Legislature(2001 - 2002)
01/16/2002 08:10 AM House EDU
| Audio | Topic |
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE SPECIAL COMMITTEE ON EDUCATION
January 16, 2002
8:10 a.m.
MEMBERS PRESENT
Representative Con Bunde, Chair
Representative Joe Green
Representative Peggy Wilson
Representative Gary Stevens
Representative Reggie Joule
Representative Gretchen Guess
MEMBERS ABSENT
Representative Brian Porter
COMMITTEE CALENDAR
WORK SESSION - TEACHER SHORTAGE ISSUES
PREVIOUS ACTION
No previous action to record
WITNESS REGISTER
BETH NORDLUND, Special Assistant
Office of the Commissioner
Department of Education and Early Development
801 West 10th Street, Suite 200
Juneau, Alaska 99801-1894
POSITION STATEMENT: Answered questions.
ACTION NARRATIVE
TAPE 02-1, SIDE A
Number 0001
CHAIR CON BUNDE called the House Special Committee on Education
meeting to order at 8:10 a.m. He noted this meeting was a work
session and that he anticipated the discussion would be "free-
ranging" in order to identify legislation the committee may wish
to sponsor.
Number 0335
REPRESENTATIVE STEVENS expressed his opinion that as a result of
the committee's interim meetings held in Kodiak, Kotzebue,
Wasilla, and Anchorage, members had learned a great deal. He
stated that the issue of mentoring was consistently mentioned by
witnesses at these hearings. No statewide mentoring program
currently exists. He acknowledged that it will be more
difficult in the future to attract new teachers and to keep the
good teachers. He wondered if it was possible to draft
legislation to encourage districts to have a mentoring program.
REPRESENTATIVE STEVENS referenced a conversation with
Representative Guess regarding the possibility that a portion of
a school district's administration budget could be dedicated to
teacher mentoring programs. [According to Department of
Education and Early Development (EED) personnel, school
districts must allocate 70 percent of state funds for
instruction; administration, facility, and other non-
instructional costs must be budgeted from the remaining 30
percent.] He asked whether this would be an issue the committee
might like to tackle.
Number 0447
REPRESENTATIVE WILSON said she thought it wise to let the local
school board have as much control of the school system [as
possible]. The Wrangell School District has a mentoring program
for which it receives no extra funding. Mentors are set up with
new teachers as they arrive. She believed there must be other
districts in the state with mentoring programs. She noted that
she thought some of those [mentoring program] decisions might be
best left at the local level.
Number 0480
CHAIR BUNDE said the state spends $4.7 million per school day to
operate schools. He continued, "The state has, certainly, a
role in the funding, but local control is so incredibly
important to ... the basis of Alaska government. So it's ... an
interesting tightrope."
CHAIR BUNDE concurred that mentoring was one of the issues heard
about most consistently during the interim hearings across the
state regarding teacher retention and recruitment. Mentoring,
he surmised, would address shortage issues by giving
accomplished teachers new goals and opportunities and by
preventing new teachers from feeling as though they were "thrown
to the wolves."
Number 0600
REPRESENTATIVE GREEN indicated that both the Lexington Institute
handout ["Indispensable Tests: How a Value-Added Approach to
School Testing Could Identify and Bolster Exceptional Teaching"
by Robert Holland, December 2001] and Milken Family Foundation
studies have found that the "biggest return on their buck" is
quality teachers. He noted that quality teachers overshadow
kids' backgrounds, broken homes, pay - "anything."
REPRESENTATIVE GREEN said, "There is a direct correlation
between good teachers and good grades." He noted this has been
witnessed in ghettos, cities, rural areas, and everywhere. He
stated that this research indicates mentoring is a critical
component for the first one to three years. He added that
nationwide, schools lose half the teachers because, "they
claim," they were "thrown to the wolves, ... [or] in over their
head[s]." Some of that [attrition] is because teachers have
chosen the wrong field, he indicated.
REPRESENTATIVE GREEN continued:
I think the new culture is that you're going to change
job professions three or four times in your lifetime.
So, even with those things, I think it's imperative
that we do establish something. And what I would
suggest is to maybe piggyback on what Representative
Stevens has said .... If that truly is one of the
largest problems we have with retention of teachers,
and maybe even securing teachers, "we have this
wonderful mentoring program in Alaska, guys. Y'all
come." Maybe that would help.
REPRESENTATIVE GREEN suggested a subcommittee should study
various mentoring programs and methods of funding them.
Number 0765
CHAIR BUNDE sought committee consensus to form a subcommittee
addressing mentoring programs. He said he thought that
mentoring might be something the committee could address that
involves relatively small amounts of money with a large return
for the investment.
Number 0825
REPRESENTATIVE JOULE wondered how broad or narrow [a view] the
committee would be taking of a mentoring-type program. He
mentioned both new teachers coming through "our university
system" and teachers coming from outside the state to rural
Alaska. Was the committee limiting discussion to classroom
mentoring, or will it include an introduction to the [region and
culture]?
CHAIR BUNDE indicated that indeed, the definition of mentoring
and the job of a mentor would vary between Sand Lake Elementary
School in Anchorage and an elementary school in Kotzebue or
Noatak, for example. He pointed out that there may be two or
three new teachers in a school; would there then need to be
regional opportunities for mentoring? He referenced an earlier
conversation with the university community, EED, and the
Anchorage School District. He said his impression was that the
university would like to provide more substance for mentoring
[programs]. He thought that should be part of the discussion
and, perhaps, part of the funding mechanism.
Number 0990
REPRESENTATIVE GREEN emphasized that the biggest issue was
making new teachers feel at home, showing them where the opera
is or how they can go after caribou, for example. He said the
most success with mentoring has been where the community leaders
get involved to help a new teacher, far from home, to help her
feel "like she's one of us."
Number 1055
REPRESENTATIVE GUESS added that principals need mentoring as
well. Often new principals are isolated in their new positions
and need support and guidance.
Number 1080
CHAIR BUNDE noted that the teacher shortage includes principals.
He appointed Representative Stevens as chair of the subcommittee
on mentoring. He welcomed any members to attend and asked
Representatives Green and Guess to "provide the core" of the
committee. He suggested members read the materials
Representative Green had referenced. He noted that there will
be an education roundtable in Juneau later this month; he hoped
all members of the committee would be involved.
Number 1170
REPRESENTATIVE WILSON suggested approaching teachers to ask,
"What do you think would've helped?" She added, "Perhaps
there's a class at the university level that the teachers could
take. ... Times are changing, and the teachers have to change
with the times." She noted that teachers "wear so many more
hats nowadays." She wondered if the university needed to make
some changes in instruction as well.
Number 1224
CHAIR BUNDE recounted conversations in which the university had
expressed interest in looking at mentoring; it currently offers
no certificate or degree in that area. He encouraged committee
members to be creative in their thinking but fiscally realistic.
"Where can we get the greatest return?" he asked.
Number 1264
REPRESENTATIVE GUESS suggested EED compile information on what
districts are currently doing with mentoring.
Number 1290
CHAIR BUNDE confirmed with the mentoring subcommittee chair,
Representative Stevens, that the subcommittee would have a
report for the committee in two weeks.
Number 1320
REPRESENTATIVE GUESS said health care had been an issue in the
interim hearings. She speculated this was an area that may have
a zero fiscal impact. She said most of Kotzebue's [state
funding] increase was allocated to increased health care costs.
She wondered if it was possible for districts to buy in to the
state's health care system at cost to enable them to be part of
a bigger pool.
Number 1370
CHAIR BUNDE agreed this would be a logical and cost-saving
measure. He requested that Representative Guess check with the
Division of Retirement & Benefits to see what obstacles might be
in the way of [such an arrangement].
Number 1392
REPRESENTATIVE STEVENS expressed his concern that health care is
a negotiated issue with union contracts in each district. He
also wondered if the state program was a package.
Number 1410
REPRESENTATIVE GREEN noted that he had heard recruitment and
retention of teachers was an issue at the interim hearings.
Many experienced teachers are retiring after 20 years. He said
a couple of retired teachers in his district have been asked to
return to teaching. He noted the problem was they would have to
pay back the [retirement] package they took before they could
return. He wondered if it would be to the state's advantage to
rehire retired teachers at the rate of a new teacher's salary.
He also wondered if these teachers would be "out-of-phase" with
new teaching techniques. He said the Anchorage School District
has looked into this, but has taken no action to date.
Number 1508
REPRESENTATIVE WILSON added that she thought it made a
difference how teachers retired, whether it was through an early
retirement or a normal retirement.
Number 1533
CHAIR BUNDE noted that Beth Nordlund, Special Assistant, EED,
had confirmed by a nod that this was indeed true.
Number 1550
BETH NORDLUND, Special Assistant, Office of the Commissioner,
Department of Education and Early Development, stated that she
thought each package differed.
Number 1560
CHAIR BUNDE suggested the committee talk to the Division of
Retirement & Benefits regarding rehiring retired teachers to
determine what the fiscal impact would be. He volunteered to
research and answer the question of recertification of retired
teachers.
Number 1605
REPRESENTATIVE GREEN noted that retired teachers starting over
at a new teacher's salary don't cost the state any more. The
cost was incurred when the teacher retired, "but that's a done
deal," he concluded. Furthermore, it is already known whether
the former teacher was a good teacher.
Number 1660
CHAIR BUNDE noted that some teachers need to change professions,
but that their success is also based on their supervision and
teaching assignments.
Number 1686
REPRESENTATIVE STEVENS noted that he wanted any system to be
fair. "People have got to somehow take care of that advantage
they got [by] retiring early," he said. He pointed out that
other states are benefiting by hiring Alaska's retired teachers.
Some of these teachers are wanted back by Alaskan districts, but
are unable to return because of the retirement rules.
Number 1720
CHAIR BUNDE requested EED to comment on recertification options
at the next committee meeting in two weeks.
Number 1738
REPRESENTATIVE GREEN added that he thought the committee could
suggest changes that would circumvent obstacles which prevent
modifying the current retirement system.
Number 1761
REPRESENTATIVE WILSON agreed with Representative Guess's idea of
the insurance pool. She noted that the Wrangell School
District's building and liability insurance increased 130
percent this year alone. She continued, "That makes a huge
difference for school districts; that makes the difference
between a teacher's pay."
Number 1790
CHAIR BUNDE confirmed that Representative Guess would broaden
her insurance inquiry to include other forms of insurance beyond
health care.
Number 1814
REPRESENTATIVE STEVENS added that some districts are pooling
with their local government.
Number 1820
REPRESENTATIVE JOULE mentioned that the Alaska Association of
School Boards offers insurance through [Alaska Public Entity
Insurance (APEI), formerly Alaska Schools Insurance Company
(ASIC)]. He said that the teacher housing shortage was another
issue heard at the interim committee hearings. He thought the
committee should look at this as a subject related to
recruitment and retention of teachers, especially for outlying
districts. He noted that rural districts have a higher turnover
rate than urban areas which is partially due to housing issues.
Number 1888
CHAIR BUNDE informed the committee it will be hearing a bill
sponsored by Representative Rokeberg [HB 293-AHFC LOANS TO
TEACHERS] that will help teachers buy homes. Some areas of the
state, he noted, have no homes available to purchase, and that
needs to be addressed as well. He suggested discussing housing
when the committee hears Representative Rokeberg's bill.
Number 1926
REPRESENTATIVE GREEN urged the committee to come up with ideas
[to solve education problems], and perhaps introduce
legislation, without worrying about the fiscal ramifications.
He recommended that the committee members let the finance
committee or this committee review that [later.] He emphasized
the importance of these discussions and suggested there may be
creative ways to finance the solutions. On the other hand, some
ideas just require money.
Number 1990
CHAIR BUNDE reminded the committee that the Benchmark Tests and
High School Graduation Qualifying Exam (HSGQE) have taken 3
teaching days away from the school year; this has decreased
students' "time on task." He noted that in other countries,
students spend more time in school than American and Alaskan
students. He remarked that the average attendance in Alaska had
increased from 140 days a year to 180 days a year since the
inception of the testing which provides teachers and students
more opportunity to be productive.
CHAIR BUNDE said:
So I had this great notion .... We've taken three
days away for testing, let's just add 3 days to the
Alaska school year. In my heart of hearts, I think we
should add 10, maybe 15 or 20. But 3, what a minor
thing!
Number 2074
CHAIR BUNDE distributed "Estimated Cost of Additional School
Days," prepared by Eddy Jeans, School Finance Manager, EED.
According to the report, it costs $4.7 million a day to run
Alaska's schools. He noted that Anchorage alone costs the state
about $1 million a day. Chair Bunde expressed that, in spite of
the cost, he's unwilling to say, "This just can't be done." The
legislature has, in the past, added substantial amounts to the
Foundation Formula. This would cost, he said, around $15
million to add 3 days.
CHAIR BUNDE expressed his desire for the committee to talk about
adding days and for it to become an issue on the public agenda.
He related his reservation, saying, "In the best of all worlds
we could add another $15 million to our Foundation Formula -
would that be the best way to spend that money? Or are there
other ways that would be more productive?"
Number 2166
REPRESENTATIVE GREEN questioned whether the projected cost per
day would be less, given that the salaries are already paid for.
Number 2175
CHAIR BUNDE stated that Anchorage teachers' contracts cover a
188-day school year. There would be 3 days in addition to that.
He stated that these numbers from Eddy Jeans took the total cost
for the school year and divided it by the number of days to
determine a daily rate. He noted that there may be some
creative ways to reduce that amount. He added that
transportation costs would be significant for districts that
transport students.
CHAIR BUNDE said he'd hoped to encourage schools to use the
[proposed] three additional days for testing. Students who were
not testing would have in-service days; teaching time would be
saved. He continued:
One of the things I've heard - and it's a fair
criticism, particularly at the high school [level] -
... [is that] the students who are not being tested
aren't having quality education, because [teachers]
are just having to do crowd control.
CHAIR BUNDE remarked that "at first blush" it seems [adding 3
days] can't be done. Maybe we need to "find some way around
this roadblock." He would like feedback from school districts
and EED. Maybe school districts will have more productive ways
of spending the $15 million than just extending the school year,
he noted.
Number 2313
REPRESENTATIVE WILSON remarked that the benchmarks require
teachers to teach to the standards. Some school districts she
has spoken with need more money for in-service training for
teachers. She said, "It's easy to say, 'Well, you've got these
days.' But to fly somebody in to do the in-service teaching or
a specialist to come in and do something, ... that costs a lot
of money for a school system to do. But it's very, very
necessary." She noted that the standards require a change in
the teaching method and that many teachers have not had that
training.
Number 2370
CHAIR BUNDE noted that he's been told that "in-service, at least
at the elementary, frequently leaves something to be desired."
In-services are not always the most productive use of the
teachers' time, he noted. Perhaps the committee would like to
address the subject of in-service. He continued, "How do we
tread that fine line between being helpful at the state level
and then being so prescriptive that we're taking away the local
control and causing more problems than we're helping [to]
solve."
Number 2401
REPRESENTATIVE GUESS questioned how many requirements for in-
service are on the statutes. Are all of these necessary each
year? What burden is the legislature currently placing on
school districts? That issue came out of the university
meeting. Her impression from people in the schools was that
there are a lot of requirements.
Number 2435
CHAIR BUNDE noted his impression that it's done by local and
state regulation, and not much is done legislatively to
prescribe in-service requirements. He requested a report in two
weeks' time on the status of state requirements for in-service
training. He also asked Representative Guess to report on
additional requirements in the Anchorage School District.
Number 2450
REPRESENTATIVE GUESS pointed out that the committee had heard a
lot about extending the school year and about the three days of
testing. She noted that the "Estimated Cost of School Days" was
a linear analysis, but that most things in life aren't linear,
and it was a good starting place. The actual cost is unknown,
but the committee must make a best estimate and then make a
policy decision, she offered.
Number 2486
CHAIR BUNDE stated that the committee would be required to share
this with colleagues, who would request some "pretty linear"
answers. He continued, "I'm sure there will be, in the House
alone, 40 ideas of how we might better invest in our schools,
and how much that ought to be, and where it ought to go."
TAPE 02-1
SIDE B
Number 2499
CHAIR BUNDE noted he was hopeful that price alone will not be
the only criterion in making this decision. He said he didn't
think Eddy Jeans would try to "price this high" to discourage
the committee; if anything, he would try to encourage members.
Number 2475
REPRESENTATIVE STEVENS referred to HB 293 and indicated the
committee should look beyond the purchase of homes to the
shortage of houses. He stated that the university has built
dormitories with U.S. Department of Housing and Urban
Development (HUD) funds. Could the legislature pursue with HUD
the building of housing for districts? He said, "It's a great
payback. You know you're going to get your money if you build a
house on Akhiok and you've got one teacher down there."
Number 2442
CHAIR BUNDE emphasized that dormitories do not pay for
themselves.
Number 2436
REPRESENTATIVE STEVENS noted that teacher housing will pay for
itself. It is difficult for districts to find the funding to
build new houses in small villages when, in fact, they are
needed. He recommended that the committee pursue the idea with
HUD.
Number 2425
CHAIR BUNDE concurred, saying, "When the bill's before us ... I
think it's an excellent idea. If we're going to say, 'We'd like
to provide a mechanism to help individuals finance a home.' Why
not a district finance a home?"
Number 2416
REPRESENTATIVE JOULE recalled that two years ago the Legislative
Budget and Audit Committee explored the idea of regional high
schools. He suggested the committee should revisit the regional
high school concept. He continued, "Attached to that, maybe
something that isn't the regional high school, but a stepping
stone, or mid-point, and that would be ... regional learning
centers. And the possibility of extending past the twelfth
grade, i.e., grade fourteen." He said he thought this would be
"a time well spent." He noted that not all rural parts of the
state would embrace this concept, but proposed that the
committee should entertain the idea for those areas that are
interested.
Number 2345
CHAIR BUNDE commented that many committee members know very
successful Native and rural residents who have gained
"significant advantage from their experience of going to a
regional school." One of the problems with this idea, he noted,
was the need to have local schools. He noted that this idea
would generate some interesting discussion. Chair Bunde said
that he has seen the value of people being able to attend a
[regional] school.
Number 2296
REPRESENTATIVE JOULE offered that he thought sufficient time had
passed, and that people in some parts of the state were willing
to entertain the discussion. He continued:
If we look at why we want to educate people in the
first place, ... it's to help our younger generation
move into areas of economic opportunities. And by
getting into regional hub areas, I think we'd better
have the opportunity to showcase the opportunities
that may not exist in the smaller villages. How can
you live in a small village and still work in a hub
center? Maybe on a rotating work schedule in a
profession, whether it's in medicine, aviation, or
anything else. And I think it has the added benefit
of creating an environment where the expectations are
such that they would not be a huge surprise by the
time one got onto a college campus or to a
[vocational-technical school], wherever they chose to
go as a postsecondary experience.
Number 2229
CHAIR BUNDE paraphrased Representative Moses and said that the
lives of young people in rural Alaska would be greatly
facilitated if they would get a business degree and a modem;
they could telecommute anywhere in the world. Chair Bunde
observed that this is an option becoming more available. Some
would physically commute from a small community to a hub, while
others may live in a small community and run their own schedules
via e-mail. He explained that he maintains an office in Juneau
year-round, and he telecommutes every day [during the interim].
Number 2146
REPRESENTATIVE WILSON said she thought Representative Joule had
a very good suggestion. She noted that college and "big city"
life can be very traumatic for students. It is also very hard
on the family back home; they are used to a tight, cohesive
family. She said she has known parents to call their children
and beg them to come back. A regional center would allow a
student to go for short periods and enable the family to get
used to his/her absence. She noted that sometimes the family
doesn't encourage the child to stay [in college] because
"they're just dying inside themselves." This would help both
the student and the family to get used to the idea of
separation.
Number 2073
CHAIR BUNDE observed that he thought the tenor of the
relationship [among committee members] was one of cooperation.
He speculated this might be because "the problems are big enough
that our individual differences aren't that important."
Number 2009
REPRESENTATIVE STEVENS mentioned that [HB 171-ALASKA HISTORY
CURRICULUM] is now in the House Finance Committee. He indicated
that the Anchorage School District has included Alaskan history
in its curriculum. He said he would like to see members
encourage the House Finance Committee to move HB 171 out of
committee.
Number 1965
CHAIR BUNDE commented that he thought that the discussion needed
to continue regarding how "heavy-handed" the state wants to be
in being prescriptive. It would be interesting, he said, to
find out how many districts do not [require] Alaskan history.
CHAIR BUNDE noted his concern regarding the "general disconnect"
that young people have from society. He said, "There may be
more of ... 'What can society do for me?' and 'Why should you
ever ask me to do anything?' out there than is healthy." He
reported that some school districts have added a service
component to graduation requirements. He re-emphasized, "How
much should the state require, and how much should be local?"
CHAIR BUNDE said he thought that the topic of "service learning"
should be discussed by the committee. He noted that while he
wasn't prepared to write legislation making [service learning] a
state requirement, he thought it a topic worthy of discussion.
It gives young people an opportunity to "buy in." He said,
"You're less likely to 'trash' something when you've helped
create it." Service learning gives students a pattern for life-
long behavior and gets them more involved in communities and in
government.
CHAIR BUNDE said:
Obviously, I am guilty of criticizing a society that
expects our schools to do everything and become
surrogate parents .... And so I tread cautiously
here, though I would be interested in getting feedback
both from our schools and from the committee as to
your view of what service learning might ... entail,
and whether that's even someplace we should think
about going.
Number 1838
REPRESENTATIVE GREEN said he thought Chair Bunde was "right on
target." He thought it imperative to "get across" to young
people a sense of responsibility. He expressed his opinion that
a "giveaway" state takes away a sense of responsibility when it
"picks up the tab" for everything. If people have a buy-in,
they're going to take more sense of responsibility, and they're
going to do a lot of good things for society.
Number 1800
CHAIR BUNDE remarked on a program he saw about inner city
Philadelphia. In this program, college students mentored high
school students who mentored elementary students. He noted, "If
you didn't show up for school, there were some folks wondering
about you. And if you had a problem at school, there was
someone ... wanting to do something to help." He continued,
"It's, again, ... that old adage, that 'locks just keep the
honest people out.' ... If there's some light shone on
something - that we feel like what we do matters to someone -
maybe there are some second thoughts before we do a rash thing."
Number 1750
REPRESENTATIVE JOULE referred to a conversation with a Juneau
teacher regarding the issue of attendance. Some of the larger
communities may have truant officers, he noted, but the smaller
communities do not have them; Juneau does not have a truant
officer. He said he was unsure about the need for a "policy"
driven by the state; he thought it warranted dialogue with
school districts and communities to see how Alaska can keep its
students in the classroom.
REPRESENTATIVE JOULE described his experience since the advent
of the HSGQE, saying, "The number of students that graduate from
the eighth grade versus those numbers that make it though high
school; there's a huge variation." He wondered if that was a
discussion the committee should be having.
Number 1681
CHAIR BUNDE indicated that extending the school year would do
little for kids who aren't attending now. He mentioned a
community that decided that "this was unacceptable and they
tightened up their attendance." He continued, "What's the state
role, and how can we help? ... It's another question I don't
have an answer to, but one that is worth discussing."
Number 1660
REPRESENTATIVE WILSON said she thought that the student gained a
lot of insight and direction for his/her life by doing community
[service]. She reported that Wrangell has seen big benefits
from students involved in community service; it is a graduation
requirement, and athletes in any sport must serve a minimum
number of community hours. She said she has seen students
assist elderly patients, work with Head Start children, or
provide a new service to the community. The school board,
teachers, and parents have worked together to make these
decisions, and they believe it has made a difference, she noted.
Number 1597
CHAIR BUNDE requested that Representative Wilson inquire about
and report on Wrangell's service-learning program and how it
evolved. He also wondered what the Wrangell School District's
reaction to state involvement would be. He reiterated that
schools have so much to do; a service learning component would
add "another thing" before a high school student could go on to
college or get a decent job. Is the time available?
Number 1510
REPRESENTATIVE GREEN referred to a hand-drawn graph showing
crime rates and time of day. The highest crime rate among
juveniles is from 3 p.m. to 5 p.m. The rate is two to four
times as high during those two hours after school. He wondered
if it is possible to start the school day two hours later to
avoid tired students in the morning and reduce crime in the
afternoon. He noted that he has never heard a satisfactory
answer as to why that [later starting time] couldn't work.
Number 1432
REPRESENTATIVE GUESS commented that she's been told that in the
Anchorage School District it's a transportation issue.
Elementary students are up early, and there is a problem with
appropriate daycare until they go to school at 9 a.m. She said
the children at Mountain View Elementary were at school before
it opened when the unfortunate slashing occurred last year. She
indicated that she'd not received a satisfactory answer from
[the Anchorage School District] on switching the staggered
starting times.
REPRESENTATIVE GUESS continued, "Why don't we have the
elementary school kids go early - they're up .... The high
school kids go later; you wouldn't have extra transportation
issues." She suggested the committee could ask the Anchorage
School District superintendent. She concluded by saying,
"Teenagers won't get up early to get in trouble."
Number 1367
CHAIR BUNDE added that many students' senior year is not "time-
intensive in the classroom." Many have met their graduation
requirements, they're working half time, and they're coming or
going and taking only one or two classes. This is the trouble
with the notion of closed campuses, he stated. He queried, "How
do we not unfairly burden those students who are working their
fannies off in their senior year and encourage those that aren't
spending a lot of time in school in their senior year to spend
more time [in school]?"
Number 1300
REPRESENTATIVE STEVENS expressed his need for a better
understanding of how Alaska's school districts were developed.
He said he would like to hear from EED and to explore the issue
of consolidation of districts.
Number 1247
CHAIR BUNDE noted that single-site school districts have
"provoked a good deal of interesting conversation in my career
in the legislature."
Number 1240
MS. NORDLUND responded that she would research the history of
school district formation for the committee.
Number 1218
REPRESENTATIVE WILSON referred to Representative Green's
sketched graph of juvenile crime and noted that research shows
that the majority of pregnant teenagers get pregnant during
those same hours of 3 p.m. to 5 p.m. She noted that some
schools in her district [House District 2] do schedule the high
school starting time later than the primary and elementary. She
offered to check to see if these schools have noted a difference
with this change.
Number 1132
REPRESENTATIVE GREEN asked about the purpose of the "significant
amount of information" given to committee members.
Number 1122
CHAIR BUNDE replied that the information was for the committee
members' continuing education.
Number 1112
REPRESENTATIVE WILSON referred to "Statistics Left Out of
Tolerance Commission's Take on Rural, Urban School Funding" by
Dermot Cole [in the committee packet]. She said that according
to the article, Senator Wilken is preparing a detailed report on
funding sources in education. She said she would like the
committee to get that report.
Number 1080
CHAIR BUNDE responded that he would talk with Senator Wilken at
their upcoming appointment, and he would get the committee more
information. He reminded the committee that it had requested a
new cost differential study. That information will not be
available until next year. He added that should the House
Special Committee on Education continue to exist next session,
members should spend some time discussing that study.
Number 1003
REPRESENTATIVE STEVENS commented:
This has been a really valuable experience for me -
this committee - and it has served a tremendous
purpose. And I can't imagine if it were folded into
[the House Health, Education and Social Services
Standing Committee (HHES)], how we would cover all of
the issues that we have covered this past year. So, I
don't know where we go from here, but with your
leadership, I would hope that we would let our
leadership know the importance of this committee. I
would hope to see this become a standing committee,
or, if not, continue as a subcommittee.
Number 0956
CHAIR BUNDE agreed that he would like the committee to come up
with a recommendation or a resolution if the members agree that
the committee ought to remain separate from HHES, as in many
other states. Having chaired both committees, he stated that he
sees the value of keeping them separate. He noted that
according to Chair Dyson, the HHES plate is full. The Senate
doesn't have enough people to create another standing committee.
He noted that Representative Guess has shared with him a
proposal "to that effect," and told the committee he would bring
that to the next meeting.
Number 0874
REPRESENTATIVE GREEN added that the state spends over $700
million per year on education and that he thought it worthy of
"undivided attention."
Number 0850
CHAIR BUNDE noted that education is the largest single item of
the state's budget, and that the second largest single item is
corrections. He added that he thought the morning had been very
successful and productive.
Number 0832
ADJOURNMENT
There being no further business before the committee, the House
Special Committee on Education meeting was adjourned at 9:33
a.m.
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