can take different forms, as
teachers use creative ways to determine whether students are
learning.
8:42:29 AM
CO-CHAIR STORY voiced the belief that within the social studies
standard there is an American government class that includes
civics education. She questioned whether anything new needs to
be implemented. She expressed concern that a test requirement
would involve money and time and whether one test is the right
tool to evaluate learning.
8:43:41 AM
COMMISSIONER JOHNSON maintained that he has relied on Mr.
Lamkin's research and data to understand the situation in
schools. He stated that the proposed legislation would provide
resources to DEED and school districts to create material and
assessment. He referred to data that points out some of the
larger school districts have already made progress, explaining
that this is an opportunity to support smaller districts. He
emphasized that the other part of the legislation ensures
students in Alaska are educated in tribal government and civics,
as there cannot be an assumption that curriculum purchased
outside of Alaska contains this part. He pointed out that there
are partners in the state who have already worked on this
portion of the legislation. He expressed excitement for the
bill to pass so partners can develop the resources together and
for this element to be incorporated in the districts'
curriculum.
8:45:15 AM
COMMISSIONER JOHNSON, in response to a follow-up question,
stated that he is a teacher, and he has heard direct testimony
in other meetings from teachers [in support of the legislation].
He stated that teachers can be asked to provide direct testimony
to the committee, as he does not want to speak on their behalf.
He voiced his belief that many teachers are excited about civics
education and becoming partners in the implementation of the
bill.
8:46:21 AM
CO-CHAIR DRUMMOND voiced the belief that this is not a high-
stakes test and is not required to graduate. She suggested that
the test be given junior year, as this would provide time before
graduation. She commented on the lack of knowledge citizens of
the state have about Alaska Native history, pointing out that
current work on a reading bill has been paused, as the Native
Alaska community requested the inclusion of culturally relevant
education. She said that the value is in how the legislation
fits together, and the process should not involve interpreting
one bill at a time but develop understanding across the board,
before going forward.
8:47:54 AM
REPRESENTATIVE ZULKOSKY expressed appreciation that the civics
exam is not a high-stakes test, however; the current language of
the bill indicates that schools may not issue a high school
diploma unless the student has achieved a passing score on the
civics assessment. She acknowledged the use of "may" and not
"shall" in the language of the bill. Since this is not a high-
stakes test, she inquired about alternative ways, other than a
standardized test, that schools could illustrate its students
are learning civics.
8:49:03 AM
MR. LAMKIN stated that the bill reads correctly. Students must
pass the assessment with 70 percent correct in order to receive
a diploma. He continued that "high stakes" refers to the idea
that the test is not a onetime pass/fail. He indicated that the
option to take the exam repeatedly reduces the pressure.
8:50:00 AM
REPRESENTATIVE ZULKOSKY stated research from [the Alaska Reads
Act] shows that culturally and linguistically diverse students
have challenges within the systemic history of standardized
tests. She stated that her perception of high stakes implicates
diploma issuance and not the number of times a test is taken.
She restated the question on whether the sponsor's office is
willing to consider other avenues of Alaska civics education
without a proficiency benchmark.
MR. LAMKIN stated that the bill sponsor is amenable to whatever
the committee considers a balanced approach in meeting the goal
of improving and developing citizens.
8:51:30 AM
MR. LAMKIN, in response to Representative Prax, stated that the
bill retains the maximum flexibility among districts and is not
meant to be prescriptive. He stated that the legislation
directs DEED and SBOE to develop assessment and curriculum on
tribal government structures. Some districts are in the process
of developing their own curriculum, while the curriculum is
already in use in other districts. He stated that last year
representatives from the First Alaskans Institute and the Alaska
Federation of Natives testified on the subject. He stated he
would be able to bring these representatives into the discussion
to offer more details. He reiterated that the bill is meant to
be flexible and creative so as to involve a broad range of
Alaska Native cultures.
8:53:06 AM
REPRESENTATIVE PRAX stated that the challenge of standardized
assessment is determining which questions should be included.
He surmised that there is even a challenge as to which answers
are considered correct. He stated that there are many different
perspectives on what happened and which events in U.S. history
are the most important, along with the question of the
government's fundamental function. He expressed concern that
[the civics exam] would dictate a particular version. With no
further questions, he urged that these ideas be pondered.
8:54:45 AM
REPRESENTATIVE HOPKINS offered his understanding that from
previous testimony the legislation would help support smaller
school districts, as larger school districts are already
addressing the topic. He expressed interest in the bill's focus
on smaller school districts and how classroom structure may help
students pass the civics test.
8:55:38 AM
COMMISSIONER JOHNSON answered that, in order to teach well and
support students, there must be clarity in what students should
learn. He stated that educators must answer five essential
questions every day for each student. He listed the questions,
which would determine: what standard is effective; how to
instruct effective curriculum effectively; what assessment is
effective; how to intervene effectively; and what enrichment is
effective. He maintained that the bill contains support for all
these questions. He conjectured that partners working together
with existing projects would [achieve the goal of the
legislation]. He stated that teachers at the Canvas [Studio]
are contracted to deliver curriculum and courses. He added that
district teachers would work with the Canvas [Studio] to address
content, assessment, and the other questions [listed above]. He
added that there are accommodations for students who need extra
support with the statewide assessment.
8:57:48 AM
REPRESENTATIVE HOPKINS argued that students would be losing
valuable class time while taking the civics test. He questioned
whether the format of test would be designed by teachers and the
districts.
COMMISSIONER JOHNSON responded that assessment is an essential
part of effective instruction and part of the learning process.
He stated that there are multiply ways to format the test. With
no federal protocols, each district could determine the format
and implementation of the test. In response to a follow-up
question, he stated that the assessment would resemble a test
given at the district level.
8:59:51 AM
REPRESENTATIVE HOPKINS restated that, along with other testing
requirements, the civics test would take time away from learning
in the classroom.
COMMISSIONER JOHNSON stated that the federally required
assessments contain protocols and must happen at a certain time
of the year. He reiterated that the proposed civics assessment
would be a different type of test. He listed examples: the test
would not have to be in the spring; the test may be given after
a student takes a course; and the test may be given during
sophomore or junior year. He stated that he does not envision a
prescriptive setting; it could be determined, not only at the
district level, but also at the individual school level, as
there would be no constraints of reporting to the federal
government.
9:01:56 AM
The committee took a brief at-ease at 9:02 a.m.
9:02:47 AM
CO-CHAIR DRUMMOND opened public testimony on CSSB 72(FIN).
9:04:05 AM
CHRISTINE HUTCHINSON, representing self, stated that she has
been following the legislation since [the Task Force on Civics
Education] began its work. She said that, through contact with
Mr. Lamkin, she passed a copy of the task force's report to the
curriculum department of her local school district. She stated
that she is a public member of the curriculum committee and
would be present at the next meeting. She said that during its
last meeting civics was not a high point of the discussion. She
stated that she asked the curriculum committee about civics
education, and she was told "they teach to standards, not to the
topic." She argued that civics education should be a
requirement in the education system, as [citizens] should be as
knowledgeable as immigrants about the U.S. government. She
related the story that a local retiree in her community passed
the naturalization exam at nine years old. She expressed the
belief that a 13-year-old should be able to take the exam. She
voiced the opinion that the exam is critical and should be part
of the standard. She offered her appreciation to the committee,
the bill sponsor, and Mr. Lamkin. She stated that she would
continue to use the information provided by Mr. Lamkin in her
group discussions on local and state government. She maintained
that the issues are critical, and she reaffirmed her strong
support of CSSB 72(FIN).
9:08:07 AM
CO-CHAIR DRUMMOND announced that CSSB 72(FIN) was held over.
9:08:27 AM
The committee took an at-ease from 9:08 a.m. to 9:10 a.m.
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.
10:04:26 AM
The committee took a brief at-ease at 10:04 a.m.
10:05:07 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:05 a.m.
| 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 |