Legislature(2017 - 2018)Anch LIO Lg Conf Rm
11/13/2018 09:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Early and Middle College Schools | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
November 13, 2018
9:00 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Chair (via teleconference)
Representative Chuck Kopp
Representative David Talerico (via teleconference)
Representative Lora Reinbold (alternate)
SENATE EDUCATION STANDING COMMITTEE
Senator Gary Stevens, Chair
Senator Cathy Giessel
Senator John Coghill
Senator Tom Begich (via teleconference)
Senator Shelley Hughes
MEMBERS ABSENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Justin Parish, Vice Chair
Representative Tiffany Zulkosky
Representative Ivy Spohnholz
Representative Jennifer Johnston
Representative Geran Tarr (alternate)
SENATE EDUCATION STANDING COMMITTEE
All members present
COMMITTEE CALENDAR
PRESENTATION(S): EARLY AND MIDDLE COLLEGE SCHOOLS
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JENNIFER ZINTH, Principal: High School and STEM
Commission of the States
Anchorage, Alaska
POSITION STATEMENT: Presented on Early/Middle College and Dual
Enrollment: A National Perspective.
MARILYN VILLALOBOS, Research Analysis II, Education Program
National Conference of State Legislatures (NCSL)
Anchorage, Alaska
POSITION STATEMENT: Presented on Middle and Early Colleges.
ANNALIES CORBIN, PhD, Founder, President & CEO
Founder, President, and CEO
The PAST Foundation
Columbus, Ohio
POSITION STATEMENT: Presented on Transforming Learning: Middle
and Early College Models.
DEMAREE MICHELAU, PhD,
Incoming President
Western Interstate Commission for Higher Education (WICHE)
Anchorage, Alaska
POSITION STATEMENT: Presented on Earning Postsecondary Credit
while in High School: Increasing Student Success in Alaska.
JAMES "JIM" R. JOHNSEN, President
Statewide Programs & Services
University of Alaska (UAA)
Anchorage, Alaska
POSITION STATEMENT: Presented on UA Bridging Programs.
STEPHANIE BUTLER, Executive Director
Alaska Commission on Postsecondary Education (ACPE)
Anchorage, Alaska
POSITION STATEMENT: Presented on Alaska Commission on
Postsecondary Education Middle College and Bridging Programs.
REBEKAH MATROSOVA, Director
Outreach & Early Awareness
Alaska Commission on Postsecondary Education (ACPE)
Anchorage, Alaska
POSITION STATEMENT: Answered questions during the presentation
on ACPE.
NORM WOOTEN, Executive Director
Association of Alaska School Boards
Anchorage, Alaska
POSITION STATEMENT: Testified on the Association of Alaska
School Boards and Middle Colleges.
DEENA BISHOP, PhD., Superintendent
Anchorage School District (ASD)
Anchorage, Alaska
POSITION STATEMENT: Presented on the Anchorage School District
Middle College programs.
KATHY MOFFITT, Director
Administrative Projects
Anchorage School District (ASD)
Anchorage, Alaska
POSITION STATEMENT: Answered questions in the presentation on
Anchorage School Board.
DR. LARRY LEDOUX, Superintendent
Kodiak Island Borough School District (KIBSD)
Kodiak, Alaska
POSITION STATEMENT: Presented on Kodiak Middle College: Design.
MELISSA HAFFEMAN, Principal
Kodiak Middle School
Kodiak Island Borough School District (KIBSD)
Kodiak, Alaska
POSITION STATEMENT: Presented on Kodiak Middle College.
DR. MEL LEVAN, Principal
Kodiak High School
Kodiak Island Borough School District (KIBSD)
Kodiak, Alaska
POSITION STATEMENT: Answered questions in the presentation on
the Kodiak Middle College.
AMY SPARGO, Assistant Superintendent of Instruction
Matanuska-Susitna Borough School District
Palmer, Alaska
POSITION STATEMENT: Presented on Middle Colleges.
GREG GIAUQUE, Principal
Mat-Su Middle College
Anchorage, Alaska
POSITION STATEMENT: Presented on MSB Program Design.
ACTION NARRATIVE
9:00:24 AM
CHAIR GARY STEVENS called the joint meeting of the Senate and
House Education Standing Committees to order at 9:00 a.m.
Representative Kopp was present at the call to order.
Representative Reinbold (alternate), and Drummond (via
teleconference) arrived as the meeting was in progress.
Senators Giessel, Coghill, Hughes, and Stevens were present at
the call to order. Senator and Begich (via teleconference)
arrived after the meeting was in progress.
^PRESENTATION(S): Early and Middle College Schools
PRESENTATION(S): Early and Middle College Schools
9:02:01 AM
CHAIR STEVENS announced that the only order of business would be
a series of presentations on Early and Middle College Schools.
9:04:11 AM
JENNIFER ZINTH, Principal: High School and STEM, Commission of
the States, presented on Early/Middle College and Dual
Enrollment: A National Perspective. She described the national,
non-partisan organization and its activities.
MS. ZINTH addressed definitions in slides 6 through 10. She
defined dual enrollment as postsecondary (PS) courses offered to
high school students, often for both high school (HS) and PS
credit. She explained that Early College and Middle College are
terms which are used interchangeably in some states, whereas in
other states, they refer to different models.
• Early college: Programs beginning in grade 9,
offering structured course sequence leading to
AA/AS, certificate or 60 credit hrs.
• Middle college: Students may start later than
grade 9, some college classes
MS. ZINTH compared the definitions of dual enrollment and early
college in slides 7-8. She distinguished each in terms of
location, student grade level, eligibility criteria, target
populations, curriculum/course selection, credit accumulation,
area of program focus, and guidance/advising.
9:10:24 AM
MS. ZINTH stated that for the purposes of the presentation:
• "Early college models" = dual enrollment, middle
college HS, early college HS
• "Dual enrollment" = students take individual
course
• "Early college HS" = Highly structured cohort-
style 4-6-year programs
• "Middle college HS" = Less structured cohort-
style programs
9:11:04 AM
MS. ZINTH spoke to Rationale for early college (EC) models in
slides 11-12. She stated that data indicates EC models
increase:
• Students aspirations
• Awareness of PS expectations, norms
• College-readiness
• Postsecondary matriculation
• Postsecondary persistence, completion
MS. ZINTH specified that those increases are amongst
students with a similar GPA and coursework.
MS. ZINTH stated that the EC models reduce:
• Postsecondary remediation rates
o In areas in which students demonstrated
college-readiness
MS. ZINTH further stated that the models may reduce:
• Excess PS credits
• Time to degree
MS. ZINTH described the state of dual enrollment policy
nationally in slide 13:
• Dual enrollment programs in every state
• State policy: 48 states and DC
o AK and NY state without state DE program
• Policies and guidance vary in:
o Breadth
o Specificity vs local control
o Locus
9:15:08 AM
MS. ZINTH spoke briefly to sources of state dual enrollment
policy.
• State statute (K-12 and/or higher ed.,
occasionally labor/workforce)
• State appropriations
• State board regulations (K-12 and/or higher ed.)
• Executive orders (on occasion)
MS. ZINTH further described those which are not strictly policy
but which impact programs:
• Policy manuals/governing documents
• "Guidelines" or "standards"
• Legislative study committees/task forces
• MOUs
• "Initiatives"
MS. ZINTH described the state of early college HS policy in
slide 16:
• 5 states with relatively comprehensive policies
o IN, MI, NC, TN, TX
• PTECH
o Codified in CO, MD, TX; active in other
states
• Additional states:
o Other early college programs active
o Little to no dedicated state policy
structure
MS. ZINTH explained the PTECH model is Pathways in
Technology Early College High School.
MS ZINTH spoke to the state of middle college HS policy in
slide 17:
• State policies:
o CA, CT, TN
• Additional states:
o Programs active
o Little or no dedicated state policy
structure
9:17:41 AM
MS. ZINTH spoke to best practices which had been identified by
the Education Commission of the States. She said the states who
had more students in dual enrollment programs seem to have
common areas of policy. She added the same is true for states
with early college models.
MS. ZINTH moved to slide 19 showing dual enrollment model policy
components:
• Access
• Finance
• Ensuring Course Quality
• Transfer
9:20:44 AM
MS. ZINTH spoke to key policy considerations of dual enrollment
in the remaining slides, which read as follows [original
punctuation provided]:
Before policy adoption:
• Articulate purpose of program
o For students unsure of post-HS plans?
o For middle-achieving students?
o First-generation college-goes?
• Communicate with key state, local
stakeholders on rationale for, value of
early college
MS. ZINTH explained that when the programs emerged in the
1990s, they were directed to students who were academically
ahead. Since then, they had been directed at first-
generation college-goers.
MS. ZINTH spoke to key policy considerations regarding
access in slides 21-22:
• Notification critical, especially to
participation of first-gen college-goers
• Notification to all students/parents, not just
o Students (include parents)
o Eligible students
• Beyond notification that program exists
o Participation benefits/responsibilities
• Counseling/advising critical, especially to
participation of first-gen college-goers
• Ohio: All students assigned PS institution
advisor and required to meet at least once before
course drop date on:
o Academic resources available to assist
students
o Availability of advisor after meeting
o How to engage faculty, campus resources for
academic assistance
o PSI institution's handbook, codes of conduct
MS. ZINTH said the Ohio example was much more specific than
other states' requirements.
9:23:40 AM
MS. ZINTH spoke to key policy considerations regarding finance
on slides 23-24, which read as follows [original punctuation
provided]:
Who pays tuition? Various funding models:
• Local decision
• State pays
• District pays
• Combination of district and student
• Combination of state and student
• States with "same" funding model vary
specifics
• Different questions states must consider to
ensure "fit" and sustainability of model
MS. ZINTH moved to key policy considerations regarding course
quality in slide 25, which read as follows [original punctuation
provided]:
• State policies on qualifications for HS teachers
o State policies fall along spectrum from
local control to very specific
o Ideally mirror requirements set by regional
accreditation body (NWCCU)
MS. ZINTH added that in some instances, that a high school
instructor is held to the same requirements as a
postsecondary faculty member.
MS. ZINTH spoke to key policy considerations regarding
transferability in slide 26, which read as follows [original
punctuation provided]:
• Without guarantee of course transferability, lost
investment of
o Student time
o Instructor time
o State (potentially student funds)
9:26:30 AM
CHAIR STEVENS asked how many people in the audience were the
first person in their family to go to college [some raised their
hands.] He mentioned that he had asked that question in St.
Petersburg, Russia, and had discovered that there, only those
whose father had attended college also did.
CHAIR STEVENS spoke to the importance of parental knowledge and
mentioned the benefit of saving a year of college tuition by
earning credit in high school.
9:28:18 AM
SENATOR GIESSEL said it sounds like an incremental step towards
the European model of instruction in which students are assessed
in middle school and put into "tracks".
MS. ZINTH answered, "Not necessarily." She gave the example of
New Hampshire which had adopted a STEM-focused course path. She
added this involved standard coursework and CTE STEM courses.
She suggested community colleges are applying similar
eligibility criteria [to high school students] as to
matriculating students.
SENTATOR GIESSEL said the availability to enroll in UA courses
has been around for many years. She said she has concerns about
the costs and government involvement in paying for college
credits while already obliged to offer free high school
instruction.
CHAIR STEVENS answered that the university classes would be paid
for through the foundation formula.
9:31:33 AM
SENATOR HUGHES asked whether there are states in which the extra
tuition is costing more than the formula.
MS. ZINTH answered that in Colorado, the school board pays no
more than resident community college tuition. Other states have
looked at dual enrollment as a strategy for involving more
students in postsecondary education. She stated Indiana has
over 60 percent dual enrollment. She explained in that model the
community college does not charge any tuition, but the college
reports a headcount to the legislature who will reimburse the
students. For courses offered outside the community college
system, students pay up to 25 dollars per credit hour but are
reimbursed.
SENATOR HUGHES asked whether the university is taking more than
the local formula. She asked whether local and state funding is
the same as for a student who is only attending high school.
MS. ZINTH answered that North Carolina schools receive the same
per-pupil funding as for a HS student, university receives same
state funding as for regular postsecondary students. She added
that courses are limited so that students aren't "piling up"
credits that don't go anywhere. She indicated this would also
address inflation of fees in subsequent years.
9:36:48 AM
SENATOR COGHILL brought up scholarships and asked whether they
can be applied to dual enrollment programs.
MS. ZINTH answered that Alabama created a program for CTE dual
enrollment scholarship but contributions to the fund had not
been well communicated to industry so there were not many
contributions. She added that Kansas Department of Labor
creates a list of courses, particularly high-demand areas,
towards credentials in those areas. She said the state also
contributes to licensing fees.
SENATOR COGHILL suggested the need to address not only college-
readiness, but work readiness and credentialing.
9:40:27 AM
CHAIR STEVENS mentioned student readiness. He said districts
are often blamed for sending students to college without being
prepared. He asked for information regarding remediation.
MS. ZINTH answered that some states do allow dual enrollment
programs to offer courses on a co-requisite model. She said
college-level material is delivered by a college professor for
part of the week and an adjunct high school instructor for part
of the week. She added states had shown great success with the
model.
9:45:56 AM
MARILYN VILLALOBOS, Research Analysis II, Education Program,
National Conference of State Legislatures (NCSL), presented on
Middle and Early Colleges. She paraphrased from her written
testimony [included in committee members' packets] which read as
follows [original punctuation provided]:
I am a Research Analyst in NCSL's education program
and I specialize in post-secondary topics such as,
early and middle colleges, postsecondary governance,
post-secondary funding models, campus safety, and
undocumented student tuition.
NCSL is the bi-partisan organization for all
legislators and staff of the nation's 50 states,
territories and commonwealths. We are a trusted
resource for comprehensive and unbiased research on
state policies and legislative institutions.
I'm going to talk today largely about state efforts on
middle and early colleges as an approach to create
postsecondary pathways for student's success.
Early and Middle colleges are intended to increase the
high school and college success of low income, first
generation, and at-risk students. I'll discuss the
different policy approach that states have taken over
the years to increase student success using middle
colleges.
9:47:27 AM
MS. VILLALOBOS continued paraphrasing from written testimony,
which read as follows [original punctuation provided]:
Middle Colleges
Definitions:
a. Middle College High Schools are secondary
schools, authorized to grant diplomas in their
own name, located on college campuses across the
nation. The Middle Colleges are small, with
usually 100 or fewer students per grade level and
they provide a rigorous academic curriculum
within a supportive and nurturing environment to
a student population that has been historically
under-served and underrepresented in colleges.
While at the Middle College, students have the
opportunity to take some college classes at no
cost to themselves.
b. Early College High Schools are schools with
all the characteristics of Middle Colleges
location on a college campus, strong academic
program, supportive environment and are
designed to serve the same target population.
Early Colleges also have a defined and structured
program that enables the high school students to
earn both their high school diplomas and their
Associates Degree in 4 to 5 years with no cost to
the student.
c. Dual Enrollment high school students are able
to take college courses, usually at nearby
postsecondary institutions. Successful completion
of the college-level course enables the student
to obtain credit toward both the high school
diploma and toward a college degree.
9:49:02 AM
MS. VILLALOBOS turned to slide 5, which read as follows
[original punctuation provided]:
History of Middle Colleges
The first middle college high school was established
in 1974 at LaGuardia Community College in New York
City.
d. Combined the last two years of high school
with the first two years of college
i. Provides students with:
1. Intensive counseling
2. Small classes
3. Interdisciplinary curriculum
4. Career guidance
e. School designed for students who would
flounder in a traditional high school setting.
9:49:39 AM
MS. VILLALOBOS turned to slide 6, which read as follows
[original punctuation provided]:
Middle College National Consortium
a. Is a professional development organization for
secondary and post-secondary public-sector
educators. MCNC provides technical assistance and
support for both new and established Middle
College High Schools as they implement education
reforms via MCNC's Design principles and engage
in professional activities designed to help
under-performing students meet high academic
standards.
b. Schools partnered with MCNC
i. Approximately- 40 schools on college
campuses across 16 states (include public and
charter schools) All schools are affiliated and
located on or near college campuses.
1. California (13)
2. Colorado (3)
3. Connecticut (1)
4. Illinois (2)
5. Louisiana (1)
6. Maryland (1)
7. Michigan (6)
8. Nevada (1)
9. New York (5)
10. North Carolina (1)
11. Ohio(1)
12. Pennsylvania (1)
13. South Carolina (3)
14. Tennessee (2)
15. Texas (4)
16. Washington (1)
MS. VILLALOBOS specified that most of the states have
agreements with some, but not all, colleges in that state.
9:50:42 AM
MS. VILLALOBOS turned to slide 7, which read as follows
[original punctuation provided]:
Statistics
o 93 percent of early/middle colleges students
graduate high school vs. National rate of 78
percent
o 94 percent of early/middle college graduates earn
college credit for free
o 23 percent of graduates earn a post-secondary
credential along with their high school diploma
o 76 percent of graduates enroll in college vs. the
national rate of 68 percent
o 77 percent of early/middle college students are
students of color
o 57 percent of early/middle college students are
from low-income families
(Source: Jobs for the Future)
9:51:42 AM
MS. VILLALOBOS turned to slide 8, which read as follows
[original punctuation provided]:
California
California Education Code (EC) Section 11300 declares
that Middle College High Schools (MCHS) have proven to
be a highly effective collaborative effort between
local school districts and community colleges. The
basic elements of MCHS include:
o A curriculum that focuses on college and career
preparation
o Reduced adult-student ration
o Flexible scheduling
o Opportunities for experimental internships, work
apprenticeships and community service.
9:52:45 AM
MS. VILLALOBOS turned to slide 9, which read as follows
[original punctuation provided]:
Connecticut
Connecticut Early College Experience
UConn Early College Experience (ECE) is an opportunity
for students to take UConn courses while still in high
school. Every UConn ECE course is equivalent to the
same course at the University of Connecticut. There
are approximately fifty courses in over twenty
disciplines made available to partner high schools.
Courses are taught on the high school campus by high
school instructors who have been certified as adjunct
faculty members by the University of Connecticut.
UConn ECE students benefit by taking college courses
in a familiar setting with an instructor they know.
Courses offered through UConn ECE are approximately
one-tenth of the cost in comparison to taking the same
course on a UConn campus.
Enacted House Bill 5478 (2018)
The Connecticut Employment and Training Commission
shall develop, in collaboration with the Connecticut
state colleges and universities, Department of
Education, and regional work force development boards
established pursuant to section 31-3j, a state-wide
plan for implementing, expanding or improving upon
career certificate programs established under section
10-20a, middle college programs, early college high
school programs and Connecticut Early College
Opportunity programs to provide education, training
and placement in jobs available in the manufacturing,
health care, construction, green, science, technology,
engineering and mathematics industries and other
emerging sectors of the state's economy. Such plan
shall include a proposal to fund such programs
9:54:25 AM
MS. VILLALOBOS turned to slides 10-11, which read as follows
[original punctuation provided]:
Florida
Dual Enrollment Policies
1007.217 (1) The dual enrollment program is the
enrollment of an eligible secondary student or home
education student in a postsecondary course creditable
toward high school completion and a career certificate
or an associate or baccalaureate degree.
1007.217 (3) The Department of Education shall adopt
guidelines designed to achieve comparability across
school districts of both student qualifications and
teacher qualifications for dual enrollment courses.
Student qualifications must demonstrate readiness for
college-level coursework if the student is to be
enrolled in college courses. Student qualifications
must demonstrate readiness for career-level coursework
if the student is to be enrolled in career courses.
"Early Admissions Program" Policy
1007.271 "(7) Early admission shall be a form of dual
enrollment through which eligible secondary students
enroll in a postsecondary institution on a full-time
basis in courses that are creditable toward the high
school diploma and the associate or baccalaureate
degree. Students enrolled pursuant to this subsection
shall be exempt from the payment of registration,
tuition, and laboratory fees.
1007.271 (8) Career early admission is a form of
career dual enrollment through which eligible
secondary students enroll full time in a career center
or a community college in courses that are creditable
toward the high school diploma and the certificate or
associate degree. Participation in the career early
admission program shall be limited to students who
have completed a minimum of 6 semesters of full-time
secondary enrollment, including studies undertaken in
the ninth grade. Students enrolled pursuant to this
section are exempt from the payment of registration,
tuition, and laboratory fees."
9:56:11 AM
MS. VILLALOBOS turned to slides 12-13, which read as follows
[original punctuation provided]:
Michigan
Dual Enrollment
"The Michigan State Legislature passed Public Act 160
of 1996, the Postsecondary Enrollment Options Act and
Public Act 258 of 2000, the Career and Technical
Preparation Act also known as the "Dual Enrollment"
bills.
These bills modify and expand on provisions of the
State School Aid Act providing for students to earn
college credit while in high school. The bills also
require that the board of a school district or public
school academy ensure that each student in eighth
grade or higher be given information about college
course taking opportunities. The classes that students
are eligible for must not be offered by the high
school or academy and must lead towards postsecondary
credit, accreditation, certification and/or
licensing."
The Dual Enrollment laws do not alone prescribe a
specific course of study but allow for certain types
of courses to be taken when eligibility requirements
are met.
9:56:58 AM
MS. VILLALOBOS turned to slide 14, which read as follows
[original punctuation provided]:
Early Middle Colleges
EMCs are structured programs that use the flexibility
with the Dual Enrollment laws to provide a specific
and deliberately designed course of study that will
result in earning 60 transferable college credits.
These credits can be used toward a four-year degree
from a Michigan public or private university, an
advanced certificate, an associate degree from a
community college, or a MEMCA technical certificate or
a professional certification.
• Michigan Early Middle College Association (MEMCA)
o Michigan Early Middle College Association
(MEMCA) is a voluntary alliance of educators
actively involved with one or more of the
Early Middle Colleges working towards
significantly increasing the collegiate and
post-secondary success and completion rate
of Michigan youth. The group comes together
to share best practices, develop a community
of learners and reflective practitioners,
and share research with the broad high
school transformation community.
MEMCA serves in a leadership capacity
by providing assistance to Early
Middle Colleges throughout the state.
This is accomplished by working
closely with the Michigan Department
of Education, Office of Career and
Technical Education, and other public
and private agencies and
institutions.
• Statue 388.1661B
o 8 millions dollars allocated each fiscal
year for CTE early/ middle colleges and dual
enrollment programs. Planning grants for the
development or expansion of CTE early/middle
colleges
o Collaborate with the career and educational
advisory council to develop a regional
strategic plan that aligns CTE programs and
services into an efficient and effective
delivery system for high school students
9:58:44 AM
MS. VILLALOBOS turned to slide 15, which read as follows
[original punctuation provided]:
Tennessee
Tennessee policy
• Students enrolled in middle college high schools
are funded at the same level as students enrolled
in traditional high schools
• If program is funded through local, state or
federal funds appropriated to a local education
agency, then no fee shall be charged by the local
education agency or a public postsecondary
institution to any student participating in such
program.
9:59:17 AM
MS. VILLALOBOS turned to slide 16, which read as follows
[original punctuation provided]:
Texas
2003 TX SB 976
Sec. 29.908 MIDDLE COLLEGE EDUCATION PILOT PROGRAM.
The commissioner shall establish and administer a
middle college education pilot program for students
who are at risk of dropping out of school or who wish
to accelerate high school completion. For purposes of
this section, "student at risk of dropping out of
school" has the meaning assigned by Section 29.081.
The program must:
1. Provide for a course of study that enables a
participating student to combine high school
courses and college-level courses during grade
levels 11 and 12
2. Allow a participating student to complete high
school and receive at least a high school diploma
and associate degree at the time of graduation;
3. Include articulation agreements under
Subchapter T, Chapter 61, with colleges,
universities, and technical schools in this state
to provide a participating student access to
postsecondary educational and training
opportunities on the campus of the college,
university, or technical school; and
4. Provide a participating student flexibility in
class scheduling and academic mentoring.
2005 TX SB 1146
29.908- Early College Education Program
The commissioner shall establish and administer an
early college education program for students who are
at risk of dropping out of school or who wish to
accelerate completion of the high school program.
The program must:
1. Provide for a course of study that enables a
participating student to combine high school
courses and college-level courses during grade
levels 9 through 12
2. Allow a participating student to complete high
school and receive a high school diploma and
either an associate's degree or at least 60
semester credit hours toward a BA degree.
3. Include articulation agreements with colleges,
universities, and technical schools in this state
to provide a participating student access to
post-secondary educational training opportunities
at a college, university, or technical school
4. Provide a participating student flexibility in
class scheduling and academic mentoring.
10:01:46 AM
REPRESENTATIVE KOPP spoke to NCSL research and asked whether
there is one model which seems more successful for trade schools
and another model for university preparedness.
MS. VILLALOBOS answered that the focus seems to be preparing
students for the workforce, whether that be for a two- or a
four-year degree. She emphasized the aim to determine what is
best for students.
10:04:01 AM
CHAIR STEVENS remarked that readiness for the job market is
crucial. He asked whether the counseling aspect is the
responsibility of the school districts or the universities.
MS. VILLALOBOS answered it appears counselling is aimed at
ensuring students are aware of all of their options and
requirements regardless of degree path.
10:05:47 AM
SENATOR HUGHES mentioned Texas and its approach to capture high-
risk as well as high-achieving students. She asked whether the
programs tend to address one or the other target. She asked
about UA credits and whether transferability is being examined
and taken into consideration. She asked whether other states
are focusing on transferability to multiple postsecondary
opportunities.
MS. VILLALOBOS answered that the structure of the program is to
provide students with counseling and schedule flexibility. She
said some students have to work and cannot easily meet with
counselors. She said some programs are designed to help every
student use their credits, adding that earned credit in Colorado
can transfer to any public university in the state.
SENATOR HUGHES asked whether private institutions are included.
MS. VILLALOBOS answered it applies to public universities but is
not guaranteed for private schools.
10:10:04 AM
CHAIR STEVENS asked whether Alaska Pacific University (APU)
could use state funds for a similar program.
SENATOR GIESSEL asked for fiscal notes to the bills presented
from other states as well as a contact person so that she could
request information on actual costs to the programs.
CHAIR STEVENS announced the next presentation would be
Transforming Learning: Middle and Early College Models.
10:13:12 AM
ANNALIES CORBIN, PhD, Founder, President, and CEO, presented on
Transforming Learning: Middle and Early College Models. She
explained that PAST Foundation is a non-profit provider of
transformative education, curriculum design, and workforce
development. She said the foundation helps expansion of robust
education system specifically targeted for workforce
development. She explained PAST stands for Partnering
Anthropology with Science and Technology and was formed in 2000.
It challenges students to link learning to real life through
hands-on student-centered activities and instruction. She added
PAST works very closely with community partners, school
administrators, teachers, and business and hosts students at the
PAST Innovation Lab in Columbus, Ohio.
10:16:10 AM
DR. CORBIN spoke to definitions examined in previous
presentations. She said most states legislate what the
differences are in the terminology. She remarked for the
purposes of the presentations, she would be speaking largely of
dual enrollment and early and middle college opportunities.
DR. CORBIN addressed the development of middle early college
programs in slide 4. The graphic shows a timeline from 1974
through 2024. She emphasized that serving the needs of the
local communities in developing the programs is key. She said
the PAST Foundation currently works in 38 states. She spoke to
the different terminology used. She underlined that many times
the types of programs are intermixed.
DR. CORBIN said the programs were now trying to avoid "skimming"
the high achieving students and offering them yet more
opportunities and were beginning to focus on at-risk students.
10:20:41 AM
DR. CORBIN addressed the middle college school model on slide 5,
which read as follows [original punctuation provided]:
• High Schools grade 11-13 and also enrolled part
time in classes at a partner post-secondary
institution;
• Secondary schools, authorized to grant diplomas
in their own name;
• Located on college campuses across the nation;
• Small student populations focusing on
historically underserved and underrepresented in
college;
• No cost college access working towards earning an
Associates degree.
DR. CORBIN advanced to slide 6 on the early college school
model, which read as follows [original punctuation provided]:
• Compressed high schools grades 9-12 with
integrated high school and collegiate curricula;
• Located on or near college campuses across the
nation;
• Small student populations focusing on
historically underserved and underrepresented in
college;
• No cost college access - dual enrollment
• Stepped increases in the percent of graduates
earning college credits, earning more than one
year's worth of college credits, and earning an
Associate's degree or two years of college.
10:22:55 AM
DR. CORBIN spoke to the meshing of ideology in slide 7. She
said that in many ways it can be a good thing, but in some ways
it can be confusing. She spoke specifically to technical
education. She said middle-early colleges can focus on STEM and
high-tech training. She pointed out that many programs are
based on changing student readiness and reducing remediation.
DR. CORBIN spoke to statistics on slide 8. She pointed out that
millennials will account for 50 percent of the workforce by
2025.
DR. CORBIN pointed to the P-TECH program design model on slide
9. She underlined that the involvement of business and industry
partners in the implementation of programs is crucial, adding
that those that did not involve industry were not as successful.
She emphasized there needs to be very strong student support for
all of the programs.
10:28:52 AM
DR. CORBIN spoke to a misalignment in business needs and
workforce readiness. She pointed to the PAST Innovation Lab -
Pathways to Workforce in slide 10. She suggested realigning
middle school and moving early college preparatory components
into 11-12 grades. The slide shows what the programs would look
like.
DR. CORBIN described the PAST Innovation Lab Summer Institute
Series in slide 11. She said the Sprouts program focuses on
agriculture in a six-week summer school aimed at year 11 early
college students.
CHAIR STEVENS said he would be interested in hearing more about
grade 13 as the presentations went on.
10:34:20 AM
CHAIR STEVENS announced the next presentation would be from Dr.
Michelau on Earning Postsecondary Credit While in High School:
Increasing Student Success in Alaska.
10:35:21 AM
DEMAREE MICHELAU, PhD, Incoming President, Western Interstate
Commission for Higher Education (WICHE), presented on Earning
Postsecondary Credit While in High School: Increasing Student
Success in Alaska.
10:38:35 AM
DR. MICHELAU spoke to WICHE'S role in the region in slide 3:
• Promotes access and excellence in higher
education for all citizens of the West through:
o Regional collaboration
o Resource sharing
o Sound public policy
o Innovation
DR. MICHELAU addressed Alaska's current position as compared
th
with other states in slides 4-6. She said that for every 100 9
graders, nationally 83 students graduate from high school, while
in Alaska only 76 students graduate. In Alaska 33 enter
college, while the national number is 53. Idaho is second, at
th
35. The following slide shows how many of those 100 9 graders
are still enrolled in their sophomore year. Alaska is at 22,
while the national number is 37.
DR. MICHELAU spoke to Alaska's population centers in slide 7.
She noted that 68 percent of the state population resides in 3
boroughs.
DR. MICHELAU moved to slide 9 on Program Design: Key Elements,
which read as follows [original punctuation provided]:
• Colorado: Concurrent Enrollment and ASCENT
• Hawaii: Early College and Dual Enrollment
• Washington: Dual Credit (Running Start, College
in the High School)
• Idaho: Advanced Learning Opportunities
DR. MICHELAU added that Colorado also has a concurrent
enrollment program for remediation. She defined concurrent
enrollment as it applies to Colorado, and briefly explained
the ASCENT program.
DR. MICHELAU addressed program goals in slide 10, which
read as follows [original punctuation provided]:
• Colorado:
o Broaden access to and improve the quality of
concurrent enrollment programs
o Improve coordination between institutions of
secondary education and institutions of
higher education
o Ensure financial transparency and
accountability
• Hawaii and Washington
o Increase access to and participation in
postsecondary education
• Idaho
o Increase "go on" rate
DR. MICHELAU gave some details for each program.
DR. MICHELAU addressed the funding approaches in slide 11
which read as follows [original punctuation provided]:
• Colorado:
o Costs are generally paid by the K-12 school
district and the postsecondary institution
(comfortable with double dipping)
• Hawaii
o Primarily relies on grants to cover the
costs of Running Start and Early College
• Washington
o School districts cover the cost of tuition
o Running Start students pay for fees, books,
and transportation
• Idaho:
o State provides $4,125 for high school
students to use towards advanced
opportunities
DR. MICHELAU presented the relative populations of western
states with population centers in slides 12-15.
10:52:13 AM
DR. MICHELAU addressed program participation for 2016-2017 in
Colorado in slide 16. She highlighted that the great majority
of students were attending two-years institutions in concurrent
enrollment. She stated that almost 42,000 students, or 32
thth
percent of Colorado 11 and 12 graders, attend dual or
concurrent enrollment programs. She moved to the graph showing
Colorado concurrent enrollment participation by race and
ethnicity from 2009-2016. The graph showed increased enrollment
for all groups. She showed a map showing concentration of
participation in Colorado, specifying the white area in the map
is mountainous and therefore less populated.
DR. MICHELAU briefly spoke to funding for each of the other four
states and the respective programs. She said the benefit of
concurrent enrollment for students from economically
disadvantaged families is considerably higher. She pointed out
the growth in credit hours in each program. She added that
Washington in 2016 had expanded the scope of its dual credit
programs.
10:58:02 AM
DR. MICHELAU summed up her remarks in slide 27, which read as
follows [original punctuation provided]:
• Be clear about the program's goal, and leave the
implementation to those on the ground
• Focus on outcomes, not process
• Design a program that is flexible and responsive
to different needs in different areas of the
state
o Avoid a one size fits all approach
• Avoid creating barriers for those already doing
the work and for those wishing to start
• Evaluation is key; establish clear metrics by
which you will know if you are successful
10:59:47 AM
SENATOR COGHILL asked about funding sources, such as the "double
dipping" or cost-sharing model. He surmised there may be a need
for something similar in Alaska.
DR. MICHELAU clarified that she was referring to state support
for both K-12 and postsecondary education systems. She added
that the money per student stays with that student as they move
through the system.
SENATOR COGHILL suggested there may be answers forthcoming come
the university and the districts.
CHAIR STEVENS stated there are such wide differences in regional
and economic groups and the relative academic success. He
posited the issue may be tied to poverty.
11:03:07 AM
SENATOR HUGHES asked about capacity in the programs with the
approach to both high-risk and high-achieving students.
DR. MICHELAU said that some states require notification. She
added that measuring capacity in education is a difficult task
and can be seen in the impact on state budgets. She pointed to
Colorado and Washington which had decided to invest in
underserved students. She mentioned the Running Start gap in
which the state gave money to the institution but did not cover
all the costs. She said some states were looking to meet
workforce needs of the future and had to set goals accordingly.
11:07:51 AM
SENATOR HUGHES asked to receive additional information regarding
the notification process and whether it would affect the
availability of the program to all students. She wondered
whether the goal would be affected by availability.
DR. MICHELAU said she had not heard that the notification
element had created capacity problems, but that perhaps there
were budget challenges.
CHAIR STEVENS announced the next presentation would be on UA
Bridging Programs.
11:10:40 AM
JAMES "JIM" R. JOHNSEN, President, Statewide Programs &
Services, University of Alaska, presented on UA Bridging
Programs. He remarked that the issue of education in Alaska
will require the efforts of all concerned parties to improve.
He spoke to definitions of the culture of education. He used
the metaphor of an iceberg in which under water there is a large
chunk of underlying beliefs. He stated it is very hard to
change a culture.
11:15:23 AM
PRESIDENT JOHNSEN spoke the problem of educational attainment on
slide 4, which read as follows [original punctuation provided]:
• Alaska lags the nation in educational attainment
• Educational attainment is strongly correlated
with
o income
o health status
o community engagement, and
o economic development
th
PRESIDENT JOHNSEN pointed out that 67 percent of 9 grade
pupils in the state do not go on to postsecondary
education. He mentioned that all of the states in the
lower end of the graphs in the previous presentation were
th
western states. He added that Alaska is 50 in the country
for job growth, with the highest unemployment and highest
health care costs. He spoke to the effects of crime across
the state. He said, "People who have educations typically
have jobs and don't engage in criminal behavior." He
compared the situation in Alaska with that in
Massachusetts, which is first in the country for the same
criteria. He said the one-year economic value of companies
spawned by Massachusetts Institute of Technology (MIT) is
$1.9 trillion.
11:19:22 AM
PRESIDENT JOHNSEN shared the top five priorities, which read as
follows [original punctuation provided]:
• Economic development
• Workforce development
• Research
• Cost-effective operations
• Increasing educational attainment
PRESIDENT JOHNSEN described the plan to increase educational
attainment in slide 5, which read as follows [original
punctuation provided]:
• Partner with employers
• Partner with K-12
• Improve internal processes
PRESIDENT JOHNSEN moved to slide 6, "Effective Solution:
Bridging programs", which read as follows [original
punctuation provided]:
• Improves college access
• Provides equity across socioeconomic lines
• Encourages college readiness
• Increases likelihood of postsecondary enrollment
and completion
• Increases cost effectiveness of public investment
in education
• Strengthens "agency" among students
PRESIDENT JOHNSEN added that there had been a 40 percent
decline in the need for remedial services due to the
bridging programs.
11:21:48 AM
PRESIDENT JOHNSEN directed attention to the map of Alaska on
slide 8 showing all locations in the University of Alaska. He
highlighted that there is discounted tuition available for
occupation endorsement programs across the state. He added that
tuition is already low compared to other western states.
PRESIDENT JOHNSEN spoke to the Board of Regents dual enrollment
policy adopted in September 2015. He further outlined the
related regulation on slide 11, which read as follows [original
punctuation provided]:
Regulations (R10.05.0125.) approved June 2018
Includes:
• Definitions
• Parental/legal guardian authorization
• Course requirements
PRESDIENT JOHNSEN referred to the graph on slide 12 showing
increases in UA dual enrollment. He said there is around 15
percent participation of high school juniors and seniors. He
pointed to a 94 percent increase in credit hours, and a 50
percent increase in head count over a 2-year period.
11:25:09 AM
PRESDIENT JOHNSEN spoke to the UA Bridging Programs on slide 13,
which read as follows [original punctuation provided]:
• Middle College
• Alaska Native Science & Engineering Program
• Alaska Area Health Education Centers
• Educators Rising Alaska
• JumpStart Program
• Rural Alaska Honors Institute
PRESIDENT JOHNSEN turned to slide 14, Middle College Programs,
which read as follows [original punctuation provided]:
Purpose
To reduce barriers of higher education attainment by
providing college access to traditionally underserved
populations.
University and School District Partnership
• Partnering school district covers tuition and
fees
• Dedicated high school counselor and college
academic advisor
Program Model
• Satisfy high school graduation requirements while
earning college credits toward a degree
• Full college classroom integration
PRESIDENT JOHNSEN added that the Matanuska-Susitna students
have a designated area of the campus at University of
Alaska, Anchorage.
11:27:14 AM
PRESIDENT JOHNSEN moved to the graph on slide 15 showing the
areas of interest of the student coursework. He pointed to STEM
and health sciences as considerably strong. He said he would
like to see more in the education arena.
PRESIDENT JOHNSEN referred to slide 16 showing that nearly 60
percent of middle college students attend UA. He stated 16
percent of traditional students attend UA. He added that
students have to place in college level math and/or writing and
must have a GPA of 2.5 or above. He underlined that 53 percent
of students identify with one or more ethnic minority groups.
He noted that school districts pay the tuition. He indicated he
thinks the tuition is less that the base student allocation
(BSA). He stated average tuition at UA is $8,000, and the MatSu
and Anchorage, Alaska school districts pay $50 thousand in
administrative costs. He pointed out that there is no additional
funding going into the programs. Tuition does not pay the full
educational bill; however, student share is about the same as
for any higher education student in the state.
11:30:25 AM
PRESIDENT JOHNSEN addressed the Alaska Native Science &
Engineering Program (ANSEP) program in slide 17. He underlined
the program has an emphasis on STEM. He said the program is a
serious contribution to workforce and economic development. He
said there is a partnership with school districts across the
state.
PRESIDENT JOHNSEN said that ANSEP math results are three times
higher than the national average. He added 95 percent of the
summer bridge program participants go on to finish a STEM
degree. He said the program has already graduated two PhDs in
engineering who are now faculty of the UA. He spoke to the
importance of preparing Alaska Native faculty who could help
increase Alaska Native participation in higher education.
11:34:15 AM
PRESIDENT JOHNSEN addressed the Alaska Area Health Education
Centers (AHEC) on slide 19. The program provides health care
training to secondary students in rural and/or underserved
areas. He emphasized the importance of "homegrown" health care
professionals.
PRESIDENT JOHNSEN spoke to the AHEC Bridging Opportunities on
slide 20, which read as follows [original punctuation provided]:
• Allied Health & Behavioral Health Camps
• STEM Instruction for ANSEP Acceleration Academy
• Alaska Military Youth Academy Health Pre-
apprenticeship
PRESIDENT JOHNSEN gave AHEC numbers for the academic year
September 2016 August 2017, which read as follows [original
punctuation provided]:
• 794 students
• 167 students earned 469 college credits
• 560 certificates earned
PRESIDENT JOHNSEN spoke to education as a high priority for
Alaska. He mentioned that large numbers of teachers are brought
in from out of state, and there is very high turnover. He
addressed Educators Rising Alaska, which helps to create
teachers all over Alaska. He presented Educators Rising Alaska
by the Numbers in slide 23, which read as follows [original
punctuation provided]:
• Became a national state affiliate in April 2017
• First year participation (AY18)
o 164 students
o 28 school districts
o 65 schools
11:37:26 AM
PRESIDENT JOHNSEN addressed the Kenai Peninsula College
JumpStart program which offsets tuition costs for college
credits to $71 per credit. He reviewed the statistics, which
read as follows [original punctuation provided]:
• Total number of students served in AY18 = 346
• Total number of credits for AY18 = 1,450
• Kenai Peninsula Borough School District covers
~$200K in tuition annually
PRESIDENT JOHNSEN spoke to the importance of summer programs.
He talked about the memory loss or "summer dip" which occurs
while students are out of school in the summer. He relayed a
personal account of discussing summer breaks with a retired
educator in Germany, where the summer break is only six weeks
long.
PRESIDENT JOHNSEN described the Rural Alaska Honors Institute
(RAHI) on slide 26, which read as follows [original punctuation
provided]:
Founded at the request of the Alaska Federation of
Natives in 1983 to prepare rural and Alaska Native
high school students for academic excellence and
college success.
High school students attend a 6-week summer session on
campus and earn up to 11 college credits.
PRESIDENT JOHNSEN presented the statistics on the program since
1983 on slide 27, which read as follows [original punctuation
provided]:
• 143 Certificates
• 270 Associate Degrees
• 463 Baccalaureate Degrees
• 118 Masters Degrees
• 9 Law Degrees
• 15 Doctorate Degrees
• 32 Professional Certifications
PRESIDENT JOHNSEN added that companies such as Shell Oil,
Alyeska, First National Bank, and insurance companies
support the program. He described an encounter with the
graduates, in which one student suggested, "We need a high-
growth mindset in our state."
11:41:54 AM
PRESIDENT JOHNSEN went on to discuss research programs at UA on
slide 29, which read as follows [original punctuation provided]:
UAA/ISER Center for Education Policy Research
• College & Career Readiness
• Teacher Supply & Demand
• Indigenous & Arctic Education
UAF School of Education
• Developing and supporting K-12 Indigenous and
place-based teaching
• Strategic support of Alaska Native high school
students interested in teaching
• STEM teacher recruitment and support
PRESIDENT JOHNSEN spoke to restructuring in teacher
education that had gone on at UA. He said the School of
Education at UAF is currently in the College of Natural
Science and Math to bolster training in STEM education. He
said the university is working with WICHE, ECS, and the
National Council of State Legislators to study the
effectiveness of the programs.
PRESIDENT JOHNSEN addressed expansion and alignment in slide 30,
which read as follows [original punctuation provided]:
Expansion of:
• Bridging Programs
• Distance Delivery
• Approved Teachers
• Industry Credentials
Alignment to:
• Degree Pathways
• Workforce Needs
• Employment
• Graduate and Professional Education
PRESIDENT JOHNSEN spoke to legislative opportunities in slide
31, which read as follows [original punctuation provided]:
Current Opportunities
• Technical Vocational Education Program (TVEP)
Reauthorization in 2020
Future Opportunities
• More options to meet regional and student needs
• Align with state priorities
• Provide quality assurance
• Support equity
• Expand access (including online)
11:46:30 AM
CHAIR STEVENS remarked on the statement that 60 percent of the
middle college pupils attend UA.
11:47:57 AM
SENATOR HUGHES asked about the 40 percent decline in lack of
college readiness. She asked whether it regarded all students.
PRESIDENT JOHNSEN answered, "All first-year students," and added
that not a single middle college graduate from Matanuska-Susitna
needed remedial preparation.
SENATOR HUGHES asked whether it was over the past one or two
years.
PRESIDENT JOHNSEN answered, "Since 2014.
11:49:19 AM
SENATOR COGHILL suggested not all pupils would turn out to be
college material. He remarked some of the certifications were
very helpful. He emphasized the importance of listening to the
business community. He asked about industry involvement.
PRESIDENT JOHNSEN clarified that he was including all technical
programs in his description of college, and that the lion's
share of student interest was in those areas. He stated that
the 13 community campuses across the state are aimed at
technical preparation. He pointed to a request in the capital
budget for $2 million for digital fabrication laboratories
around the state. He said there are some in Dillingham,
Fairbanks, and Anchorage, Alaska.
SENATOR COGHILL addressed Alaska's "international geography.
He opined that the STEM arena may be the growth area for the
state. He asked whether it trickles down into the conversation
with other educators to encourage students to think "that
broadly."
PRESIDENT JOHNSEN answered in the affirmative. He added that
Alaska is number one on the planet for Arctic research. He said
it is also a business with a workforce of around 1,500 people.
He said training is important and if the state does not do it,
people from outside Alaska will take on those jobs.
SENATOR COGHILL said he would attempt to pursue some answers
from his local K-12 educators about inspiring youngsters.
11:58:45 AM
SENATOR HUGHES asked about funding for administration costs.
She asked what the middle colleges looked like from the
university end.
PRESIDENT JOHNSEN answered that for UAA most of the legal and
administrative work has been done, so adding new middle college
high schools would not require that work to be done again. He
added this is foundation money for some of the programs. He
responded to the questions of whom the programs were attempting
to capture, high-risk students or high-achieving students, "Yes,
and..." He gave his personal experience with enrolling in
college and ceasing to attend high school. He said there are a
lot of young people who need to be kept engaged in the education
process.
12:02:20 PM
SENATOR BEGICH asked about new technologies and how programs are
addressing them.
PRESIDENT JOHNSEN noted there is an Alaska Science Research
Academy where bright kids are working on bioengineering and
robotics. He stated he looked forward to sharing information
soon. He noted there is a need to think a little more
creatively about future success. If there is interest in
ensuring grandchildren of today success, it needs to begin now.
He added, "We are at the bottom of the pack."
CHAIR STEVENS spoke to counseling of students and parents.
PRESIDENT JOHNSEN said that schools provide a lot of critical
counseling. He underlined the focus on safety. He said there
is a specific training programs to ensure minors are looked
after on campus. He mentioned federal laws regulating minors on
campus.
CHAIR STEVENS clarified his earlier "turf issues" comment. He
specified he did not intend the university, but a few
recalcitrant school districts.
12:07:38 PM
REPRESENTATIVE REINBOLD mentioned the budget. She asked about
unfilled positions and whether the total operating costs have
gone down.
PRESIDENT JOHNSEN answered that there is a chart which he could
share with the committee. He said there is a total of 1,200
people employed across the UA system.
REPRESENTATIVE REINBOLD said she hopes the university can become
independent without coming to the legislature every year.
12:10:11 PM
The Joint House and Senate Education Standing Committee took an
at-ease from 12:10 p.m. to 12:40 p.m.
12:40:30 PM
CHAIR STEVENS announced the next presentation would be Alaska
Commission on Postsecondary Education Middle College and
Bridging Programs.
12:40:46 PM
STEPHANIE BUTLER, Executive Director, Alaska Commission on
Postsecondary Education (ACPE), presented on ACPE's Middle
College and Bridging Programs. She said the middle college is
not part of ACPE's expertise, but it is part of the
opportunities to ensure success in higher education.
MS. BUTLER described the mission of ACPE in slide 3, which read
as follows [original punctuation provided]:
ACPE promotes access to and success in education and
career training beyond high school.
• Education planning tools and resources
• Advocacy and support for postsecondary
participation in Alaska
• Financial aid for college and career training
• Consumer protection through private school
licensing
• Alaska education outcomes analysis
MS. BUTLER spoke briefly to funding, explaining that ACPE
is funded by the Alaska Student Loan Corporation and
provides benefits and services to Alaska students, their
families, and schools without draw on the State's General
Fund (GF). She answered Senator Stevens' questions by
stating that the funds are always awarded to students and
not to institutions. Students can determine where they
will use the funds.
MS. BUTLER spoke to the ACPE Nexus with Middle College and
Bridging Programs in slide 5, which read as follows [original
punctuation provided]:
Education planning tools
- Awareness of benefits of bridging programs and how
to prepare for success with such programs
Advocacy for participation in Alaska
- Awareness of connections with low-cost, high-quality
public and private programs in Alaska
Student financial aid
- Awareness of options and caveats; financial literacy
Consumer protection
- Education consumer education and institutional
authorization
Alaska education outcomes analysis
- Outcomes and return-on-investment information
MS. BUTLER explained that planning for college can be
overwhelming. The ACPE planning tools are in place to aid
in preparation. She mentioned efforts to stop
inappropriate behavior in advertising training programs.
12:47:15 PM
MS. BUTLER outlined the Alaska Middle College and Bridging
Programs (Examples) on slide 6, which read as follows
[original punctuation provided]:
• University of Alaska programs (multiple)
• Alaska Pacific University (early honors)
• Ilisagvik College (dual enrollment)
• AVTEC (high school training)
MS. BULTER spoke to Additional Early College Options on slide 7:
• International Baccalaureate (West High)
• CLEP testing
• Summer college
• Advanced placement (AP) testing
• Internships (limited options)
MS. BUTLER underlined that there is no guarantee that
college credit will be earned by participating in the
programs.
MS. BUTLER spoke briefly to Potential Benefits of Bridging
Programs on slide 8, which read as follows [original punctuation
provided]:
• Increased high school graduation rates
• Increased college enrollment rates
• Higher college GPAs
• Greater college persistence and faster progress
to graduation
• Larger benefits to traditionally underrepresented
populations (males and low-income students)
• Include collegiate and CTE tracks
12:50:30 PM
MS. BUTLER highlighted potential barriers to Bridging
Program participation can be financial, academic, or
informational, which read as follows [original punctuation
provided]:
Financial considerations:
• Generally lower-cost than enrolling directly in
college, but not generally eligible for federal
financial aid, Alaska Performance Scholarship,
Alaska Education Grant or Alaska Student Loans
• Programs that do result in financial aid
eligibility may also result in exhausting
financial aid early
Academic considerations:
• Students must be prepared for academic rigor
• GPAs in collegiate courses become part of
students' college transcripts
Informational considerations:
• Students need to understand processes and
bureaucracies to enroll in programs
• Students need to understand benefits
12:53:01 PM
MS. BUTLER described how ACPE can help in slide 13, which read
as follows [original punctuation provided]:
• Success Centers in-person (Dimond Mall and UAA
Enrollment Services) and telephone/distance
coaching and assistance
• Alaska College and Career Advising Consortium
(ACAC) initiatives, including mentoring provided
through partners
• AKCIS online planning tools (www.akcis.org)
• Financial aid and higher education outreach
events
MS. BUTLER said that students who do not come from a family
college culture can struggle with the processes for enrollment
and assistance. She pointed to one-on-one coaching and
mentoring that is available through ACPE.
MS. BUTLER informed that Senator Hughes serves on the
commission.
12:56:02 PM
CHAIR STEVENS asked about changes to Free Application for
Federal Student Aid (FAFSA) aimed at making the process simpler.
MS. BUTLER answered that it has been changed somewhat to be more
digital in nature. She added that there are also outreach
events in communities.
12:56:52 PM
SENATOR HUGHES asked about streamlining counselling in schools
and colleges, especially in Anchorage, Alaska, as there are two
locations in that city.
MS. BUTLER clarified that the aim is connecting students with
people at their schools.
SENATOR HUGHES asked whether middle school students are being
served by the program and whether it could take on what the
districts are currently paying for in terms of advisors.
MS. BUTLER answered that some middle school students are served.
She deferred to Rebekah Matrosova to describe work done with
those students. She added that schools will sponsor ACPE to
come to the schools as they do not have advisors to go through
the FAFSA program.
1:00:11 PM
[Due to audio difficulties, the testimony is difficult to hear.]
REBEKAH MATROSOVA, Director, Outreach & Early Awareness, Alaska
Commission on Postsecondary Education (ACPE), answered there is
college [indisc.] at the school level. She added that services
to middle college students are not tracked but [indisc.] provide
services generically [indisc.] offer informational workshops
[indisc.] what the commission does is supplemental [indisc.] to
what is already happening.
1:03:43 PM
SENATOR HUGHES asked whether ACPE would come in to the school in
the event that the school district could not provide advisors.
MS. MATROSOVA answered that there are certain areas in which
ACPE has expertise that are aligned with the mission [indisc.]
other areas that area critical to the success of the programs,
such as academic advising, which are not within the scope of the
commission's mission [indisc].
MS. BUTLER added that there was an opportunity to streamline.
She added that staff and other limits would need to be
identified.
REPRESENTATIVE REINBOLD asked about the ANSWERS program.
MS. BUTLER responded that the ANSWERS program had been
decommissioned but the related database was still in existence.
REPRESENTATIVE REINBOLD asked which agencies were involved, what
kind of data is collected, and who is funding the database.
MS. BUTLER listed the Alaska Commission on Postsecondary
Education, Department of Labor & Workforce Development,
Department of Education and Early Development, and UA and noted
that currently there was not the funding to continue with that
work.
REPRESENTATIVE REINBOLD asked whether the database contained an
opt-out.
MS. BUTLER answered there is not an opt-out option.
1:05:50 PM
CHAIR STEVENS asked about foundation formula funds and where
they go.
MS. BUTLER deferred to the Department of Education and Early
Development and said she would collect the information and
provide it subsequently.
CHAIR STEVENS announced the next testimony would be from the
executive director of the Association of Alaska School Boards.
1:06:41 PM
NORM WOOTEN, Executive Director, Association of Alaska School
Boards (AASB), testified on the AASB and Middle Colleges. He
paraphrased his prepared written statement [included in
committee packet], which read as follows [original punctuation
provided]:
Good Afternoon,
My name is Norm Wooten and I serve as the Executive
Director of the Association of Alaska School Boards.
Let me begin by saying that my colleague, Dr. Lisa
Parady, Executive Director of the Alaska Council of
School Administrators, is unable to be here today
because of a prior commitment. However, as we
consistently collaborate on legislative positions, I
am speaking for both of us today. We believe it
critical for both our organizations to speak with a
common voice as we advocate on issue that had the
potential for increasing student achievement within
our memberships.
We will always support new concepts that support
students within our member districts. We also support
the Middle College Concept to provide post-secondary
opportunities for students. As you will hear later in
this hearing, there are districts that are already
engaged in this work.
First, let me encourage you to be cautionary as you
begin this discussion. The educational trend across
the United States and even in Alaska is about
personalized learning. So, what exactly do we mean by
personalized learning? I've broken it down into
understandable terms:
1. It is learning delivered in a competency-based
progression where each student learns and
advances toward clearly defined goals.
Assessment is continual and it is about the
acquisition of learning rather than "seat
time." Students advance and earn credit when
they are able to demonstrate mastery of the
material.
2. It is about a flexible learning environment
where student needs are the driver. Every
element of the learning environment responds
individually to each student.
3. It is about each student taking charge of, and
being responsible for, their own learning. Each
student is expected to excel and help create a
customized learning path based on his or her
interests and goals.
1:10:24 PM
MR. WOOTEN continued to paraphrase from his written
statement as follows [original punctuation provided]:
My point is that personalized learning is not a "one-
size-fits-all" model. Every student learns differently
not worse or better but differently. School
districts are making personalized learning work for
ALL students. Why? Because it looks at individuals and
does not attempt to force them into a mold that is
most efficient of affordable for the district. Instead
it is about what works best for that student.
When you look at a model, such as the middle college
approach, it will be a great opportunity for many
students but not for all of them. What programs are
best suited to a district or to specific students is
best left up to the local school district.
1:11:25 PM
MR. WOOTEN continued to paraphrase from his written
statement as follows [original punctuation provided]:
One of the statutory responsibilities of a school
board is the review, selection, and approval of
curriculum and curricular material for the district.
If it is your intent to look at and recommend the
adoption of middle college opportunities for Alaska's
students I implore you to leave the final decision up
to the local school board with the recommendation of
the superintendent where it properly belongs. The
state can do much to facilitate and make resources
available but local districts know best what works for
individual students.
Additionally, if it is your intent to promote a middle
college concept that might be available to every
school district I strongly suggest that it is worth a
state financial investment. Under current state,
foundation-funding formula districts have to make
difficult choices. Communities are telling school
boards they want a full extra-curricular program, art
and music instruction, increased electives,
counselors, language immersion programs,
career/technical education programs, lower
pupil/teacher ratios, pre-K programs, summer classes,
and a myriad of other needs and wants.
Add to this the great efforts districts are making to
increase student achievement on standardized test
through interventions and individualized instruction.
We simply cannot continue to ask districts to add
"just one more thing" without additional investments
into education.
And so, I implore you if it is your intent to
encourage or even require a middle college program is
to:
1. Leave that decision up to local school
districts who know what is best for their
students; and
2. Invest in the program so that districts do not
have to drop something already in place in
order to take on this initiative.
1:15:15 PM
MR. WOOTEN stated the AASB stands ready to work with entities to
help implement the proposal to increase academic achievement in
the state.
CHAIR STEVENS clarified that there was no attempt to take power
away from local school boards. He said he hoped Mr. Wooten is
not saying it has to do with unfunded mandates and that nothing
can be done until the money is there.
MR. WOOTEN said he was not saying that at all.
CHAIR STEVENS announced the next presentation would be by Dr.
Deena Bishop, Superintendent of the Anchorage School District.
1:17:11 PM
DEENA BISHOP, PhD., Superintendent, Anchorage School District
(ASD), described the make-up of the school district in terms of
ethnicity and languages spoken. She said minority groups make
up over 50 percent of the total student population. She went on
to describe the variables that impact instruction. She pointed
out that 53 percent of the students are economically
disadvantaged. She spoke briefly to the cultural capital that
comes with students of means as opposed to students who do not
have parents who attended college.
DR. BISHOP outlined ASD Opportunities by Choices on slide 5.
She focused on Alaska Middle College School (AMCS). She
explained the development of the school. She said the state
provides funds for students, but it depends on school size. She
said a new funding source had been developed, and the school
funds itself without taking money from anywhere else. She added
that the Eagle River campus is the largest and most successful
part.
1:24:34 PM
DR. BISHOP spoke to CTE as a driver in slide 6, which read as
follows [original punctuation provided]:
CTE Concentrators
• Students completing two full credits of CTE
in their high school years
• Had a graduation rate of 92.8 percent
Students with disabilities
• CTE concentrators had a graduation rate of
83 percent
• NOT CTE concentrators had a graduation rate
of 53 percent
DR. BISHOP gave some background and history of the program. She
said the main idea was that the program did not want to become a
high school. Students take college placement exams or
Accuplacer for the English Language Arts or Math. The main
guarantee is that students who participate will be college-
ready. She gave personal experience of her daughter's interest
in staying in her school in order to show that programs need to
be matched to where children are. She explained that model for
the middle college was the early-middle college model. She said
that when students get on to the campus, they love the program
and stay.
DR. BISHOP outlined AMCS on slide 7, which read as follows
[original punctuation provided]:
• In collaboration with UAA
• Provides opportunities for high school juniors
and seniors to earn college credit on a college
campus (place based)
o Concurrent enrollment
o Dual credit
DR. BISHOP said the partnership between schools and UA is
crucial. She said the state has different outcomes for
high school students and college students. She mentioned
Title IX rules regarding students. She shared the story of
a bright student who was counseled out into the UA program.
He had struggled with the structure of the college setting.
She said there are FAFSA regulations regarding student aid
and grades. She added the student was directed to online
learning and had successfully completed the program.
1:30:48 PM
DR. BISHOP spoke to related costs in slide 8. She explained
that funding comes from the state and a small portion comes from
the federal government. She added that UAA fees are paid by
credit and that the cost does include books and transportation.
DR. BISHOP described the development of Matanuska-Susitna Middle
College School. She underlined that the total credits earned in
2017-2018 was 1,437.
DR. BISHOP described the CERC - Chugiak - Eagle River Campus in
slide 12. She stated it is the largest program and she
indicated that total credits earned in CERC, UAA Main, ANSEP in
2018-2019 will be 2,760.
DR. BISHOP provided information on the demographics of AMCS for
2018-2019 in slide 13. She pointed to the male-female ratio. She
stated that 61.5 percent of students in 2018-2019 are white. She
gave the example of outreach through approaching a black church
group which had resulted in 15 new students the following day.
She explained knowledge is shared beyond traditional media
through community outreach.
1:35:08 PM
DR. BISHOP gave results of student feedback on slide 14, which
read as follows [original punctuation provided]:
• Collected during the midterm gathering at the
Main Campus
• Students reported best features as:
o Sense of independence and responsibility
o Flexibility in schedule
o Ability to get ahead in college
• Students reported best resources as
o Anchorage School District teachers
o Resources available on campus to support
emotionally and academically
• Students reported math as the most challenging
subject
1:37:50 PM
DR. BISHOP gave the collected parent feedback on slide 15, which
read as follows [original punctuation provided]:
• Collected during the parent gathering at Main
Campus
• Parents reported best features as:
o College environment
o Challenging coursework
o Opportunity to get a head start on college
while fulfilling high school graduation
requirements
• Parents appreciate support their students are
given by ASD staff as they transition to college
level work
DR. BISHOP spoke to successes on slide 16, which read as follows
[original punctuation provided]:
2017-2018
• Two graduates earned enough credit for a
Associates Degree
2018-2019
• Five National Merit Scholar Semifinalists
• One senior will graduate May 2019 with a
Bachelor's Degree in Mathematics
DR. BISHOP reiterated the partnership aspect of the
programs.
CHAIR STEVENS asked for confirmation that not all students go on
to the college campus, and some classes happen on the school
campus.
DR. BISHOP answered that the primary way they offer credits is
through the middle college school. She added a lot of the high
school teachers are adjuncts at the university.
1:40:36 PM
SENATOR HUGHES asked for further information regarding the
middle college students on the university campus. She asked
about extracurricular activities.
DR. BISHOP answered that school activities occur at the
students' home high school. She said the students also have a
college ID and can attend college events as well. She explained
the location of the main hub on campus for the students. She
added the counselors and advisors are located there.
SENATOR HUGHES asked whether the teachers are teaching to
classes or whether college professors come to the middle college
to teach.
DR. BISHOP answered that instructors only teach in the evening
or as adjunct teachers at UAA. She added that ANSEP has its own
teachers and is operated in a cohort model.
SENATOR HUGHES asked where the cohort is located.
DR. BISHOP answered that ANSEP is located in the ANSEP building
on [UAA] campus.
1:45:37 PM
REPRESENTATIVE REINBOLD asked why Chugiak/Eagle River campus is
so cost effective and successful.
DR. BISHOP opined it was because from the "get-go" there were
people who want success. She underlined some of the initial
difficulties of setting up the program.
1:48:03 PM
KATHY MOFFITT, Director, Administrative Projects, Anchorage
School District (ASD), indicated she had been first principal of
that school. She added that parents had been invited in to the
process.
SENATOR COGHILL asked how students see the opportunity. He
asked how Dr. Bishop sees the management working.
DR. BISHOP answered that there is a need to teach kids from the
beginning to become college-ready. She spoke to the
communication that occurs through advisors so that parents and
students know the program exists to help them get to college
level. She added that in Matanuska-Susitna, the majority of
students left school with a total of 48 college credits. She
said the majority stay but UAA credits transfer and some go to
college out of state.
1:52:19 PM
REPRESENTATIVE KOPP mentioned the benefit of saving a year of
college tuition and the effect of driving down student loan
debt.
SENATOR STEVENS mentioned students coasting through senior year
and asked how this is addressed.
DR. BISHOP said they find that when students are doing well,
they do take a break. She underlined that the program allows
for an on-ramp and off-ramp. She added that for some, another
program is more suitable.
1:55:47 PM
SENATOR HUGHES spoke to the different development of boys and
girls. She noted the higher number of girls enrolled.
DR. BISHOP deferred to Ms. Moffitt.
MS. MOFFITT answered that females were ready to move on to
college level courses and environment. She said boys are
motivated differently and often are happier in the high school
environment.
1:57:32 PM
REPRESENTATIVE REINBOLD spoke to curriculum. She said
municipalities are stressed that they don't have contracts right
now. She said she had heard that teachers wanted more input on
the curriculum. She mentioned Saxon Math and Spalding Reading
rather than the "goofy-go math."
DR. BISHOP answered the key terms were on academic freedom. She
said teaching occurs within a framework of autonomy, but the
program has to be monitored and changed as appropriate. She
said the program includes an awareness of phonics.
CHAIR STEVENS announced that the next presentation would be on
the Kodiak Middle College.
1:59:11 PM
[Due to audio difficulties, the testimony is difficult to hear.]
DR. LARRY LEDOUX, Superintendent, Kodiak Island Borough School
District (KIBSD), said the mission of the KIBSD is to ensure
that all students are work-ready and college-ready [indisc.]
President Johnsen talking about 2040 [indisc.] He said the
district is taking a close look at providing leadership to
parents who do not have access to pre-school. He emphasized
that the work done in the Kodiak Middle College will not have
effect if the children are not prepared early on.
2:03:11 PM
MELISSA HAFFEMAN, Principal, Kodiak Middle School, Kodiak Island
Borough School District (KIBSD) presented on the Kodiak Middle
College. She mentioned that as a fishing community, it is
important to educate welders and construction workers. She
spoke to partnerships with Kodiak College, the need to reach out
to employers to ascertain their needs as well as the need to
improve internal processes.
MS. HAFFEMAN spoke to Current Misalignment Pre-School through
Post-Secondary in slide 2. She said significant work is needed
to improve the transition from elementary to middle school. She
thth
spoke of a "dip" at 6 grade and again in 9 grade when pupils
transition into high school.
2:08:01 PM
MS. HAFFEMAN advanced to slide 3, Middle College Design
Necessitates Alignment System-Wide. She mentioned a forthcoming
pre-school grant will give each child in Kodiak, Alaska, access
to pre-school. She spoke of backwards design, or "back
scaffolding" of the system, so that middle school students start
to explore their interests towards an AA or certificate.
MS. HAFFEMAN addressed slide 5 on Raising the Bar to Create a
Vacuum. She said that raising the bar at the highest level, at
thth
11 and 12 grade, necessitates preparation at the earliest
stages of school.
2:11:58 PM
MS. HAFFEMAN addressed slide 8 on Personalized Education Plans.
She said she hears that only parents who don't work or who can
come into the school regularly are aware of the programs. She
said there is a need to make them transparent for all families
in a variety of languages. She said parental and student
th
notification needs to begin in 6 grade so that students are
taking preparatory classes early in order to reach a determined
level by high school and on to postsecondary education.
MS. HAFFEMAN spoke to slide 10 on Current College Credits
offerings at Kodiak High School:
1. Advanced Placement Courses
2. Concurrent Enrollment with Kodiak College
3. College Credit through University of Alaska
Southeast
MS. HAFFEMAN presented an overview of AP courses. She stated
the school does not have wrap-around services such as
counselling to move onto the pathway for degrees. Some classes
are available, but none are articulated into a comprehensive
pathway.
MS. HAFFEMAN gave a sample view in a program designed to "grow
your own" teachers in Kodiak, Alaska, as well as a standard
pathway.
2:16:40 PM
DR. MEL LEVAN, Principal, Kodiak High School, Kodiak Island
Borough School District (KIBSD) introduced himself.
2:16:47 PM
REPRESENTATIVE KOPP spoke to athletics and highlighted that in
2016 there was the only under-four-minute mile run on the Kodiak
school track. He praised the approach to hard work and
excellence at the school.
SENATOR STEVENS asked about funding through the district.
[Due to audio difficulties, the testimony is difficult to hear.]
DR. LEDOUX answered that many mechanisms had been used for
funding over the years. Statewide correspondence program
[indisc.] half their classes through state-wide correspondence
courses. [indisc.] want the mixture [indisc.] parents can opt to
pay for some of the college classes [indisc.] AP classes or
concurrent enrollment [indisc.]
2:22:39 PM
SENATOR HUGHES mentioned that one of the toughest things is
working with the university. She expressed her hope it would
have gotten easier and asked about the expected timeline for
officially offering middle college options.
DR. LEDOUX answered he is about to sign a contract. He said the
university had been exemplary in helping develop the program.
He added that every UA administrator had expressed support. He
said the largest university in the state has said it wants to
help and it has worked out very well. He added that he
represents one district [indisc.] He underlined that many of
the district graduates are successful; however, the mission
statement says "all". [indisc.] surmised that when that happens
there will be middle college for all students in the state.
SENATOR HUGHES reiterated the aim to provide opportunities for
all students in Kodiak, Alaska. She asked whether middle
college will focus on higher risk students.
DR. LEDOUX suggested that once the programs are put in place,
there will be fewer at-risk students.
2:26:39 PM
CHAIR STEVENS announced the final presentation would be the
Matanuska-Susitna Middle College.
2:26:55 PM
AMY SPARGO, Assistant Superintendent of Instruction, Matanuska-
Susitna Borough (MSBSD), stated her presentation would provide a
practitioner's point of view.
2:27:45 PM
MS. SPARGO gave a brief overview of the presentation before
moving on to slide 2 on Dual Credit in the Mat-Su, which read as
follows [original punctuation provided]:
• Advanced Placement (AP) and International
Baccalaureate (IB)
• CTE Articulated Courses (Tech Prep) at each high
school - $25/credit
• Concurrent enrollment for Math - $40/credit
• Mat-Su Central allotment for tuition
• Mat-Su Middle College School
• ANSEP Acceleration High School Program at Career
Tech High School - $5,000/student
MS. SPARGO described the Tech Prep programs. She said the
most recent course added was process technology. She said
many students participate in Mat-Su Central part time and
traditional school classes, such as welding, at the same
time. She said some students attend traditional school
and get an allotment to take college courses as well.
2:30:31 PM
SENATOR HUGHES specified Mat-Su Central is the local homeschool
program which is the largest school in the district.
2:30:50 PM
MS. SPARGO said 10 percent of students enrolled in some form in
Mat-Su Central, around 1,700 students. She added there is also
concurrent enrolment for Math 121, wherein a high school teacher
teaches the college coursework in the high school. She
addressed the fact that math is the course with the most
frequent need for remediation. She went on to describe the
ANSEP program. She said the program is subsidized with grants
so has no extended cost for the district.
2:32:40 PM
MS. SPARGO spoke to Alaska and Mat-Su Middle College Enrollment
history. She said there had not been as much student enrolment
as initially expected. She added that many students simply
don't want to leave their schools.
MS. SPARGO addressed slide 5 on Alaska Middle College Student
Success, which read as follows [original punctuation provided]:
• To Date:
o 55 Graduates with an Associates of Arts
o 1936 College Credits Earned
• Spring 2015
o 101 College Students
square4 15 Anchorage School District Students
o Semester Avg. UAA GPA=3.17
o Overall Avg. UAA GPA=3.23
MS. SPARGO moved to slide 8 on Benefits to MSBSD and Our
Students, which read as follows [original punctuation provided]:
• Course Offerings
Eagle River Campus - 53 100 & 200 Level Courses
Mat-Su College Campus - 183 100 & 200 Level
Courses
• College Campus
Designated Science Labs, Theater, Student
Government and Clubs, Robust Technology Center and
Student Learning Labs
• Location
- Transportation Benefits
Access to High School Activities
• Degree and Certification Options
Associate of Applied Science
Occupational Endorsements
• Cost Savings on Lease and Contracted
Transportation Services
MS. SPARGO Spoke to funding. She said the school only pays the
college credits it uses. She explained that the program had
also attracted Anchorage, Alaska, students. She stated that
many enrolled in the homeschool program and also took college
classes.
2:38:06 PM
GREG GIAUQUE, Principal, Mat-Su Middle College, presented
numbers of personnel at MSMCS, which read as follows [original
punctuation provided]:
1.0 FTE English/Social Studies Teacher
1.0 FTE Guidance Counselor/APEX Teacher
1.0 FTE Principal/Teacher (Math/Science)
.5 FTE Administrative Assistant/Registrar
MR. GIAUQUE suggested one of the reasons the program is so
successful is that it offers transition assistance for the
students to aid them in moving into the college level
courses.
MR. GIAUQUE moved to slides 10-11 on Program design, which read
as follows [original punctuation provided]:
Advising
• College Advisors & High School Counselors
• Scheduling (GPA, Test Scores & Student Goals)
Orientation
• Focus on Transition & Success
• New & Continued Student Differentiation
Structured Support
• Seminar Classes
• High School Classes
Books
• Distribution & collection
Add/ Drop & Withdraw
• Coaching students
Academic Probation
• Reduction in credit
• On track to graduate
• Retake courses with W/D or F if possible
2:44:02 PM
MS. SPARGO underlined that the success rate for Mat-Su Middle
College students is higher than for students who take the
classes as adults.
MR. GIAUQUE moved to slide 12 on MMSMCS Course Enrollment Data
2018, which read as follows [original punctuation provided]:
• Students Taking 6-8 Credits 24
• Students Taking 9-11 Credits 78
• Students Taking 12-14 Credits 62
• Students Taking 15+ Credits 13
• 630 sections on campus and 9 via web
MR. GIAUQUE added that the majority of the students over a two-
year period earn about 45 credits.
2:45:01 PM
MR. GIAUQUE addressed slide 13 on MSBSD Middle College Student
Performance Data, Class of 2018. He pointed out that the
st
students performed in the 81 percentile in reading and writing
and in the 70th percentile in math.
2:45:50 PM
MS. SPARGO compared Mat-Su Middle College demographics to those
of the rest of the school district. She highlighted there is
also a stand-alone ANSEP program with 50 students. She added
there are more Alaska Native students accessing postsecondary
credit than represented across the district.
MS. SPARGO turned to the next slide, and pointed out that twice
as many girls as boys attending the Mat-Su Middle College. She
related that boys love their high school and friends, which they
would need to leave to attend the Mat-Su Middle College. She
added there is a disproportionate number of boys in computer
sciences and other technical options as well.
MS. SPARGO said in the Mat-Su Middle College School 84 percent
of students are passing their classes, compared to 72 percent
for non-MSMS students.
2:48:46 PM
MR. GIAUQUE addressed slide 18 on Mat-Su & Alaska Middle College
Student Success, which read as follows [original punctuation
provided]:
• To Date:
o 82 Graduates with an Associates of Arts or
equivalent
o 13,600 College Credits Earned
• Spring 2018
o 168 College Students
o Completion Rate 93.3 percent
o Overall Avg. UAA GPA=3.25
o APS AVG. 60 percent
MR. GIAUQUE addressed Mat-Su and Alaska Middle College Student
Success. He noted that 112 students had been recipients of the
Alaska Performance Scholarship. Total scholarship awards for
2018 were $2,095,561, and 49 percent of students received one or
more scholarships.
MS. SPARGO spoke to budget considerations. She said that due to
the good partnership with the university, the middle college is
on par with what it costs for any high school in the district.
She said they believe it is an investment in the community and
the colleges. She stated that in traditional schools, the main
expense is personnel. In the middle college school, much of the
personnel is already on the faculty of the university.
2:52:50 PM
SENATOR HUGHES asked about limits to course offerings. She asked
about lab fees or reusing textbooks.
MR GIAUQUE answered that currently the only limit currently is
age-related, such as a work experience in a doctor's office, for
which the minimum age is 18. He gave the example of private
pilot ground school which would have cost $18,000.
SENATOR HUGHES asked about concerns regarding ages of students
on campus. She enquired whether there is a designated space on
campus for the younger group.
MS. SPARGO answered that behavior on the college campus is also
taught. There is a special space as a home base. She said the
students become very independent.
MR. GIAUQUE answered teenagers are teenagers but as a whole,
they understand why they are there. He said having a business-
like attitude sets the tone for the rest of the day.
MS. SPARGO said open campus is not developmentally appropriate
for all age groups. She stated currently 9th and 10th graders
are housed in a school that is not open campus and college
professors come to them.
2:59:09 PM
SENATOR STEVENS commented that what had been learned in the
meeting would have enormous impact on how things moved forward
in the coming session.
3:00:22 PM
ADJOURNMENT
There being no further business before the Senate Education
Standing Committee and House Education Standing Committee
meeting was adjourned at 3:00 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Arizona Middle College Offering.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| California Middle Colleges.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Colorado Early Colleges.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Connecticut Early College Press Release.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Delaware State University.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Delaware State University.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Florida Statute.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Idaho-DualCreditBro-2017.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| IDHS_EarlyCollegeSummary2017v7.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Michigan Department of Education.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Michigan MEMCA.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Montana Running Start Law.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| New Hampshire Running Start.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| University of Northwestern MN.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Oregon Running Start Article.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Oregon Running Start Article.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Seattle Times Article.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
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| 2014 Washington Report.Running Start.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Washington Cooperative Agreement.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Utah Law.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| 2018 AC PAST Bio.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| 2014.04.24.052c.Report.Running Start.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Alaska Middle College K12 PAST 10.2018.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| 2018_Summer_ECEmagazine.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Design_Principals_-_Rev._10-2016_537882_7.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| DualEnroll NCSL March 2008.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| EMC_Brochure_Digital_20180813_634740_7.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| EMC_FAQs_634735_7.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| EMC_High_Schools__Programs_in_Michigan_635437_7.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Iron Dale High School.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Middle College Meeting Contact Information.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Middle College National Consortium.docx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Spokesman Review Article.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Press_Release_Transfer_Credits_Resolution_of_Support_Resolution.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Star-Advertiser-Editorial-Never-too-Early-for-College.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| deck-for-alaska legislative committees 11.18.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| ACPE 111318 Presentation.pptx |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| KIBSD Middle College Presentation.pptx |
HEDC 11/13/2018 9:00:00 AM |
|
| President Johnsen UA Bridging Programs Final.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Jennifer Zinth ECS Presentation 11.13.18.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| NCSL Middle College Presentation.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| NCSL Middle College Memo.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Dr. Annalies Corbin Presentation.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Dr. Annalies Corbin Presentation #2.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Mat-Su Borough School District Presentation 11.13.18.pdf |
HEDC 11/13/2018 9:00:00 AM |
|
| WICHE Presentation.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |
|
| Norm Wooten AASB Testimony.pdf |
HEDC 11/13/2018 9:00:00 AM SEDC 11/13/2018 9:00:00 AM |