Legislature(2021 - 2022)DAVIS 106
04/12/2021 08:00 AM House EDUCATION
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Alaska Performance Scholarship, Program Review, and Recommendations | |
| HB48 | |
| HB19 | |
| HB25 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| *+ | HB 48 | TELECONFERENCED | |
| += | HB 25 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 19 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
April 12, 2021
8:01 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Grier Hopkins
Representative Mike Prax
Representative Mike Cronk
Representative Ronald Gillham
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION(S): ALASKA PERFORMANCE SCHOLARSHIP~ PROGRAM
REVIEW~ AND RECOMMENDATIONS
- HEARD
HOUSE BILL NO. 48
"An Act relating to eligibility for the Alaska performance
scholarship program."
- HEARD & HELD
HOUSE BILL NO. 19
"An Act relating to instruction in a language other than
English; and establishing limited language immersion teacher
certificates."
- HEARD & HELD
HOUSE BILL NO. 25
"An Act relating to the duties of the state Board of Education
and Early Development; relating to statewide standards for
instruction in social-emotional learning; and providing for an
effective date."
- HEARD & HELD
PRESENTATION(S): ALASKA PERFORMANCE SCHOLARSHIP~ PROGRAM
REVIEW~ AND RECOMMENDATIONS
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: HB 48
SHORT TITLE: AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
SPONSOR(s): REPRESENTATIVE(s) STORY
02/18/21 (H) PREFILE RELEASED 1/8/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, FIN
04/12/21 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 19
SHORT TITLE: LIMITED TEACHER CERTIFICATES; LANGUAGES
SPONSOR(s): REPRESENTATIVE(s) KREISS-TOMKINS
02/18/21 (H) PREFILE RELEASED 1/8/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, L&C
04/09/21 (H) EDC AT 8:00 AM DAVIS 106
04/09/21 (H) Heard & Held
04/09/21 (H) MINUTE(EDC)
04/12/21 (H) EDC AT 8:00 AM DAVIS 106
BILL: HB 25
SHORT TITLE: PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
SPONSOR(s): REPRESENTATIVE(s) HOPKINS
02/18/21 (H) PREFILE RELEASED 1/8/21
02/18/21 (H) READ THE FIRST TIME - REFERRALS
02/18/21 (H) EDC, STA
03/29/21 (H) EDC AT 8:00 AM DAVIS 106
03/29/21 (H) Heard & Held
03/29/21 (H) MINUTE(EDC)
04/12/21 (H) EDC AT 8:00 AM DAVIS 106
WITNESS REGISTER
REBECCA BRAUN, Consultant
McKinley Research Group, LLC
Juneau, Alaska
POSITION STATEMENT: Co-presented a PowerPoint presentation,
entitled "Alaska Performance Scholarship, Program Review, and
Recommendations."
HEATHER HAUGLAND, Consultant
McKinley Research Group, LLC
Bellingham, Washington
POSITION STATEMENT: Co-presented a PowerPoint presentation,
entitled "Alaska Performance Scholarship, Program Review, and
Recommendations."
MARY HAKALA, Staff
Representative Andi Story
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented HB 48 on behalf of Representative
Story, prime sponsor.
SANA EFIRD, Executive Director
Alaska Commission on Postsecondary Education
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
48.
ABBY O'NEILL, Educator
National Education Association Alaska
Eagle River, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
25.
MALLORY VANREENAN
Fairbanks, Alaska
POSITION STATEMENT: Provided invited testimony in support of HB
25.
KATIE BOTZ
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 25.
CHRISTINE HUTCHINSON
Kenai Peninsula, Alaska
POSITION STATEMENT: Testified in opposition to HB 25.
MIKE COONS
Palmer, Alaska
POSITION STATEMENT: Testified in opposition to HB 25.
NORM WOOTEN, Director of Advocacy
Association of Alaska School Boards
Anchorage, Alaska
POSITION STATEMENT: Testified in support of HB 25.
KELLY NASH
Fairbanks, Alaska
POSITION STATEMENT: Testified in opposition to HB 25.
ALYSYN THIBAULT, Teacher
Anchorage, Alaska
POSITION STATEMENT: Testified in favor of HB 25.
LISA SKILES PARADY, PhD, Executive Director
Alaska Council of School Administrators
Juneau, Alaska
POSITION STATEMENT: Testified in support of HB 25.
ACTION NARRATIVE
8:01:46 AM
CO-CHAIR ANDI STORY called the House Education Standing
Committee meeting to order at 8:01 a.m. Representatives
Hopkins, Prax, Cronk, Gilham, Drummond, and Story were present
at the call to order. Representative Zulkosky arrived as the
meeting was in progress.
^PRESENTATION(S): Alaska Performance Scholarship, Program
Review, and Recommendations
PRESENTATION(S): Alaska Performance Scholarship, Program
Review, and Recommendations
8:03:02 AM
CO-CHAIR STORY announced that the first order of business would
be a presentation entitled, "Alaska Performance Scholarship,
Program Review, and Recommendations."
8:03:39 AM
REBECCA BRAUN, Consultant, McKinley Research Group, LLC, co-
presented a PowerPoint presentation [hard copy included in
committee packet], entitled "Alaska Performance Scholarship,
Program Review, and Recommendations," which was completed for
the Alaska Commission on Postsecondary Education. She presented
slide 2, "Presentation Outline," which read as follows [original
punctuation provided]:
Overview and Study Purpose
? APS Eligibility and Use Trends
? Survey and Interview Findings
? Literature Review
? Key Findings
? Recommendations
? Q&A
MS. BRAUN presented slide 3 about the Alaska Performance
Scholarship (APS), entitled "APS Background," which read as
follows [original punctuation provided]:
Approved in 2010 "? to provide scholarships for high
school graduates who are Alaska residents to attend a
qualified postsecondary institution in the state" (AS
14.43.810)
Goals:
? Drive increased K-12 rigor
? Keep high-achieving students in state
Separately established $400 million Higher Education
Investment Fund
Administered by Alaska Commission on Postsecondary
Education
8:05:53 AM
MS. BRAUN presented slide 4 entitled "APS Overview," which read
as follows [original punctuation provided, with some formatting
changes]:
Two award types
Degree (academic)
? Certificate (career and technical education)
Three award levels
? Level 1: $4,755/year
? Level 2: $3,566/year
? Level 3: $2,378/year
Three eligibility criteria
? Grades
? Standardized test score
? Coursework
Other considerations
Students can receive award for 8 semesters
? Must be used within 6 years of graduation
? Continuing eligibility requirements apply
MS. BRAUN presented slide 5 entitled "Study Purpose," which read
as follows [original punctuation provided]:
? Annual awards are about half what was anticipated in
dollars awarded and students served.*
? After peaking in 2016, overall use has declined.*
? Low use of the APS means missed opportunities for
Alaskans and Alaska.
KEY QUESTIONS:
? Why are APS eligibility and use low and falling?
? What changes would improve the program?
*2020 is an outlier.
MS. BRAUN commented that the group was lucky to have a variety
of qualitative and quantitative sources when asking the
questions that drove the study. She said it used annual
outcomes reports that are required in statute, executive
interviews focused on post-secondary institutions in Alaska, a
survey of high school graduates, a 2020 school district survey,
and a literature review.
MS. BRAUN presented slide 6, entitled "Methodology: Review and
Synthesis of Multiple Sources," which read as follows: [original
punctuation provided, with some formatting changes]:
APS Outcomes Report 2021
Executive interviews: Postsecondary institutions and
others
High school graduate surveys (classes of 2015-2020)
Alaska Performance Scholarship Eligibility Survey 2020
(school districts)
Literature review
8:08:17 AM
MS. BRAUN presented slide 7, entitled "APS Eligibility (set in
statute)," which she explained was an eligibility matrix. She
commented that it was complex for students to navigate the
different eligibility levels and types. She directed attention
to slide 8, entitled "APS Eligibility: 2011-2019." She
explained that this slide showed the percent of Alaska public
high school graduates each year who met all the eligibility
criteria for APS from 2011-2019. She pointed out that
eligibility has fallen in recent years.
MS. BRAUN directed attention to slide 9, entitled "APS Use:
2011-2019." She said this slide showed the percentage of
students who are eligible for APS and use it the fall after
their high school graduation. She said generally students not
using it either decided to go out of state for training and
education or did not pursue training and education the fall
after graduation. She noted that in the first year, 36 percent
of eligible students for a total of 844 students used it, the
number peaked in 2016 with 39 percent at 902 students, and then
dropped to 33 percent with 644 students using the scholarship in
2019.
MS. BRAUN directed attention to slide 10, entitled "APS
Eligibility and Use by Region: 2019." She suggested that the
takeaway from this slide was the big regional variation. She
also pointed out that students in Southcentral, Southeast, and
the Interior tended to qualify at higher rates than in Southwest
and the far North. She said use patterns, however, are
different, with Interior students using the scholarship at a
higher rate compared to the lower rates of use in Southwest
Alaska and Southeast Alaska.
8:11:53 AM
MS. BRAUN directed attention to slide 11, entitled "APS
Eligibility by Race/Ethnicity: AVERAGE 2015-2019." She
explained that the average eligibility rate was 27 percent, but
Native Hawaiian, Pacific Islander, Alaska Native, and African
American students qualified at lower rates. She moved to slide
12, entitled, "Increase in APS Eligibility by Race/Ethnicity,
2019-2020," which showed an average increase in eligibility of
63 percent in 2020 over 2019's numbers. She explained that
because of COVID-19, testing requirements were waived in 2020,
so students only had to meet the grade point average (GPA) and
curriculum requirements. She said the groups with the greatest
gains in eligibility when the test was waived were Native
Hawaiian, Pacific Islander, Alaska Native, and African American
students, which she suggested said something about the role of
the test.
8:13:41 AM
MS. BRAUN presented slide 13, entitled "District Survey
(Principals/Counselors)." She said districts reported that test
scores were the top barrier to eligibility for students,
followed by curriculum requirements. In terms of use, she
shared that funding instability was a key concern, and pointed
to both the scholarships being vetoed in a previous fiscal year
and funding instability for the University of Alaska (UA).
8:14:48 AM
REPRESENTATIVE ZULKOSKY referred to slide 12 and asked if there
was a noted increase in the utilization of the program in 2020.
MS. BRAUN replied that use in terms of raw numbers increased,
but in terms of percentage decreased. She commented that 2020
data is an outlier because many students opted to defer their
education.
8:15:47 AM
CO-CHAIR STORY asked how many years a student could defer and
still be eligible for the award.
MS. BRAUN answered that students are eligible for six years
following graduation.
8:16:22 AM
HEATHER HAUGLAND, Consultant, McKinley Research Group, LLC, co-
presented a PowerPoint presentation, entitled "Alaska
Performance Scholarship, Program Review, and Recommendations."
She presented slide 14, entitled "High School Graduate Survey:
APS-Eligible." She shared that McKinly Research Group, LLC, did
an online survey of about 6,000 high school graduates from 2015-
2020. She said about half were eligible for the scholarship and
half weren't, so each group received a different set of
questions. The survey asked APS-eligible students who went out
of state for further education why they did so. She said
"quality of academics" was mentioned by 53 percent of
respondents in 2015 but increased to 77 percent of respondents
in 2020. She stated that this pointed to a decrease in the
confidence of in-Alaska options. She pointed out an increase in
respondents citing both "scholarship" and "financial aid
package" as additional reasons for continuing education outside
of Alaska, which she argued pointed to the competitiveness of
out-of-state financial aid options.
MS. HAUGHLAND presented slide 15, entitled "High School Graduate
Survey: APS-Ineligible." She said about half of respondents
said they were aware of APS. Of those who were aware, one
quarter said they were very interested in qualifying when in
high school, and another 46 percent said they were somewhat
interested. She said this points to unmet demand and suggests
many graduates would be taking advantage of the scholarship if
they qualified. When asked why graduates didn't qualify, the
number one answer was test scores, she shared. She said these
surveys corroborated with other data.
8:18:56 AM
MS. BRAUN directed attention to key points slide 16 entitled
"Postsecondary Institution Findings," which read as follows
[original punctuation provided]:
UA reports APS students are more successful than their
peers in postsecondary education
? Higher readiness, persistence, and completion rates
Factors contributing to decline in APS eligibility and
use:
? Complexity and burden of eligibility and program
design
? Timing of award notifications
? Declining real value of awards
? Continuing eligibility requirements
? Lack of flexibility between CTE and academic awards
? Unequal access
? External factors
MS. BRAUN explained that students aren't notified of whether
they qualify for the award until after graduation, so many don't
factor it into their choice of school, since other scholarships
are awarded as soon as fall of a high school student's senior
year.
8:21:01 AM
REPRESENTATIVE HOPKINS asked if the "declining real value of
awards" was the amount of the scholarship that was decreasing or
if it was relative to the increase in tuition cost for the UA
system.
MS. BRAUN answered that the actual number was not declining, but
the relative value because of inflation is eroding.
8:21:40 AM
MS. BRAUN returned to the presentation on slide 17 entitled
"Literature Review," which read as follows [original punctuation
provided]:
Grades are more predictive than ACT/SAT.
? U Chicago: GPA 5x better predictor of college
success than ACT.
? U California system: GPA better predictor of college
success than tests.
SAT/ACT tests have inequitable impacts and serve as
barriers
to underrepresented groups.
? Brookings Institution: SAT scores highly correlated
with family income.
? National College Access Network (NCAN): Removing
test requirements boosts diversity in higher ed
without reducing student quality or success.
The role of the SAT/ACT is declining in higher
education admissions and financial aid decisions.
? NCAN: More than 300 schools went test-optional since
2005.
? COVID is accelerating this trend.
MS. BRAUN presented slide 18, entitled "Key Findings: APS
Eligibility," which read as follows [original punctuation
provided]:
? There is a high level of interest in the APS among
ineligible students this indicates unmet need.
? Standardized test requirements are the top barrier
to APS eligibility.
? Eligibility fell after 2016 when the state stopped
requiring and paying for all students to take
standardized testing.
? The program's complexity serves as a barrier to
eligibility.
? The distinction between academic and CTE awards
limits some students' aspirations.
? There are significant disparities in eligibility by
race/ethnicity, and by region.
? Evidence increasingly shows that the SAT/ACT is less
predictive of student success than other factors.
8:24:33 AM
REPRESENTATIVE PRAX referred to the last bullet on slide 18 and
asked how "student success" is defined.
MS. BRAUN replied that there are more details provided in the
report, but it depends on the study. She said the University of
Chicago study looked at all Chicago public school graduates from
a graduating class and found that high school GPA was five times
as predictive as ACT score in terms of the students' first-year-
of-college success. She offered that some other long-term
studies looked at college graduation rates and found no overall
difference in graduation rates from schools with test-optional
admission.
REPRESENTATIVE PRAX asked if success meant completing college.
MS. BRAUN clarified that in this case, it is determined as
success in the student's post-secondary program.
REPRESENTATIVE PRAX commented that then success according to
colleges is completing a college curriculum.
MS. BRAUN added additional clarification that the state has
incentive for its investment to pay off; therefore, if a student
were to receive an award for post-secondary school or training,
the state would hope the student completes it. She agreed that
the word success was "kind of loaded."
CO-CHAIR STORY offered her understanding that one reason
Governor Sean Parnell implemented this program was to fill the
Alaska workforce with graduates, as well as to keep students in
state.
8:28:36 AM
MS. BRAUN proceeded to slide 19, entitled "Key Findings: APS
Use," which read as follows [original punctuation provided]:
? Evidence suggests the APS is declining in
competitiveness compared to other financial aid
packages.
? Reduced appeal of in-state institutions is a
contributor to declining interest in the APS.
? The late timing of APS award notifications means it
is not a factor in many students' postsecondary
decisions.
? Continuing eligibility requirements are out of step
with student needs and with other scholarship
requirements.
MS. BRAUN presented slide 20, entitled "Recommendations: Broad
Principles," which read as follows [original punctuation
provided]:
The Education Commission of the States recommends
states redesigning financial aid programs ensure
programs are:
? student-centered
? goal-driven and data-informed
? timely and flexible
? broadly inclusive
8:29:48 AM
MS. BRAUN presented slide 21, entitled "Recommendations," which
read as follows [original punctuation provided]:
1. Simplify program eligibility.
? Eliminate distinction between academic and CTE
awards.
? Offer alternative pathways to demonstrate
academic rigor.
? Use 3 years of high school for eligibility
determinations.
? Consider round numbers for award levels.
2. Simplify and increase flexibility of awards.
? Revise continuing eligibility requirements to
better match student needs.
? Consider aligning with Satisfactory Academic
Progress or University Scholars standards.
? Extend 6-year window for APS use.
MS. BRAUN presented slide 22, a continuation of
"Recommendations," which read as follows [original punctuation
provided, with some formatting changes]:
3. Increase access and commit to equity.
? Eliminate testing requirement. This also eliminates
distinction between CTE and academic tracks.
? If testing continues to be required
? require and pay for all students to take test
? consider replacing statutory cut scores with
regulatory criteria (technical)
? Ensure all students get early and ongoing counseling
to meet requirements.
? Include subgroup analysis in annual outcomes
reports.
4. The dollar values of APS awards will need to be
amended.
? Consider introducing statutory flexibility or a
trigger mechanism.
8:32:26 AM
CO-CHAIR STORY offered her understanding that the curriculum
limited the award between career and technical education (CTE)
and academic tracks, rather than testing. She asked for
clarification on Ms. Braun's suggestion regarding eliminating
the testing requirement or having the schools require, pay for,
and offer the testing. She commented that some districts did
not offer an ACT or SAT and students had to travel to take the
test. She cited cost barriers and said [college entrance
testing] has gotten to be a big industry across the United
States, which creates a barrier for some students.
MS. BRAUN confirmed Co-Chair Story's assertation and said that
is what the McKinley Research Group, LLC, has heard from
districts, students, and universities and what national studies
are showing. She said that this feeds into unequal access and
the recommendation to remove the test as part of the eligibility
criteria. She reiterated that the tests aren't good predictors
of whether a student is college ready.
CO-CHAIR STORY pointed out that students lose the scholarship if
they don't maintain their GPA while attending university, but a
student could regain the scholarship by righting his/her GPA.
8:36:18 AM
MS. BRAUN finished her presentation with slide 23. She opined
legislators had a lot of vision when creating this scholarship,
and now with ten years of experience there is opportunity to
refine and improve it.
8:37:27 AM
REPRESENTATIVE HOPKINS referenced slide 10 and asked if the
availability of the required course load effected eligibility in
the Southwest and Northern regions of the state.
MS. BRAUN cited a 2020 survey which found that the curriculum
requirements were a challenge for rural districts. She said
rural districts had difficulties with access to testing and test
preparation, as well as access to the necessary support that
allowed students access to every course needed, which often
required online classes.
REPRESENTATIVE HOPKINS asked if the McKinley Research Group,
LLC, specifically looked at the SAT and ACT for standardized
test scores, and whether the group had any recommendations
regarding the credit criteria.
MS. BRAUN replied that the group was just passing on feedback it
had received that the curriculum criteria should be
reconsidered. She commented that it would take some work,
because of the desire to keep the scholarship at a high
standard. She agreed that there should be enough flexibility
that students across the state had access.
8:41:29 AM
CO-CHAIR DRUMMOND referred to slide 4 and asked if the award
levels had stayed the same over the life of the scholarship.
MS. BRAUN confirmed that the awards were set in statute and had
not changed.
CO-CHAIR DRUMMOND asked Ms. Braun if the McKinley Research
Group, LLC, had looked at the investment fund which produced the
revenue for the scholarships. She said it would be helpful to
understand the amounts available for scholarships but noted that
there is not as much money available to produce the scholarships
as there was at the start of the program. She opined that the
legislature had made a mistake in not allowing for inflation.
MS. BRAUN replied it was not part of the group's scope of work
to look at how much money the higher education fund is earning,
but the group is aware of it. She said about $9 million has
been paid out a year in scholarships, which is below what was
anticipated and below what could be afforded. She referred to
legislative spending practices and said, "If we don't use this
asset, it may be ripe for poaching."
CO-CHAIR DRUMMOND observed that on slide 8 there are no actual
numbers, only percentages, and on slide 9 there are some
numbers, but she would like to know the totals. She asked,
"What is 36 percent of the 29 percent on slide 8, which doesn't
have an actual number?"
MS. BRAUN responded that the group had debated what sort of
numbers and how many to share during the presentation but
offered that the numbers are in the full report. She said on
slide 8 the number of eligible high school graduates in 2011 was
2,338, which was 29 percent of the class. She explained that 36
percent of the eligible students decided to use the scholarship,
which came out to 844 students.
8:46:41 AM
REPRESENTATIVE PRAX asked if he was correct in understanding
that the full amount of funds available wasn't being utilized.
MS. BRAUN answered the high education fund is not a dedicated
fund, so the amount that is available is the amount that the
legislature appropriates. She commented that legislators first
anticipated $20 million annually in awards, but thus far the
awards have not exceeded $9.4 million per year.
REPRESENTATIVE PRAX asserted that the underlying capital in the
fund is underutilized, to which Ms. Braun said that was a fair
conclusion.
8:48:32 AM
The committee took an at-ease from 8:48 a.m. to 8:49 a.m.
[During the at-ease, Co-Chair Story passed the gavel to Co-Chair
Drummond.]
HB 48-AK PERFORMANCE SCHOLARSHIP; ELIGIBILITY
8:49:29 AM
CO-CHAIR DRUMMOND announced that the next order of business
would be HB 48, "An Act relating to eligibility for the Alaska
performance scholarship program."
8:49:44 AM
CO-CHAIR STORY, as prime sponsor, presented HB 48. She stated
that career and technical education (CTE) is a valuable part of
post-secondary education. She said that research shows that it
motivates students, keeps them engaged in school, and gives them
a meaningful path towards their future work and education goals.
She shared that she introduced the proposed legislation during
the previous session, and it had been received with enthusiasm
from the CTE community but given the late start and the COVID-19
early shut down, the bill did not move far enough. She
explained that she sees HB 48 as a first step towards
recognizing the value of CTE in a well-rounded, rigorous course
of study. She commented that she would be interested in
integrating some of the recommendations from the previous
presenters' report into the proposed legislation.
CO-CHAIR STORY explained that HB 48 offers students options to
apply CTE coursework towards Alaska Performance Scholarship
(APS) eligibility. She said it broadens the range of courses a
student can count towards APS eligibility and recognizes the
value of CTE for all students and for meeting the needs of
Alaska's future workforce. She opined that APS is an important
financial resource that more students should have access to, and
said she wanted to be sure that CTE options count in the
scholarship.
8:52:27 AM
MARY HAKALA, Staff, Representative Andi Story, Alaska State
Legislature, presented the bill packet for HB 48 on behalf of
Representative Story, prime sponsor. She directed attention to
the fourth paragraph of the sponsor statement which read as
follows [original punctuation provided]:
HB 48 offers three avenues for a student to
incorporate CTE courses in their APS application:
? Replace one credit of social studies with one
credit CTE under the math/science track;
? Replace one credit of social studies with one
credit CTE under the social studies/language track; or
? Replace two years of world language with two years
of CTE, with one year of CTE in a sequence of
increasing rigor within a career cluster.
Note - A credit is equivalent to one year or two
semesters of course work.
MS. HAKALA noted that this was similar to the summary of changes
and continued with the bill packet. She directed attention
towards the "APS Checklist," and offered this as an easy way to
understand what HB 48 does. She referenced the previous
presentation and noted that one of the institutional factors
that discourage APS use is the complexity and burden of
eligibility. She said [the chart in the bill packet] is based
on the Alaska Commission on Postsecondary Education's (ACPE's)
format and maps out for a student and guidance councilor how a
credit option of CTE or two credit options of CTE could be
integrated into the required curriculum. She noted that the
categories were defined by ACPE to better guide students,
although this isn't how the tracks are defined in statute. She
said one year of CTE is required to be a sequence of courses in
a career cluster.
8:55:09 AM
MS. HAKALA moved on to the fiscal notes. She said the fiscal
note from the Alaska Department of Education and Early
Development (DEED) has a $6,000 cost to promulgate regulations
for these changes. The second fiscal note is from the ACPE, she
shared, and is a zero fiscal note. She said the hope is that
the proposed legislation's impact would be to increase the
eligibility and use of APS by students, so there would be an
increase in cost against the higher education fund, but at this
point the cost is unknown.
MS. HAKALA directed attention to a graphic from the CTE
community, entitled "Who Are Alaska's CTE Students?" She noted
that 73 percent of CTE concentrators continue to post-secondary
training and pointed out the 95 percent graduation rate [of high
school students who have taken CTE courses]. She mentioned that
the proposed legislation has two letters of support at this
point. She shared that in Juneau, 97 percent of students who
take two credits in a career pathway graduate from high school.
According to ACPE provided data, 65 percent of Alaska's best
jobs in 2025 will require a post-secondary credential, she
noted.
8:55:09 AM
SANA EFIRD, Executive Director, Alaska Commission on
Postsecondary Education Department of Education and Early
Development, provided invited testimony in support of HB 48.
She stated that HB 48, which would expand the eligibility
requirements for APS to include a high school CTE pathway, is
important to the commission. She emphasized that the commission
is aware of the need to expand CTE opportunities in Alaska and
support CTE as an integral part of the future success of Alaska
students. She stated that the change places equal value on CTE
career tracks as an option for postsecondary education, and if
passed would allow more Alaska students the opportunity to be
eligible for the APS and would expand options for high school
CTE students. She said this pathway would align with the
existing APS CTE award, which is needed for Alaska's workforce.
9:00:31 AM
CO-CHAIR DRUMMOND commented that this seemed to be meeting the
recommendations of the McKinley Research Group, LLC, regarding
an increased availability of CTE awards.
9:01:00 AM
CO-CHAIR STORY commented that as shown by the grid that charts
what is involved in APS, there is great academic rigor, even if
the testing requirement were removed.
9:02:04 AM
REPRESENTATIVE ZULKOSKY directed attention to [Section 1,
subsection (a), paragraph (3), subparagraph (C), on page 2,
lines 6-9] of HB 48, regarding the different scopes of
curriculum of the proposed legislation, and she asked if making
the scholarship more equitable across Alaska was the intention
of this section.
CO-CHAIR STORY replied that the intent is to open the
scholarship to the CTE opportunities that Alaska is trying to
offer more of in high schools. She commented that one of the
equity pieces was the curriculum availability across different
school districts, because some districts did not have
opportunities to offer certain courses. She said she thinks
this will make more courses available to students.
9:04:31 AM
CO-CHAIR DRUMMOND recalled the presentations from the previous
week had highlighted the popularity and availability of CTE
classes and the success of students who took CTE in various
districts.
CO-CHAIR DRUMMOND announced that HB 48 was held over.
9:05:35 AM
The committee took an at-ease from 9:05 a.m. to 9:06 a.m.
[During the at-ease, Co-Chair Drummond passed the gavel back to
Co-Chair Story.]
HB 19-LIMITED TEACHER CERTIFICATES; LANGUAGES
9:06:03 AM
CO-CHAIR STORY announced that the next order of business would
be HB 19, "An Act relating to instruction in a language other
than English; and establishing limited language immersion
teacher certificates."
9:06:39 AM
CO-CHAIR STORY opened public testimony on HB 19. After
ascertaining that there was no one who wished to testify, she
closed public testimony.
[HB 19 was held over.]
HB 25-PUBLIC SCHOOLS: SOCIAL/EMOTIONAL LEARNING
9:08:38 AM
CO-CHAIR STORY announced that the next order of business would
be HB 25 "An Act relating to the duties of the state Board of
Education and Early Development; relating to statewide standards
for instruction in social-emotional learning; and providing for
an effective date."
9:09:07 AM
REPRESENTATIVE HOPKINS, as prime sponsor of HB 25, overviewed
the proposed legislation's fiscal notes. He said there would be
a one-time increment for creating social/emotional learning
(SEL) standards that would include $30,000 for 20 educators to
come together for one year to create the standards, $35,000 for
a contract for an expert to help facilitate the standards
process, and $6,000 in legal fees to implement the necessary
regulatory changes. He noted that stakeholder meetings would be
held virtually in order to save cost.
9:11:13 AM
ABBY O'NEILL, Educator, National Education Association (NEA)
Alaska, provided invited testimony in support of HB 25. She
said that children successful when they have strong connections
with people who care about them. She explained that this allows
them to take risks safely, work with others, regulate emotions,
and recognize their strengths. She said this is the epitome of
SEL. She argued that when taught in the classroom and
relationships are strengthened, SEL provides for academic
success and personal growth both socially and emotionally.
MS. O'NEILL argued the pandemic highlighted that teachers do
much more than teach academics. She said teachers are educating
children on how to interact, how to calm down and reset, how to
work past a challenge, and how to be their best selves. She
stated that SEL has allowed her to instill self-regulation for
those with high needs behaviors and has also encouraged teamwork
and an appreciation of differences. She stated that SEL builds
a bridge between life's obstacles and a student's learning. She
opined that adding SEL standards at the state level would allow
for students to be supported on a level other than academics.
She offered that SEL can help bring in more trauma-informed
teaching practices and can provide students the skills that will
help them be more successful in the classroom and more prepared
for the future.
9:13:47 AM
MALLORY VANREENAN provided invited testimony in support HB 25.
She shared that her daughter has received support for SEL during
her time in a special education program, which has helped her
overcome shyness and given her the skills to advocate in the
classroom. She shared her belief that this sort of curriculum
would benefit all students. She said simple skills like naming
and recognizing emotions can help to process feelings and help
kids function in the classroom and the world as they grow. She
stated that these skills also help them interact with both their
teachers and their peers. She opined that statewide standards
for this curriculum would benefit every Alaska child and help
hold the school system to a high standard.
9:15:00 AM
CO-CHAIR STORY opened public testimony on HB 25.
9:15:37 AM
KATIE BOTZ testified in support HB 25. She shared that she was
sexually abused when in the sixth grade, and she wasn't allowed
to talk about her experience or the investigation that followed.
She said her teacher noticed she was falling behind academically
in the eighth grade, and a teacher asked that she be held back.
Ms. Botz asserted that she fell behind because she couldn't
process the social and emotional aspects of her trauma, which
has since affected her work as an adult.
9:19:09 AM
CHRISTINE HUTCHINSON testified in opposition to HB 25. She
called the proposed legislation "mission creep of the Education
Department." She said [public education] was to be [limited to]
reading, writing, and arithmetic. She suggested that HB 25 be
modified to include interaction and permission from the
student's family. She said [emotional and behavioral] problems
and solutions start in the home, which is where she opined these
things should be addressed. She saw HB 25 as an added
governmental expense.
9:21:39 AM
MIKE COONS testified in opposition to HB 25. He said this bill
addressed learning that children should receive from their
parents, and that he disagreed with spending $71,000 on the
proposed legislation. He said families were more concerned with
reading, writing, and arithmetic, and other social issues.
9:24:27 AM
NORM WOOTEN, Director of Advocacy, Association of Alaska School
Boards (AASB), said the association strongly supports HB 25. He
shared that AASB has a full-time position that works with school
districts and families to support SEL. He explained that AASB
doesn't intend to supplant parent teaching within the home, but
to supplement it. He argued that children's problems don't stop
when they attend school, and it is necessary that teaching staff
address student's problems and also help families overcome
problems that children may be having.
9:26:04 AM
KELLY NASH testified in opposition to HB 25. She stated that HB
25 was "funded by the Bill and Melinda Gates Foundation, ...
Chan Zuckerberg, and it also has affiliations with Chinese
corporations," and she opined that it is, "absolutely
disgusting." She argued this legislation would be a violation
of privacy and was unconstitutional. She reiterated previous
testifiers' sentiments that schools should [stick to] teaching
reading, writing, and arithmetic. She expressed that she was
displeased with the legislature's response to COVID-19 in
schools, and that it was bad for children's stress. She said
she was considering removing her daughter from the public school
system.
9:28:24 AM
ALYSYN THIBAULT, Teacher, testified in favor of HB 25. She said
there is much more to schools than just the academics that
teachers cover. She shared that as a teacher she has witnessed
the challenges young people have in coping with and surviving
struggles. She argued that Alaska can and must do better to
support students and families. She said HB 25 would be a small
step forward by providing a framework of SEL standards. She
argued that SEL is no longer [comprised of] soft-skills and
called SEL "twenty-first century skills" that business owners
look for in their workforce.
9:31:05 AM
LISA SKILES PARADY, PhD, Executive Director, Alaska Council of
School Administrators (ACSA), testified in support HB 25. She
related that ACSA is an umbrella group supporting
superintendents, elementary and secondary principals, school
business officials, and administrators. She said as an umbrella
organization working with multiple members, ACSA develops joint
position statements annually, which reflect collective
priorities in public education. In addition to the issues of
student achievement and adequate funding, ACSA's members support
SEL. She shared that Alaska students endure extremely high
rates of trauma and adverse childhood experiences, which is
reflected in the fact that Alaska has the highest rate of teen
suicide attempts in the nation. She said ACSA urges the state
to implement comprehensive SEL programs and supports targeted
funding to enable schools to recruit, retain, and increase
students' access to school counselors, social workers,
psychologists, nurses, and mental health specialists and to
provide additional professional development for all staff to
meet student's social and emotional needs.
DR. SKILES PARADY said ACSA also supports the Alaska Staff
Development Network (ASDN). She shared that for almost 40
years, ACSA has been providing professional development to
educators across Alaska, including in SEL instruction and
support. She opined that with the pandemic, this has become an
even more critical need for the state.
9:34:30 AM
CO-CHAIR STORY, after ascertaining that there was no one else
who wished to testify, closed public testimony on HB 25.
9:34:57 AM
REPRESENTATIVE PRAX expressed concern with the state setting
standards for skills "normally taught ... by parents and through
Sunday school, churches, and organizations like that." He
argued that the proposed legislation dove into religious
freedoms. He opined that children may not be ready to deal with
these things, and the legislature may be creating more problems
than it is solving.
[HB 25 was held over.]
9:38:20 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:38 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Report-ACPE APS Program Review & Recs 2021.pdf |
HEDC 4/12/2021 8:00:00 AM |
AK Performance Scholarship |
| HB 48 Bundled documents.pdf |
HEDC 4/12/2021 8:00:00 AM |
HB 48 |
| APS Program Review PPT 4_8_21.pdf |
HEDC 4/12/2021 8:00:00 AM |
Alaska Performance Scholarship |
| APS Program Recs Matrix 4.9.21.pdf |
HEDC 4/12/2021 8:00:00 AM |
Alaska Performance Scholarship |
| HB 25 FN EED.SSA.pdf |
HEDC 4/12/2021 8:00:00 AM |
HB 25 |
| HB 25 Letters of Support (2) 4.12.21.pdf |
HEDC 4/12/2021 8:00:00 AM |
HB 25 |
| HB 25 Do Not Support, Articles (3) 4.12.21.pdf |
HEDC 4/12/2021 8:00:00 AM |
HB 25 |