Legislature(2009 - 2010)CAPITOL 106
01/20/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Department of Education and Early Development: Graduation Rate Working Group; Advisory Programs; Asd Native Tutor Program | |
| HB206 | |
| OVERVIEW:GRADUATIONRATEWORKINGGROUP | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 206 | TELECONFERENCED | |
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
9:31:22 AM
CHAIR SEATON announced that the next order of business would be
HOUSE BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
EDDY JEANS, Director, School Finance and Facilities Section,
Department of Education and Early Development, explained that HB
206 would require a second mandatory enrollment count, for 20
days, in the month of February. Under the old foundation
program an optional count could be taken in February, but that
was only for districts that had increases in enrollment. He
reported that this did not happen very often in the larger
districts, but did impact smaller districts. In any year, the
department might have between three to six districts applying
for this optional count period. The proposed bill requires two
count periods of 20 days each, one in February and one in
October, and guarantees that districts are funded based on the
prior year count. The funding for the current year would be
based on the two counts from the prior fiscal year; a guaranteed
minimum level of funding. During the current school year, the
October count will be taken, averaged with the count from the
previous February, and if the count has increased a funding
benefit will be realized to reflect the rise in average daily
membership (ADM).
9:33:15 AM
CHAIR SEATON asked whether formula funding is currently based on
an estimate of projected enrollment without considering the
previous year counts.
MR. JEANS clarified that funding is based solely on the current
year count, as taken during the 20 day count period in October.
Projections are received from school districts that are used to
build the department's budget, but it does not impact how much
money a district receives. District funding levels are based on
one twelfth of what they received in the prior year, for the
first nine months, then the final three months are adjusted in
accordance with the current year count. One of the issues is
that, with only one count required, schools may focus on
retaining students just through that period. Also, a number of
senior students may graduate mid-term, but schools are staffed
based on autumn numbers, not on how many students they expect to
have in the spring. Mr. Jeans reported that Commissioner LeDoux
suggests a longer count period of perhaps three months, basing
the funding on previous year counts, and a provision for
district's to demonstrate a need due to increased enrollment.
As proposed, HB 206 requires the averaging of two counts, which
may cause some confusion. However, the bill does retain the
basic concept to allow appropriate budgeting and a means for
addressing an increase of enrollment, he opined.
9:36:00 AM
CHAIR SEATON stated his understanding that Commissioner LeDoux
would be interested in a five month count period. He asked if
the average would be derived from the daily attendance,
membership, or enrollment.
MR. JEANS explained that enrollment is different than
attendance, and attendance is different from membership.
Typically enrollment is a one day snapshot of how many students
are enrolled in each grade and program. The average daily
attendance (ADA) is exactly that: how many students are
attending school, on average, on a daily basis. The average
daily membership (ADM) represents how many students are enrolled
in the school district, not necessarily attending on a given
day. The current funding formula uses the ADM, based on the 20
day count period. He explained that the daily attendance is
totaled for the 20 day period, divided back by 20 and the number
arrived at represents the ADM. Thus, a student who is enrolled
for 10 days, during that period, would count as half of a
student.
9:37:42 AM
CHAIR SEATON clarified that the alternatives, which Commissioner
LeDoux discussed, were based on the ADM.
MR. JEANS confirmed the chairman's understanding and pointed out
that the commissioner was also considering having the count
occur over a longer period of time, 3-5 months, utilizing the
same process that is now in place. Additionally, the current
year funding would be based on the previous year's count, with
the possibility to compensate for increased numbers.
9:38:14 AM
REPRESENTATIVE BUCH asked for clarity on the proposed time frame
to establish the ADM.
MR. JEANS reviewed the count schedule as previously laid out.
Additionally, he reiterated reasons for changing the current
system: being able to utilize the prior year count will help
district's during the budgeting process, knowing exactly what to
expect for their budget, and also being able to receive a
current year benefit should enrollment increase.
9:39:44 AM
CHAIR SEATON stated that the committee is interested in
statutory mechanisms to encourage retention of students. The
count period change may stimulate districts to eliminate factors
resulting in push-outs, or instituting other measures to
increase the retention rate of student's throughout high school.
The presumption is for this change to increase graduation rates.
When only one count period occurs, he opined, there may not be a
concerted effort to help students continue throughout the year.
9:40:57 AM
REPRESENTATIVE P. WILSON indicated that some families move
during the school year, and she expressed her interest to ensure
that a district is not penalized when this occurs. She
addressed the handout and read: "Reduction in the spring is
based on the drop-out rates from 2008 and 2009, as if it were
5.2 percent." She asked whether this legislation will make an
incentive strong enough for the schools to make an effort to
retain students, particularly problem students. Is there a
possible fix for the numbers representing the students who
graduate mid-year, she asked.
MR. JEANS addressed the dropout rate first, explaining that it
was calculated using the number of students from the October
count and establishing the number of students still enrolled at
the beginning of summer. The rate arrived at was 5.2 percent,
and has been declining, however it represents approximately
3,000 students statewide. Whatever means is adopted, to
establish the ADM in schools, school budgets and district
efforts of retaining students will be effected. He opined that
changing the count method will not solve the drop-out problem,
but it will exert financial pressure on schools to keep students
engaged. Changing the count period will result in less funding
than districts are accustomed to receiving. To offset the
impact that this type of count/budget change will have in the
first couple of years, consideration for increasing the base
student allocation rate is in order. The increase would be
important as a means to incentivize districts, not penalize them
with a budget cut.
9:44:35 AM
CHAIR SEATON summarized that when students move away a school
would experience a decline in enrollment, but the funding is
already in place. Further, if enrollment were to increase in
the course of the year, a budget adjustment would be made to
account for the additional numbers.
MR. JEANS confirmed that if enrollment has declined, a budget
based on previous year counts, will provide a one year delay to
adjust a schools budget.
9:45:40 AM
REPRESENTATIVE MUNOZ expressed her support for basing funding on
previous year counts, noting the benefit to the budgeting
process. However, a converse impact of a second count, due to
the natural ebb and flow of a student population, may prove
problematic. She directed attention to the committee packet and
the memo received from the Southeast Island School District
indicating annual number fluctuations that would jeopardize
their future funding, under the proposed scenario.
MR. JEANS agreed and said that anything done outside of the
current funding count period will have the largest effect on the
state's smallest schools, and it may be difficult for some to
survive.
REPRESENTATIVE GARDNER asked for clarity on the cost
implications for the state's school districts when considering
an ADM averaged over a five month count period versus two 20 day
counts.
MR. JEANS responded that there may not be a big difference
between the two resulting numbers, but when the count period is
expanded, he said he believes lower counts will be the result.
9:48:44 AM
CHAIR SEATON advised that at the next regular committee meeting
a longitudinal study, undertaken by the Anchorage School
District, will be presented. The data will indicate how a
student who drops-out will probably drop-out multiple times
throughout their high school career; very few students exit the
system without returning. Schools need to be incentivized to
keep these students engaged, he opined. Situations vary, he
commented, and the same student may be dropping-out
continuously, the family may be away fishing each year during
the count period, or students may enroll in another school for
part of the school year.
9:51:51 AM
MR. JEANS cautioned that perceptions may be skewed, and what is
actually happening may be confused with what is thought to be
occurring. Historical data does not indicate huge influxes of
population, following a student count period, that would be
detrimental to a district. The smallest schools are effected
when, for instance, a family with six students relocates,
representing a significant population change. Changes of this
type are anomalies, not the norm. Situations do arise
routinely, he reported, such as students leaving home
correspondence programs and enrolling in a brick and mortar
school.
9:53:22 AM
REPRESENTATIVE EDGMON asked for the department's official
position on HB 206. The testimony provided today appears to
conflict, he noted, with the commissioner suggesting a lengthier
count period and the director cautioning against changing the
status quo.
MR. JEANS clarified that the most important aspect is, and the
commissioner agrees, that funding be based on the prior year's
count, giving the districts a guaranteed base, and the bill
provides this measure. There are varying methods for arriving
at the ADM, and the commissioner prefers a count period extended
beyond the current 20 days.
REPRESENTATIVE EDGMON maintained his inquiry for an official
departmental position on HB 206.
MR. JEANS refrained from expressing an official position,
pending further discussion with the commissioner.
9:55:45 AM
CHAIR SEATON asked whether the longer count period requires
implementing a new administrative process, or if it utilizes the
current attendance methods and information.
MR. JEANS confirmed that HB 206 alters the count period process,
but the procedures are in place and remain the same for
obtaining the ADM.
CHAIR SEATON welcomed comment from the districts regarding the
advantages of the different procedures.
9:56:47 AM
REPRESENTATIVE BUCH asked if the economy of scale should be
taken into account, because of the effect it may have on smaller
schools. Perhaps the means for funding smaller schools should
be reconsidered, he opined.
MR. JEANS said that it is not his intent to suggest adjusting
the school size table, but to caution the committee that
extending the count period, many districts will experience a
drop in their ADM count, and some schools will be seeking a form
of relief. The apparent means to offset such a scenario, is an
increase in the base student allocation.
9:58:01 AM
CHAIR SEATON stated that the bill would be held for continued
discussion.
^#Overview: Graduation Rate Working Group
Overview: Graduation Rate Working Group
9:58:18 AM
BILL WATKINS, Principal, Kodiak High School, advised that
facility conditions are a major push-out factor. Nationwide, 50
percent of the schools have been identified as having sick
building syndrome. Health research indicates a direct
correlating influence of these buildings on teenagers with
existing conditions such as asthma. Sick building syndrome has
been thoroughly researched and the impacts it has on student
attendance, and achievement levels. He offered to provide
additional information on this topic to the committee. The
advisory program was implemented two years ago in the Kodiak
schools, and this year students are meeting with their advisory
teacher once a week. The expectation is to increase these
contacts to a daily basis. Effectiveness data on the advisory
program is being collected via student surveys, GPA comparisons,
attendance records, drop-out rates, number of students taking
college entry or work-force readiness exams, number of students
graduating with an established plan, and the number of students
entering high school with a class course and post graduate plan
in place. He touted the importance of the middle school
advisory program for helping the students make a smooth
transition into high school, and to guide them to the necessary
course work for meeting their goals. The advisor expects to
remain with a student for the four year duration, building a
meaningful relationship. He reported that Kodiak has a teacher
retention rate averaging 95 percent. The new assessment tools,
particularly Key Train and WorkKeys, are being utilized. The
advantage of the WorkKeys program has been the flexibility for
testing, and individual motivational benefits that come from the
instant test results, allowing a student to target curriculum
needs, and resulting in increased student retention. Another
key has been providing each student with a lap top computer for
ease of viewing the Alaska Career Information System (ACIS)
website, where the students build their career portfolios.
Regarding the question of whether to restrict activities, he
stated opposition to the four strikes and you're out approach.
Activities are sometimes the only carrot that can be used to
engage a student and the possibility should not be taken away
regardless of drug/alcohol/tobacco abuse. Also, activity
involvement provides a student with an additional adult to help
guide them and keep them engaged and connected. He said that
the school believes in the power of five: a 5:1 ratio,
adult/coach to student in need, for creating success.
10:06:03 AM
CHAIR SEATON solicited further comments on the bills in
question, and thanked the day's participants.
10:07:18 AM
ADJOURNMENT
There being no further business before the committee, the
Department of Education and Early Development meeting was
adjourned at 10:07 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CS HB 206 (EDC) April 22 workdraft.pdf |
HEDC 1/20/2010 8:00:00 AM HEDC 3/29/2010 8:00:00 AM HEDC 3/31/2010 8:00:00 AM |
HB 206 |
| HB206_CountChart.xlsx |
HEDC 1/20/2010 8:00:00 AM HEDC 2/1/2010 8:00:00 AM |
HB 206 |
| Raising a Graduate poster.pdf |
HEDC 1/20/2010 8:00:00 AM |
|
| Ideas for Eliminating Pushouts (2).doc |
HEDC 1/20/2010 8:00:00 AM |
|
| Tutors work to boost Native students.docx |
HEDC 1/20/2010 8:00:00 AM |