Legislature(2021 - 2022)BUTROVICH 205
02/15/2021 09:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB19 | |
| SJR8 | |
| SB42 | |
| SB8 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | SB 19 | TELECONFERENCED | |
| *+ | SJR 8 | TELECONFERENCED | |
| *+ | SB 42 | TELECONFERENCED | |
| *+ | SB 8 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
SB 42-VIRTUAL AND EARLY EDUCATION, READING
9:28:25 AM
CHAIR HOLLAND reconvened the meeting and announced the
consideration of SENATE BILL NO. 42 "An Act relating to early
education programs provided by school districts; relating to
course credit for students; relating to annual reports regarding
school district performance and school district employees;
relating to school age eligibility; relating to funding for
early education programs; establishing early education programs
and a voluntary parent program; relating to the duties and
powers of the Department of Education and Early Development;
relating to school operating fund reserves; relating to
certification of teachers; relating to the Professional Teaching
Practices Commission; relating to a virtual education
consortium; establishing a reading intervention program for
public school students enrolled in grades kindergarten through
three; establishing a reading program in the Department of
Education and Early Development; establishing a teacher
retention working group; and providing for an effective date."
He stated his intent to introduce the bill and hold it for
further review. He invited Senator Hughes and staff to the
table.
9:28:57 AM
SENATOR SHELLEY HUGHES, speaking as sponsor of SB 42, said the
bill seeks to close the achievement gap. Alaska has had a large
achievement gap for too many years with some of the lowest
reading scores, graduation rates, and test results in the
nation. This has put Alaska students in a poor position
nationally and globally. There are recognize pockets of
excellence sprinkled throughout the state and some fine
teachers, but far too many students are far behind. The state
can do better and it has an obligation to do better and for the
sake of its youth, it must do better.
9:30:06 AM
SENATOR HUGHES said the goal of the bill is to improve schools
and increase academic outcomes in all grades by providing tools
and incentives to districts and the department to improve
instruction and reduce administrative costs. Guided by the
principle that every Alaskan student matters, SB 42 takes steps
toward positive transformation of the educations system in
Alaska to better meet the needs of students in the 21st century,
with a special focus on grades K-3. The bill will first require
district focus and accountability on K-3 reading instruction to
ensure students are fluent readers by fourth grade in order to
increase their success and achievement in all subject areas in
the remaining grades and beyond high school. The bill requires
school districts to use proven and effective literacy teaching
methods and provide intensive reading intervention in
partnership with parents and families. The goal is that students
will master objectives at each grade level prior to promotion to
the next grade.
SENATOR HUGHES said the bill will also create the Alaska Virtual
Education Consortium to allow districts to offer high quality
virtual education courses through on through an online database
to students in other districts for a fee. The consortium will
also conduct teacher training, including specific instruction
for conducting and creating engaging online delivery. Students
will gain access to great teachers through this consortium and
to a wider variety of course offerings as districts choose to
participate. SB 42 will require the state board to periodically
adjust the minimum score needed to pass the Praxis exam for
teachers so that Alaska has the highest testing standards for
teaching certification among the 50 states.
9:31:59 AM
SENATOR HUGHES said SB 42 will provide recognition to the best
teachers through a greater acknowledgment of those who are
Nationally Board Certified. It provides districts an opportunity
to increase the carry forward limit of the unreserved fund
balance from 10 to 25 percent. That would not include any
savings derived from a cooperative arrangement grant. The bill
requires various reporting to increase transparency and
accountability. One example is that there would be transparency
for reading proficiency, so that parents know what is happening
with their students. It is also important for the public to be
aware of overall academic progress of schools. Another new item
is the ratio of administrators to the number of students and the
number of administrative staff to teachers would be reported.
And of course, everyone is interested in knowing the district
ratio of teachers to students.
9:33:34 AM
SENATOR HUGHES said the state, which means "we the people,"
spends $1.6 billion each year on K-12 education. "Let's make
sure we're getting the bang for our buck and that districts are
held accountable but most importantly, that our students are
achieving academic success for that $1.6 billion," she said. She
invited her aide to present the sectional.
9:34:04 AM
DAWSON MANN, Staff, Senator Shelley Hughes, Alaska State
Legislature, Juneau, Alaska, presented the sectional analysis
for SB 42.
Sec. 1 Page 2, Lines 1-4
Establishes this Act as the Alaska Reading and Virtual
Education Act
Sec. 2 Page 2, Lines 5-9
This section adds intent language related to districts
adopting policies to limit student-to teaching-staff
ratios for grades K-3.
Sec. 3 Page 2 Lines 10-25
This section adds uncodified law for legislative
findings regarding virtual education, education
spending, quality teachers, and classroom instruction.
Sec. 4 14.03.060(e) Page 2, Lines 26-31, Page 3,
Lines 1-5
This section establishes that schools include an early
education program approved or supervised by the Alaska
Department of Education and Early Development.
Sec. 5 AS 14.03.072(a) Page 3, Lines 6-15
This section adds to AS 14.30.765(a), reading
intervention services in addition to intervention
strategies for early literacy.
9:35:41 AM
MR. MANN explained that Sections 6 and 7 are the same. This
section makes conforming changes because of the new subsection,
AS 14.03.073(e), regarding course credits for certain qualifying
activities outside of school hours.
Sec. 6 AS 14.03.073(a) Page 3, Lines 16-22
This section makes conforming changes on account of
the addition of the new subsection AS 14.03.073(e).
Sec. 7 AS 14.03.073(b) Page 3, Lines 23-29
This section makes conforming changes on account of
the addition of the new subsection AS 14.03.073(e).
Sec. 8 AS 14.03.073 Page 3, Lines 30-31, Page 4,
Lines 1-6
This section adds a new subsection (e), requiring
school districts to allow course credit for career and
technical education, physical education, music, or art
classes for an activity, including a cultural
activity, outside of school hours that meets the
educational or physical activity requirements of the
course.
Sec. 9 AS 14.03.078(a) Page 4, Lines 7-31, Page 5,
Lines 1-17
This section adds a requirement that the Department of
Education and Early Development provided districts
with the same annual report that is provided to the
legislature and outlines the content of the reports.
Sec. 10 AS 14.03.078 Page 5, Lines 18-25
This section adds a new subsection, requiring each
school district to post the portion of the report that
pertains to the school district for the public on the
district's or community's website or through another
easily accessible method. Defines the term
"administrative employee".
Sec. 11 AS 14.03.080(d) Page 5, Lines 26-31
This section amends AS 14.03.080(d) by changing the
date a student is eligible to enter kindergarten to
June 1st of the preceding year and establishes an
eligibility waiver process.
MR. MANN noted that the current eligibility date is September 1.
Sec. 12 AS 14.03.080 Page 6, Lines 1-4
This section mends AS 14.03.080 by adding new
subsection (g) which changes the date a child is
eligible to enter a public early education program.
Sec. 13 AS 14.03.120 Page 6, Lines 5-31
This section amends AS 14.03.120 by adding new
subsection (h) which establishes annual reporting
requirements for school districts regarding student
performance metrics in grades K-3.
Sec. 14 AS 14.03 Page 7, Lines 1-31, Page 8, Lines
1-31, Page 9, Lines 1-31
This section creates AS14.03.410 which codifies a
statewide pre-K program, providing a stairstep, three-
year grant program to provide training and assistance
to school districts in developing their local pre-K
program. Over six fiscal years, which all school
districts are offered the opportunity to participate.
AS 14.03.420 establishes a Parents as Teachers program
within DEED and establishes criteria for demonstrating
efficiency of the program.
Sec. 15 AS 14.07.020(a) Page 10, Lines 1-31, Page 11,
Lines 1-31, Page 12, Lines 1-17
This section amends AS 14.07.020(a) and directs the
department to supervise all early education programs,
approve those early education programs established
under AS 14.03.410, establishes a new reading program,
AS 14.07.065, and reading intervention programs of
participating schools, AS 14.30.770.
Sec. 16 AS 14.07.020(c) Page 12, Lines 18-21
This section amends AS 14.07.020(c) to define an
"early education program" as a pre-K program for
students three to five years old if its primary
function is educational.
9:40:11 AM
SENATOR BEGICH said the provision in Section 16 is often a
source of confusion and he wanted to erase that confusion. He
explained that a prior section defined kids eligible for early
education programs at four years old, whereas Section 16 says
three to five. It appears to be inconsistent, but it actually
ensures that programs like Head Start and other early education
programs will not be affected by the definition. It is an
anomaly of state law that requires the numbers be different.
This is consistent with state law.
MR. MANN continued the sectional.
Sec. 17 AS 14.07.050 Page 12, Lines 22-31, Page 13,
Line 1
This section amends AS 14.07.050 to allow the
department to supply supplemental reading textbooks
and materials related to intervention services
established under AS 14.30.765 and AS 14.30.770.
Sec. 18 AS 14.07.165(a) Page 13, Lines 2-31, Page 14,
Lines 1-6
This section amends AS 14.07.165(a), relating to the
duties of the state Board of Education and Early
Development, by adding to those duties a requirement
to establish regulations for pre-K standards and pre-K
teacher certification requirements.
9:41:55 AM
SENATOR BEGICH said the legislature debated similar language in
a prior legislative session and modified the language after
extensively hearing from superintendents, parents, and teachers.
He hasn't had a chance to compare this language to the language
that he, the commissioner, and the governor settled on. He asked
if the language is the same as what came out of the committee a
year ago.
SENATOR HUGHES replied that it was pulled from his previous SB
6, but she would need to follow up with which version of that
bill.
SENATOR BEGICH said that the descriptive language couldn't work
in some communities in its original form so the committee found
a way to adjust the language. If this becomes the education
vehicle, he will ask her to consider any adjustments or changes
to reflect that effort to define how to do the quality pre-
kindergarten program.
9:43:50 AM
SENATOR HUGHES responded that she and Mr. Mann went through the
bill page by page. She confessed that she realized there were
areas that were not lifted from the right version for different
aspects. The virtual education piece was an earlier version. She
said she would like to sit down with the chair and his staff and
the commissioner to correct discrepancies, so that they have
things that will actually work.
9:44:38 AM
MR. MANN continued the sectional.
Sec. 19 AS 14.17.500 Page 14, Lines 7-10
This section amends AS 14.17.500 by adding new
subsection (d) that establishes an early education
student shall be counted in the school district's
average daily membership (ADM) as a half day student
once the early education program has been approved by
the department.
Sec. 20 AS 14.17.505(a) Page 14, Lines 11-18
This section amends AS 14.17. 505(a) to increase the
limit that a school district is allowed to retain in
its unreserved fund balance from 10% to 25% of
district expenditures. This section also allows for
savings realized from a cooperative grant under AS
14.14.115 to not count towards the 25% limit.
9:45:44 AM
SENATOR STEVENS referenced Section 19 and asked what the current
practice is for including half-day students.
9:46:00 AM
SENATOR HUGHES responded that she would like to defer all of the
questions about pre-K to Senator Begich.
9:46:21 AM
SENATOR BEGICH answered that currently they are not counted as
an equivalent student at all. The long-term idea incorporated in
Senator Hughes' bill and the former SB 6 and SB 8 is that at a
certain point they will be counted as one-half of a full-time
equivalent, whether it is a full-time or half-time pre-K
program. They will only be counted as one-half.
9:46:50 AM
CHAIR HOLLAND stated that Senator Begich is very aware of the
first part of SB 42 and will probably contribute many good
comments during the sectional analysis.
9:47:09 AM
MR. MANN continued the sectional.
Sec. 21 AS 14.17.905(a) Page 14, Lines 19-31, Page
15, Lines 1-4
This section amends AS 14.17.905(a) to include
students in early education programs approved by the
department in the definition of an elementary school.
Sec. 22 AS 14.17.905 Page 15, Lines 5-9
This section amends AS 14.17.905 by adding new
subsection (d) to avoid letting school districts count
pre-K students twice in Foundation Formula ADM
calculations.
Sec. 23 AS 14.20.010 Page 15, Lines 10-16
This section amends AS 14.20.010 by adding that public
schools must prominently display names of national
board-certified teachers. The section also outlines
the 2025 four percent national board certification
goal for the state and further clarifies that
"national board certification" means certification by
the National Board for Professional Teaching
Standards.
Sec. 24 AS 14.20.015(c) Page 15, Lines 17-26
This amends AS 14.20.015(c) to ensure teaching
certificate reciprocity for teachers moving to Alaska
from out-of-state and adds that such teachers must
complete at least three credits or equivalency in
evidence-based reading instruction to be eligible for
an Alaska teaching endorsement in elementary
education.
Sec. 25 AS 14.20.020(i) Page 15, Lines 27-31, Page
16, Lines 1-11
This section amends AS 14.20.020(i) require the State
School Board to periodically adjust the minimum score
needed to pass the Praxis exam to be equal or higher
than the most stringent established in other states.
Sec. 26 AS 14.20.020 Page 16, Lines 12-18
This section amends AS 14.20.020 by adding new
subsection (l) that requires all teachers to complete
at least three credits or equivalency in evidence-
based reading instruction to be eligible for an
endorsement in elementary education.
Sec. 27 AS 14.20.380 Page 16, Lines 19-21
This section adds a new subsection to require DEED to
provide administrative support services to the
Professional Teaching Practices Commission (PTPC).
Sec. 28 AS 14.20.460 Page 16, Lines 22-31, Page 17,
Lines 1-4
This section amends AS 14.20.460 to require the PTPC
to use administrative support services provided by
DEED.
Sec. 29 AS 14.30 Page 17, Lines 5-31, Page 18, Lines
1-31, Page 19, Lines 1-31, Page 20, Lines 1-31, Page
21, Lines 1-31, Page 22, Lines 1-31, Page 23, Lines 1-
31, Page 24, Lines 1- 31, Page 25, Lines 1-31, Page
26, Lines 1-31, Page 27, Lines 1-31, Page 28, Line 1
This section establishes Article 15, Reading
Intervention Programs.
Establishes AS 14.30.760, which directs the department
to establish a statewide reading assessment and
screening tool to identify students with reading
deficiencies and establishes timeline in which
assessments are conducted.
Establishes AS 14.30.765, which directs each school
district to offer intensive reading intervention
services to K-3 students exhibiting a reading
deficiency. Services must be implemented in a manner
to include communication between teachers, parents,
administrators, and the student.
Establishes AS 14.30.770, which directs the department
to establish a statewide reading program, specifically
to assist school districts in a variety of ways to
affect the reading intervention services described in
AS 14.30.665, above. This section also outlines the
use of support reading staff in schools.
AS 14.30.775 aligns use of the word "district" in this
Act with the definitions given elsewhere in statute
when referring to a school district.
Sec. 30 AS 14.30.765(c) Page 28, Lines 2-30
This section establishes that a district or school
must provide parental notification of a student's
literacy deficiency and establishes guidelines for
what information must be provided within the
notification.
Sec. 31 AS 14.30.765(e) Page 28, Line 1, Page 29,
Lines 1-9
This section establishes that a student must
demonstrate sufficient reading skills exhibited by
sufficient standardized reading assessments or reading
portfolio review by grade three to progress to grade
four.
9:52:08 AM
SENATOR BEGICH commented on substituting the word "must" instead
of "should" in Section 30 and Section 31. He asked if the intent
is to mandate retention.
SENATOR HUGHES responded that the bill would still provide for a
waiver. One of the discussions with the commissioner was about
adjusting it so that a parent could sign something if the parent
was insistent that the student go on to next grade, even if the
child is not ready for it. This would be a possible amendment.
In signing the waiver, the parent would agree to a certain
number of hours of intervention before the next fall. It does
mean a child will only be promoted if the child has mastered
objectives, but there is waiver for students who have
disabilities or who have had two years of reading intervention.
There are several ways there can be exemptions.
SENATOR BEGICH said the waivers sound similar to what was in the
prior iteration of SB 6 from last year.
SENATOR HUGHES answered that she thought those exemptions were
in SB 6.
SENATOR BEGICH said that she provided substantial background
data, one of which does refer to retention. He would like to
discuss those more fully with Senator Hughes off the record to
flesh out what retention does or does not do if Senator Hughes
is willing.
9:54:32 AM
SENATOR HUGHES replied yes. One thing that was incorporated was
setting it back four years before retention kicks in. A student
entering kindergarten would have the benefit being in school
through third grade before this requirement of mastering the
objectives kicks in. Teachers and districts would have a chance
to get really good at reading intervention. States that have
done that have not seen an increase in retention rates. States
that have put the promotion policy in place in year one do see
an increase, so the requirement would be set back four years to
avoid that.
9:55:51 AM
MR. MANN continued the sectional.
Sec. 32 AS 14.30 Page 29, Lines 10-31, Page 30, Lines
1-31, Page 31, Lines 1-19
This section creates a new section titled "Virtual
Education Consortium" which also creates a new article
titled "Article 15. Virtual Education". The
subsections of AS 14.30.760 are as follows:
• Subsection (a) establishes the virtual education
consortium under DEED. The consortium will have a
database of virtual education courses available
to all districts for students in grades 6-12. The
consortium will also provide training for
teachers instructing in virtual settings and
professional development for all teachers in the
state. A school district or third-party vendor
may offer courses on the database if it is
approved by DEED.
9:56:44 AM
SENATOR HUGHES noted that this section is not lifted from the
most recent version. This says grades 6-12. She would hope the
committee would be amenable to changing it to all grades.
9:57:14 AM
MR. MANN continued with the sectional:
• Subsection (b) will require DEED to review each
course to ensure it meets state standards and is
appropriate for students in grades 6-12. This
subsection also requires that each course has the
following information: the title, subject, and
description of the course, the district providing
the course, method of virtual education delivery,
samples of the curriculum, a video introduction
by the instructor, and if a synchronous course, a
video of the instructor teaching.
• Subsection (c) requires the consortium to provide
training for teachers before they are allowed to
teach a course that is included in the database.
A waiver may be granted if the consortium finds
that the teacher has the experience and skills
necessary to teach in a virtual setting.
• Subsection (d) requires that the consortium
provide professional development courses for all
teachers in the state. Any district that has
adequate broadband access to participate in the
trainings shall require its teachers to
participate in any necessary trainings. The
consortium may also require participating
districts to adopt the same in-service days for
training.
• Subsection (e) sets a fee structure for students
that take a course offered virtually by a school
district that is not the student's home district.
The student's district shall calculate the fee by
multiplying the base student allocation by the
proportion of classes that the student is taking
in the district offering the virtual course. The
student's district shall pay this fee to the
district offering the course.
• In subsection (f), establishes a fee to any
school district that offers a course in the
database under (b) of this section. DEED will be
able to set the fee in regulation and can adjust
it as necessary annually. The fees must be
approximately equal any administrative costs of
the consortium.
• Subsection (g) allows the consortium to require
districts that provide courses or have students
taking courses through the consortium to adopt a
shared calendar and a shared bell schedule for at
least a portion of the school day.
• Subsection (h) creates definitions for the terms:
"asynchronous", "base student allocation",
"blended", "host district", "synchronous", and
"virtual education" or "virtual instruction".
Sec. 33 AS 47.17.290(12) Page 31, Lines 20-25
This section directs early education program staff to
be included in those organizations required to report
evidence of child abuse.
Sec. 34 AS 14.30.765(f) Page 31, Line 26
This section establishes a repeal date of July 1, 2025
Sec. 35 AS 14.20.010(c) Page 31, Line 27
This section establishes a repeal date of July 1,
2027.
Sec. 36 AS 14.03.410 Page 31, Line 28
This section establishes a repeal date of July 1, 2032
Sec. 37 Page 31, Lines 29-31, Page 32, Lines 1-23
This section creates uncodified law by adding a new
section regarding: Teacher Retention Working Group, to
review challenges to teacher retention in Alaska and
outlines the membership of that group.
10:00:27 AM
SENATOR BEGICH disclosed that his wife is an advisor on the
Teacher Retention Working Group that was established by the
department. He said the second point is that this may not need
an expiration because from his discussions with the
commissioner, he knows that the group has moved forward and is
getting ready to report on its findings. This may end up being
redundant and probably will need to be removed from this and SB
8.
10:01:26 AM
SENATOR HUGHES said she discussed that yesterday with Mr. Mann
and they had a note to ask the commissioner whether this is
still needed.
10:01:40 AM
MR. MANN said that in Section 37 the working group also has to
make recommendations for solutions to the retention issue. He
continued the sectional.
Sec. 38 Page 32, Lines 24-28
This section creates uncodified law by adding a new
section regarding: Virtual Education Availability
Deadline of this Act on or before July 1, 2021.
Sec. 39 Page 32, Lines 29-31, Page 33, Lines 1-5
This section creates uncodified law by adding a new
section regarding: Applicability language, relating to
endorsements in elementary education issued on or
after the effective date of this act.
Sec. 40 Page 33, Lines 6-11
This section creates uncodified law by adding a new
section regarding transition language, directing the
department to use 2019-20 school accountability
rankings for purposes of determining the first cohort
of lowest performing schools, to identify their pre-K
grant eligibility for FY 22.
Sec. 41 Page 33, Lines 12-13
This section provides for an effective date for
sections 20, 25, 27, 28, 32 and 38 of this Act take
immediate effect under AS 01.10.070 (c).
Sec. 42 Page 33, Line 14
This section provides for an effective date for
sections 30 and 31of this Act to take effect on July
1, 2025.
Sec. 43 Page 33, Lines 15-16
Provides for an effective date, except as provided in
sections 41 and 42 of this Act, this Act take effect
July 1, 2021.
10:03:38 AM
SENATOR MICCICHE asked if the committee could get an explanation
on the logic of the repeal and effective date as those dates are
more complicated than typical.
SENATOR HUGHES answered certainly.
MR. MANN added that Section 34 has a repeal date for the
National Board Certification goal and Section 36 has the repeal
date for the grant program.
SENATOR MICCICHE said there is obviously a logic to the
effective and repeal dates and perhaps an explanation of one
page would be sufficient.
10:04:56 AM
SENATOR HOLLAND asked if he was referring to the actions in
Sections 41-43.
SENATOR MICCICHE replied there are a half dozen or so dates.
Committees often breeze through those and he intends to start
looking at those more carefully. Typically a sponsor has a logic
as to why a bill steps in and out at different stages.
SENATOR HUGHES responded that the promotion policy will not kick
in until after four years and a student has had the opportunity
to complete grades K-3. During those four years, she wanted to
incentivize schools to improve. Once the promotion policy kicks
in, the four-year incentive program would go away because
schools will be motivated to have successful students. That is
an example of the sponsor's logic.
10:06:14 AM
SENATOR STEVENS commented that this is very comprehensive with
so many good things. In Section 26, the bill is asking teachers
to get an endorsement. He wants to make sure that the three-
credit class or equivalency is readily available. He asked who
will be offering that, would it be online, and would it be
accessible for teachers who are in the bush. He asked Senator
Hughes to flesh out how the state will help teachers get that
class.
10:07:06 AM
SENATOR HUGHES responded that she had that very conversation
with the University of Alaska (UA) Interim President Pat Pitney
last week because UA does provide reading instruction but it
will have to meet certain criteria. There could be a working
group to make sure that UA will have a course that is science-
based and evidence-based, as specified in the bill. President
Pitney thought UA may have something already, but Senator Hughes
thinks it might need to be fleshed out to meet the criteria in
the bill.
10:07:56 AM
SENATOR STEVENS commented that it is not intended to be easy; it
is an academic class that will help teachers do their job
better. He wanted to be sure that it will not be difficult for
teachers to get that course.
10:08:17 AM
SENATOR BEGICH said Section 26 was discussed last year. It may
be identical language. There are a number of ways a teacher may
certify. This sets a tone. The commissioner spoke to this last
year. The legislature doesn't want to create an inconvenience
for teachers, but the legislature wants to make sure teachers
have the background. This is something that would work for
teachers; it wouldn't just be through the university. One good
thing about the bill is that it approaches all these topics as
part of a continuum. It does not look at issues in isolation. It
is important to recognize that the education of kids does not
happen in isolation. When the legislature addresses one topic at
a time, the legislature does not get across the line. This bill
recognized that early education cannot succeed without a
competent reading program. He may not agree with all the
details, but the continuum is important. It points that a
competent reading program will not work if kids are not prepared
to engage in that program. A delay of up to four years points to
the importance of teachers being up to speed and able to provide
that program. The bill has a consistency that is similar to the
consistency to SB 8. This goes further in including virtual
education and some other components, such as the fund balance
issue. He commends the sponsor for acknowledging the continuum.
The sponsor's material speaks to the importance of pre-K.
Denmark and Finland are cited in the material provided. Nearly
100 percent of kids in Denmark and Finland have gone through
high-quality early education. Kids in Finland enter school
later, but virtually all of the kids in that country have early
education. In Sweden, 94 percent have early education and in
Australia it is 90 percent. These are all fundamental points
about how prekindergarten, reading, and success are connected.
SENATOR BEGICH commended the sponsor for bringing the bill
forward and being willing to work with the committee to make it
a bill that will work for everyone.
10:11:44 AM
CHAIR HOLLAND held SB 42 in committee.