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 |
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.
| 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 |