Legislature(2009 - 2010)BARNES 124
02/03/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB297|| SB224 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 297 | TELECONFERENCED | |
HB 297-POSTSECONDARY SCHOLARSHIPS
SB 224-POSTSECONDARY SCHOLARSHIPS
8:06:29 AM
CO-CHAIR THOMAS announced that the only order of business would
be HOUSE BILL NO. 297/SENATE BILL NO. 224, "An Act establishing
the governor's performance scholarship program and relating to
the program; establishing the governor's performance scholarship
fund and relating to the fund; relating to student records;
making conforming amendments; and providing for an effective
date."
CO-CHAIR THOMAS reminded the members that since this is a joint
meeting, the committees are not planning any action on the
legislation, but are hearing testimony only.
8:07:38 AM
LARRY LEDOUX, Commissioner, Department of Education and Early
Development (EED), provided an outline for HB 297 and SB 224.
Commissioner LeDoux opined the path to an increase in the high
school graduation rate is to raise the standards and
expectations for high school students. He introduced the
handout for the Governor's Performance Scholarship (GPS)
program, titled "An Invite to Excellence and Rigor," and noted
that the program is an invite and contract for kids to excel,
and a challenge to communities to demand more of their students.
The goals of the program are: increase the high school
graduation rate; more high school students taking rigorous
curriculum; more course offerings in high school; more high
school students prepared for postsecondary; more-affordable
postsecondary; more use of in-state postsecondary; contribute to
a college-going culture; increase the rigor of courses
statewide. Commissioner LeDoux stressed that information about
college scholarships must be readily available to parents and
students; in fact, the GPS program calls for a six-year plan
during which each child and his/her parents meet with a school
official, beginning in seventh grade, to look at the
possibilities for college. Basically, the scholarship program
is open to Alaska high school graduates of home schools, public
schools, and private schools. Three levels of academic
scholarships and one level of career and technical studies will
be funded. The technical schools will be certified by the
Department of Labor & Workforce Development (DLWD) and the
college programs will be reviewed by the Postsecondary Education
Commission. He anticipated that this will encourage the
creation of educational institutions in the state, particularly
in career technology.
COMMISIONER LEDOUX noted that the scholarships offer eight
semesters of eligibility for college and two years for a career
technical school. Qualified students can leave the state for
part of their education and then return to use the scholarship
for graduate school, and the eligibility continues for six years
after high school graduation. A certain grade point average is
required to maintain eligibility, and if enacted, the first
class to benefit will be students graduating from high school in
2011.
8:18:01 AM
COMMISSIONER LEDOUX continued to explain that the legislation
requires the department to report the intent of the program to
the legislature, and to allow for changes to the program if
warranted. He spoke of the recognition that would be due
students who have earned eligibility at graduation, and of the
motivation that honors programs provide. The criteria
established for receiving a scholarship are high; in fact,
"young people will meet any standard we set for them, as high as
it is or low, ... you need high standards, and these criteria
are high." The GPS is a cooperative program between agencies
and he explained the various roles: high schools will certify
the students have met the criteria; EED will be the primary
regulatory body; DLWD will certify career and technical schools;
the Alaska Postsecondary Education Commission will act as the
fiscal agent to ensure adherence to policies.
8:20:15 AM
COMMISSIONER LEDOUX referred to the three criteria, the first
being the applicant has to meet the rigorous curriculum
required. Second, achievement tests and grade points are
critical, followed by assessments. The assessment to be used is
American College Testing (ACT). He cited that there is a direct
correlation to a student's ability to perform in college and
his/her ACT score. It is expected that the required ACT score
will ensure that the student will not have a need for college
remediation classes. Additionally, the ACT assessment will
support applications from home school, correspondence, or other
alternative school graduates. For the vocational scholarship,
the WorkKeys assessment will be used to measure the applicant's
ability to engage in reading and math.
8:23:43 AM
COMMISSIONER LEDOUX said the final criterion is curriculum.
Students will be expected to complete four years of English,
math, and science, and three years of social studies, with
options for rural students such as distance education, learning
centers, and E-learning opportunities. This goes beyond the
core requirements, but statistics indicate that students who
apply themselves to this level of study will not require
remediation classes in college. The requirements are the same
for career scholarships and academic awards. He offered
examples of classes that may vary depending on a student's goal,
but stressed that every class will be taught to the same
standard of rigor. Within the legislation, an option exists to
assist certain students who may require an alternative pathway.
The commissioner's office can provide waivers to applicants who,
for reasons beyond their control, would otherwise not be able to
participate. The waiver does not relieve them of the standards
to be met, but provides an alternative pathway to achieve the
same goals.
8:27:22 AM
COMMISSIONER LEDOUX reviewed the values of the scholarships:
Platinum academic is equal to 100 percent of tuition at the
University of Alaska (UA) per year; Gold academic is equal to 75
percent of UA tuition per year; Silver academic is equal to 50
percent of UA tuition per year. Additionally, the Career and
Technical awards are actual tuition, up to $3,000 a year for two
years. In order to fund the legislation, the bill directs
establishment of the governor's performance scholarship fund
consisting of donations, appropriations, and income earned from
the investment of fund assets. The legislature would
appropriate funds on an annual basis. Commissioner LeDoux
opined the legislation is a "great start" for a program that was
under discussion for several months, and concluded that the GPS
program will benefit not only those students who are already on
their way to college, but also those who believe college is not
attainable.
8:30:09 AM
CO-CHAIR THOMAS confirmed that students will be required to
apply for any and all scholarships.
8:30:29 AM
COMMISSIONER LEDOUX explained that the Free Application for
Federal Student Aid (FAFSA) form will serve as the GPS
application.
8:30:44 AM
CO-CHAIR THOMAS agreed that the discussion of higher education
needs to begin earlier in school, in order to give students the
opportunity to understand how education "can get [them] to a
variety of occupations, not necessarily just college, but in
this case vocational as well."
8:31:31 AM
COMMISSIONER LEDOUX, in response to Senator Meyer, said FAFSA
establishes how much a student qualifies for in a federal grant,
work-study, a subsidized loan, or a Pell Grant.
COMMISSIONER LEDOUX, in further response to Senator Meyer,
confirmed that a GPS is based on merit.
8:32:14 AM
CO-CHAIR MEYER questioned the use of FAFSA for the application
form if income is not a issue.
COMMISSIONER LEDOUX explained the FAFSA application is filled
out by all students, thus is a "good way for students to apply."
8:32:40 AM
CO-CHAIR MEYER expressed his support for the program provided
there is "equal access for all kids throughout the state."
8:33:08 AM
COMMISSIONER LEDOUX acknowledged that access to a rigorous
curriculum can be more difficult through correspondence;
however, part of the catalyst of the program may be to inspire
communities to expand offerings at all schools.
8:34:13 AM
CO-CHAIR MEYER pointed out several questions regarding the
curriculum requirements, such as whether four years of math is
necessary for an English major, and the lack of courses for
foreign languages and the arts. He asked whether the department
would consider adjustments to the curriculum.
8:35:23 AM
COMMISSIONER LEDOUX observed that any legislation will have the
mark of the legislature on it, and "flexibility is all part of
the process."
8:36:04 AM
REPRESENTATIVE P. WILSON read a letter from a highly regarded
social studies teacher who questioned the curriculum requirement
of only three years of social studies.
COMMISSIONER LEDOUX disagreed that four years of social studies
is necessary.
8:37:52 AM
REPRESENTATIVE GARDNER pointed out that establishing the
scholarship as a percentage of tuition may encourage a
university to raise tuition rates. She suggested changing the
structure to provide a set dollar amount instead.
COMMISSIONER LEDOUX advised that the law stipulates that the
scholarship will be based on UA tuition for the 2010/2011 school
year, and this amount will not change unless authorized by the
legislature in reaction to the annual report.
8:39:46 AM
REPRESENTATIVE GARDNER then asked whether a student can complete
the requirements during a fifth year of high school.
COMMISSIONER LEDOUX clarified that the qualification is
graduation from high school, thus additional time should not be
an issue.
8:40:46 AM
REPRESENTATIVE GARDNER recalled that the High School Graduation
Qualifying Exam (HSGQE) was "watered down to the extent that it
no longer reflects what we expect students to know when they
graduate from high school." Because there is not an indication
of the minimum national score in the assessment, which would
guard against "grade inflation" in Alaska's schools, she
suggested that minimum scores should be set in statute.
COMMISSIONER LEDOUX advised that minimum scores should not be in
legislation because the benchmarks and rubrics for the
assessments change over time, and he expressed his belief that
EED will "carefully set that standard, given the requirements of
this program to be rigorous." Thus, if there was a change in
the assessment, the department could respond in a regulatory
fashion.
8:42:19 AM
REPRESENTATIVE GARDNER agreed with Senator Meyer about the use
of the FAFSA application because parents may be unwilling to
provide the required information. She asked whether students
have any recourse.
COMMISSIONER LEDOUX observed there is no requirement to use the
FAFSA, and another application process could be considered.
REPRESENTATIVE GARDNER commented that although part of this
effort is to engage parents, ultimately, the GPS is a contract
with a student and the process should allow the student to
proceed.
COMMISSIONER LEDOUX agreed. However, if a student is to qualify
for federal aid, they will need to fill out the FAFSA, and
schools should provide assistance to parents and students.
8:44:56 AM
JAMES CAILLIER, Executive Director, Patrick F. Taylor
Foundation, informed the committees neither he, nor the Taylor
Foundation, represents New Orleans or Louisiana. He noted he is
a former college president and assistant president of multiple
universities and colleges. Representatives of the Taylor
Foundation have come to testify at their own expense-the
foundation is funded by Taylor [Energy]- because they want to
improve the educational opportunities of young people. The best
way to accomplish this is to challenge students through
educational reform at the high school level. Mr. Caillier
opined that current high school courses may not be designed in
high school students' best interests. Beginning in 1988, the
Taylor Foundation has seen the need to redesign America's high
school curriculum to challenge students, not by additional
programs that are run by administrators, but to meet certain
standards and to give them an opportunity to earn college or
postsecondary tuition in high school. This reform can bring
about change, better prepare kids for college, and reduce the
need for college remediation classes. He stressed that the
Taylor Foundation supports reform, not just giving money to
students, and noted that every state that has initiated the
Taylor program has seen significant improvement in assessment
scores, grade averages, students' preparation for college,
higher graduation rates from universities, and in parental
involvement. Furthermore, the Taylor program has also improved
high school redesign and students' attitudes toward school. Mr.
Caillier provided an example of the improvements at Louisiana
State University (LSU), where the graduation rate has risen from
39 percent in 1988, to 65 percent today. In fact, the National
Collegiate Athletic Association (NCAA) based its academic
standards on the Taylor program and statistics have shown that
"kids will meet the bar if you set the bar ... they want to play
sports." He outlined the target students and opined that many
middle income families cannot afford college even though their
kids may not qualify for Pell Grants or scholarships. Mr.
Caillier indicated that the GPS requires similar academic
requirements as the Taylor program model, except for the Social
Studies and Foreign Language units. However, the basic program
can be established this year and then modified as indicated by
the annual report to the legislature, because the ultimate goal
is reform. With the passage of this legislation, he predicted
that fewer students will require remedial courses at the
University of Alaska (UA), the graduation rate will increase,
and more students will stay in the state for college in order to
use the scholarships. He pointed out that "brain drain"
statistics indicate that 80 percent of students who leave their
home state to complete their education do not return. Mr.
Caillier concluded that the foundation endorses the proposed
legislation and assured the committees that the state will
realize results in four or five years.
8:58:06 AM
CO-CHAIR THOMAS passed the gavel over to Chair Seaton.
8:58:41 AM
BILL SCHILLING, President, Wyoming Business Alliance/Wyoming
Heritage Foundation, noted several similarities between Wyoming
and Alaska, including a trust fund supported by minerals income.
Mr. Schilling compared the importance of the Hathaway Plan in
Wyoming to the creation of the trust fund because it was also
one of the "great opportunities of legislation, like this one
presented by the commissioner to you ... [and] represents that
opportunity to do something that has a lasting benefit for the
great people of this state." He called attention to the
committee packet and read the goals and outcomes set forth in
the Wyoming Hathaway Plan [original punctuation provided]:
Goals
*Permanent Funding
*Opportunity for All Students
*Merit Based/Core Curriculum
*Income Blind; Needs Based Component
*Consensus/Stakeholder Views
*Increase K-12 - Graduation Rates
*Better College/Tech Preparation
*Brain Power Exodus
*Application Process
*Legislative Reporting
Outcomes
*Proud Citizenry/Student Appreciation
*Universal Support/Momentum Gain
*$400 million endowment
*Legislative Will/On-going Resolve
*Increased [Enrollments]/Remedial Decreasing
*University of Wyoming/Community College
Commitment - Mood Change
*Easy Application Process
*Coordinated Rule Making
*Solid Reporting Data
9:03:40 AM
MR. SCHILLING referred to the handout titled: "The Taylor Plan:
An American Success Story," and the comments from students
regarding the Taylor Plan (TOPS) program in Louisiana. He also
shared his personal observations from talking with residents of
New Orleans about the impact of the TOPS plan, and advised that
"when a marker of extraordinary positive occurrence takes place,
they rally behind that, and that's what we've seen in Wyoming
and ... in New Orleans." He further explained that Wyoming put
the Hathaway Plan endowment into a constitutional amendment
three years after the program was created. Mr. Schilling
stressed the increased participation in the program; in fact, 40
percent of Wyoming high school graduates are becoming Hathaway
Plan participants and enrollment at the University of Wyoming is
increasing. Furthermore, the need for remedial education is
down. At the introduction of the program, Wyoming
administrators were reluctant to understand how a program could
be merit-based, but also facilitate students with financial
needs. He provided reporting data from the Wyoming program and
concluded that "the results have been absolutely ...
extraordinary ... it's the kids that are moving the bar upward."
Lastly, he provided contact numbers to the committees.
9:11:43 AM
MR. CAILLIER advised, "If you took the $20 million that you
generate annually to support the scholarship program, and if you
gave it to education-a combination of secondary, postsecondary-
you would see no significant differences. But you give it to
the kids [and] you will see some major, significant
differences."
9:12:22 AM
CHAIR SEATON noted the relevance of the information provided by
the Taylor Foundation, especially regarding the criteria used
for educational reform and restructuring.
9:13:51 AM
REPRESENTATIVE BUCH asked how the program is "income-blind."
MR. SCHILLING responded that the program is income-blind in that
all students are treated alike, and the granting of a
scholarship has nothing to do with their parents' earnings.
Also, after graduation, the amount of money granted has a
confidential component based upon the unmet need of the student.
MR. CAILLIER emphasized that the unmet need component should be
for scholarship-eligible students only; otherwise, the
scholarship will have no meaning. In fact, any federal aid due
students because of income should be applied first.
MR. SCHILLING added that the program treats every student the
same, allowing all students to become part of a peer group
motivating each other.
9:19:20 AM
REPRESENTATIVE P. WILSON questioned the different names used to
identify the programs.
MR. CAILLIER offered that states have a choice.
MR. SCHILLING provided the history behind the name of the
Hathaway Plan in Wyoming.
REPRESENTATIVE P. WILSON concluded the name will not make a
difference.
MR. SCHILLING advised the name should be short.
9:22:14 AM
REPRESENTATIVE GARDNER asked whether there have been cases where
students have achieved the course requirements, but not the
necessary score on the nationally standardized test.
MR. CAILLIER acknowledged that does happen.
REPRESENTATIVE GARDNER further asked how that situation is
addressed.
MR. CAILLIER recommended that there should be a review board to
consider extenuating circumstances. In further response to
Representative Gardner, he explained that a slightly lower score
on the American College Testing (ACT) assessment may be offset
by a high grade point average and course requirements.
Furthermore, minority students tend to score 2-3 points lower on
the ACT.
9:25:46 AM
MR. SCHILLING observed that the argument that some students do
not test well is true. But another disadvantage to rural
students is the unavailability of ACT review sites and practice
testing, except on the Internet.
9:27:03 AM
SENATOR DAVIS advised that the students can be helped in
attaining ACT or Scholastic Aptitude Test (SAT) preparation
work, once the assessment for eligibility is determined. She
expressed her support for the governor's plan, although she
noted she has many questions for EED about how some of Alaska's
districts will offer all of the courses required.
9:30:03 AM
CHAIR SEATON agreed the committees have many questions regarding
how programs from other states relate to Alaska; for example, UA
has open enrollment, there is no community college system, and
there is a single system with one tuition rate. He pointed out
other differences in assessments and admittance requirements.
9:33:09 AM
COMMISSIONER LEDOUX opined the research from within the state
indicates that the GPS proposal will be an outstanding asset to
students in Alaska. The EED budget includes requests for three
specialists, one each for the subjects of math, science, and
language arts, to assist in developing courses for small schools
and districts. Many distance and E-learning courses are
utilized by rural and urban students, and access will improve as
communities work to restructure education. He agreed with
Senator Davis that setting aside $400 million, available
throughout the future, will have a direct affect on the dreams
and goals of children.
9:36:54 AM
CHAIR SEATON agreed that there are many details to be addressed,
especially regarding funding for a student's unmet need in order
to avoid eliminating him/her from the program. He opined
committee members desire to have a needs-based component, not as
a replacement for merit-based, but as an addition.
9:39:30 AM
REPRESENTATIVE GARDNER asked for the average length of time
necessary for vocational students to obtain certifications.
COMMISSIONER LEDOUX responded that most career and technical
education programs are one to two years in length.
9:40:09 AM
CO-CHAIR MEYER asked for an estimate on how many students will
choose to go outside to college even if they quality for a
scholarship.
COMMISSIONER LEDOUX said he was unsure. He acknowledged many
parents support their child's attendance at an outside school.
Eligibility for a GPS award will be retained for six years, and
the eligibility for military members can be extended further.
Therefore, students can return at any time to continue their
education in Alaska.
9:42:28 AM
CO-CHAIR MEYER reminded the committee there are courses
unavailable at UA.
9:42:38 AM
REPRESENTATIVE BUCH encouraged the public to realize this
program is a beginning of the evolution of the educational
system in Alaska.
9:43:51 AM
REPRESENTATIVE KELLER recalled there are rural schools in Alaska
with attendance rates as low as 67 percent. He opined that this
program should provide a financial incentive for students to
attend school.
9:45:25 AM
CHAIR SEATON expressed his support of the GPS in that it is not
a payment for grades, but provides for access to an educational
opportunity. He then asked whether ACT scores will determine
the scholarship level, or if the amount of the scholarship is
based on a student's grade point average.
COMMISSIONER LEDOUX explained that each level of scholarship
will have its own ACT "cut score" assigned by EED through the
state board of education.
9:48:21 AM
CHAIR SEATON underscored the need to consider the research that
indicates that curriculum and class ranking are the factors most
highly correlated with college success, and that test scores are
a much less contributing factor. He questioned the reason test
scores will be used to measure GPS eligibility.
9:50:36 AM
REPRESENTATIVE EDGMON stated his concern for students from small
and rural schools that will be participating in the program.
Although he has heard that his constituents are excited about
the proposal, he said some school districts "are going to have a
really hard time with meeting the curriculum requirements that
Senator Meyer spoke about," and he voiced his intent to question
EED on this issue.
COMMISSIONER LEDOUX said he shares similar concerns; however, he
expressed his belief that the state "can meet the demand." He
described the Alaska Native Science & Engineering Program
(ANSEP) as very successful in spite of challenges. Commissioner
LeDoux noted his message throughout the state is one of reform,
and that rural areas of Alaska can expect success when students
"have a dream." He said, "There are people out there that are
doing it right now, and there are young people out there that
have accepted this challenge, even without this program, who are
working hard, who are taking the classes in the smallest
villages, and are being successful."
9:54:14 AM
CHAIR SEATON recalled previous discussion about virtual schools
and proposed legislation that will require school districts
throughout Alaska to provide appropriate classes to ensure
success for students in college.
9:55:43 AM
REPRESENTATIVE KELLER pointed out that the distance delivery of
curriculum is becoming an export product to countries such as
Mexico and India.
9:56:55 AM
CO-CHAIR MEYER announced that SB 224 would be held.
CHAIR SEATON announced that HB 297 would be held.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 297 GPS Materials.pdf |
HEDC 2/3/2010 8:00:00 AM HEDC 2/12/2010 8:00:00 AM HEDC 3/1/2010 8:00:00 AM |
HB 297 |
| GPS Powerpoint.pdf |
HEDC 2/3/2010 8:00:00 AM HEDC 2/12/2010 8:00:00 AM |
HB 297 |
| Hathaway 2007-08.pdf |
HEDC 2/3/2010 8:00:00 AM |
|
| Hathaway 2008-09.pdf |
HEDC 2/3/2010 8:00:00 AM |
|
| HSP Fall-09.pdf |
HEDC 2/3/2010 8:00:00 AM |