Legislature(2023 - 2024)BELTZ 105 (TSBldg)
01/29/2024 03:30 PM Senate 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: Child and Youth Homelessness and Education | |
| Presentation: Child in Transition Serving Students Experiencing Homelessness | |
| Presentation: National Center for Homeless Education Presentation to the Alaska Senate Education Committee | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
January 29, 2024
3:30 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
CHILD AND YOUTH HOMELESSNESS AND EDUCATION
- HEARD
CHILD IN TRANSITION SERVING STUDENTS EXPERIENCING HOMELESSNESS
- HEARD
NATIONAL CENTER FOR HOMELESS EDUCATION PRESENTATION TO THE
ALASKA SENATE EDUCATION COMMITTEE
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
BARBARA DUFFIELD, Executive Director
SchoolHouse Connection
Washington D.C.
POSITION STATEMENT: Co-presented the presentation Child and
Youth Homelessness and Education.
RODD MONTS, Director
State Policy
SchoolHouse Connection
Detroit, Michigan
POSITION STATEMENT: Co-presented the presentation Child and
Youth Homelessness and Education.
LIKKA MCCAULEY, Director
Federal Programs
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Co-presented the presentation Child in
Transition Serving Students Experiencing Homelessness.
DAVID MAYO-KIELY, Program Coordinator
Child in Transition Program
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Co-presented the presentation Child in
Transition Serving Students Experiencing Homelessness.
ERIC GREBING, Co-Director
National Center for Homeless Education
Brown's Summit
North Carolina
POSITION STATEMENT: Offered the presentation National Center for
Homeless Education to the Alaska Senate Education Committee.
ACTION NARRATIVE
3:30:35 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:30 p.m. Present at the call to order were
Senators Bjorkman, Gray-Jackson, Stevens, Kiehl and Chair Tobin.
^Presentation: Child and Youth Homelessness and Education
PRESENTATION:
CHILD and YOUTH HOMELESSNESS AND EDUCATION
3:32:12 PM
CHAIR TOBIN announced the consideration of a presentation on
Child and Youth Homelessness and Education by SchoolHouse
Connection.
3:33:01 PM
BARBARA DUFFIELD, Executive Director, SchoolHouse Connection,
Washington D.C., said SchoolHouse Connection is a national
organization working to overcome homelessness through education.
The organization provides prenatal to post-secondary practical
education assistance to schools across the country. It also has
a youth leadership and scholarship program that directly
supports young people.
3:33:41 PM
MS. DUFFIELD moved to slide 3 and discussed student homelessness
in Alaska before and after the pandemic. The slide provided a
chart showing the number of homeless students from 2019 to 2023
and the percentage of total enrollment. She said student
homelessness in Alaska mirrored the national trend of decreased
homelessness during the pandemic when virtual learning limited
the school system's oversight. With the return to classroom
learning, the number of homeless students increased, and now
homelessness is higher than it was during the pandemic. She made
the following three points.
[Original punctuation provided.]
• Challenge: Underidentification
o Research indicates the actual prevalence is
50-100 percent higher than school-identified
numbers
• Prevalence is the same in rural, suburban, and
urban areas, but more hidden in non-urban
settings
• Identification is correlated with targeted
funding for homeless students
3:34:58 PM
MS. DUFFIELD moved to slide 4 and said we typically do not see
homeless children. She stated that the pie graph breaks down
where students are staying when they first begin experiencing
homelessness and discussed four points:
School Year 2022 -2023
9 percent Unsheltered
18 percent Shelters
8 percent Motels
65 percent Staying with others temporarily
• Students move between these situations during the
school year
• Lack of shelter in most communities; fear of shelter
• Lack of motels/hotels in most communities; inability
to pay
• Children and youth "staying with others temporarily"
are extremely vulnerable to predation/harm but more
difficult to identify
3:35:53 PM
MS. DUFFIELD moved to slide 5 and said homelessness is a cross-
cutting issue and provided the following data:
Student Homelessness is an Intersectional Issue
Student with Disabilities
25 percent Students Experiencing Homelessness
15 percent All Students
English Learners
17 percent Students Experiencing Homelessness
11 percent All Students
3:36:24 PM
MS. DUFFIELD moved to slide 6 and said this slide sums up the
intersection of homelessness and education.
[Original punctuation provided.]
Barriers and Impacts of Homelessness
Barriers:
• High mobility
• Trauma/Fear
• Invisibility
• Enrollment requirements
• Poor health/hunger/sleep
• Caring for siblings and parents
Leading to:
• Declining enrollment
• Higher rates of chronic absenteeism
• Mental health challenges
• Lower high school graduation rates
• Lower postsecondary enrollment
And the lack of a high school degree or GED is the
Single greatest risk factor for young adult
homelessness.
3:37:31 PM
MS. DUFFIELD moved to slide 7 and discussed chronic absence and
its impact on education in Alaska:
[Original punctuation provided.]
Chronic Absence Rates in Alaska
2019- 2020- 2021-
2020 2021 2022
Students Experiencing
Homelessness (percent) 40.5 55 72.1
All Students (percent) 18 20.2 45.8
High School Graduation Rates in Alaska
2019-2020 2020-2021
Students Experiencing
Homelessness 58 percent 51 percent
Economically
Disadvantaged 72.3 percent 69.9 percent
All Students 79.1 percent 78.2 percent
MS. DUFFIELD said students need regular attendance to learn, a
challenge worsened by the pandemic, especially for those
experiencing homelessness. Nearly three out of four homeless
students in Alaska are chronically absent, impacting graduation
rates significantly more than poverty alone. There is a notable
difference between the graduation rates of homeless students and
those who are poor, highlighting the need to address the
specific impact of homelessness on education.
3:38:27 PM
MS. DUFFIELD moved to slide 8 and shared federal protections and
services, stating the McKinney-Vento Act is the blueprint for
success in U.S. schools because it provides protections for
youth experiencing homelessness in their K-12 education. The
other acts and programs attempt to provide the same protection
to prenatal and post-secondary education.
Federal Protections and Services
The McKinney-Vento Homeless Assistance Act
• Liaisons in each LEA
• Identification
• Immediate enrollment
• Right to stay in same school, if best interest
• Transportation
• PreK
• FAFSA assistance
Title I Part A of ESSA
• Categorical Eligibility
• Required reservation of funds for homeless students
• Disaggregated achievement and graduation rates
• Head Start
• Child Care and Development Fund
• Higher Education Act
• Individuals with Disabilities Education Act
• Child Nutrition Act Federal Protections and Services
3:39:28 PM
MS. DUFFIELD moved to slide 9 and discussed targeted federal
funding for homeless children. She said the last allocation from
the Federal McKinney-Vento Education for Homeless Children and
Youth Funding (FY2023) was $372,689, with 5 school districts in
Alaska that can receive funding. There are 16 authorized uses
for the funds, including outreach, transportation, staffing, and
supplies.
MS. DUFFIELD discussed the American Rescue Plan Homeless
Children and Youth Funding, part of the last federal pandemic
package. This funding was eight times the usual amount and was
advocated for due to other COVID packages not reaching homeless
students. Alaska's Senators Murkowski and Sullivan played
leading roles in securing this funding. It provided
significantly more money to many more school districts and was
more flexible, allowing for items like store cards, gas cards,
and car repairs. The concern now is the timeline: funds had to
be obligated by September. Many schools were told to spend by
June. The advocacy focus is on pushing Congress to extend the
deadline so schools can spend effectively and strategically.
Based on the latest data, Alaska still has about 55 percent of
its funds left.
3:41:26 PM
MS. DUFFIELD moved to slide 10 and emphasized that students
experiencing homelessness can and do succeed. She shared a story
about a former scholarship recipient now close to earning his
MD. Key factors for success include having trained school staff
who understand homelessness and can support and mentor students,
which improves graduation rates. Policies that create barriers
need continuous review to ensure they account for homelessness.
Effective outreach and identification are crucial to provide
necessary protections and school stability. Ensuring students
receive credit for their work is essential for their motivation
and success. Re-engaging and building trust, lost during the
pandemic, with flexible services is also vital.
3:43:08 PM
SENATOR STEVENS asked whether there is assistance for homeless
youth that experience mental health issues.
MS. DUFFIELD replied that homeless students face higher risks
for mental health challenges, and funds can be used to address
these issues. She noted an increase in mobile mental health and
other outreach services.
3:43:52 PM
RODD MONTS, Director, State Policy, SchoolHouse Connection,
Detroit, Michigan, moved to slide 11 and briefly discussed three
state policy levers:
[Original punctuation provided.]
State Policy Levers
#1
Promoting PreK-12 attendance and high school
graduation:
• Targeted funding for outreach and school -based
services
• Partial credits
• Alternative diplomas
• Positive school discipline
#2
Promoting higher education access and completion:
• Housing priority
• Tuition/fee waivers
• On -campus supports
• FAFSA completion
#3
Promoting early childhood development:
• Streamlined access to child care
• Automatic eligibility and prioritization
• Dedicated housing vouchers for ECE programs
3:45:35 PM
MR. MONTS moved to slide 12-15 and briefly mentioned the
following four examples of state's with policies that addresses
student homelessness:
[Original punctuation provided.]
Washington:
Homeless Student Stability Act
WA HB 1682 (2016; amended 2023)
Awards grants to school districts and nonprofits to
improve educational outcomes for students experiencing
homelessness through a statewide competitive grant
program. Strong bipartisan support. Provides:
• Increased staffing capacity (coaches, outreach)
• Housing-related assistance
• Supplements federal homeless education dollars to
reach more LEAs
Maine:
School-Based Emergency Assistance
ME LD 1609 (2023)
Allows school district homeless liaisons to facilitate
emergency financial assistance up to $750 to a
student's family for housing-related needs, including
those not currently authorized under the McKinney-
Vento Homeless Assistance Act, including:
• Rental assistance
• Utilities
• Critical home repairs and more
Kentucky:
Promoting High School Graduation
KY HB 378 (2019)
• Requires the SEA to promulgate regulations
regarding students experiencing homelessness,
including: awarding and accepting partial credit;
facilitating enrollment in required classes; and
providing for diplomas from a prior district or for
meeting state minimum requirements for students who
change schools in their last two years of high
school.
• Regulations require LEAs to adopt written
procedures to ensure partial credit is awarded.
Florida:
Promoting Higher Education Access and Completion
FL HB 1577 (2022)
• State colleges and universities must designate
higher education campus liaisons to support youth
experiencing homelessness or foster care; provide
the liaison's contact information to all students
receiving the homeless/foster tuition waiver, as
well as publish it on the institution's website.
• Students experiencing homelessness are exempt from
the payment of tuition and fees for a school
district workforce education program, Florida
College System institution, or state university.
MR. MONTS said there is a wealth of research and policy reform
examples addressing youth homelessness posted on SchoolHouse
Connection's website.
3:47:31 PM
CHAIR TOBIN CHAIR TOBIN expressed interest in the advocacy work
for extending American Rescue Plan Act (ARPA) funds for homeless
youth. She asked how to support these efforts to ensure the
remaining 50 percent of Alaska's funds reach the communities in
need.
3:47:59 PM
At ease
3:48:25 PM
CHAIR TOBIN reconvened the meeting and repeated her question.
3:48:50 PM
MS. DUFFIELD replied that more time is essential since many
school districts are new to these funds. The data shows that the
state focused on the larger funding pool. She urged Alaska's
congressional delegation to extend the deadline to September
2025 through the current budget bill. She mentioned that while
training efforts are ongoing, more time is needed to spend the
funds wisely and meet needs effectively, not just buy a bunch of
coats. The primary request is for the congressional delegation
to push for this extension.
3:49:41 PM
CHAIR TOBIN thanked the testifiers for their informative
presentation.
^Presentation: Child in Transition Serving Students Experiencing
Homelessness
PRESENTATION:
CHILD IN TRANSITION SERVING STUDENTS
EXPERIENCING HOMELESSNESS
3:49:50 PM
CHAIR TOBIN announced the consideration of the presentation
Child and Youth Homelessness and Education.
3:50:31 PM
LIKKA MCCAULEY, Director, Federal Programs, Anchorage School
District, Anchorage, Alaska, moved to slide 2 and said the
presentation would be specific to the issue of homelessness in
the Anchorage School District, the largest district in Alaska.
She provided the following definition of homelessness to meet
eligibility for the district's Child in Transition (CIT)
program:
[Original punctuation provided.]
Eligibility
Lacking Fixed Regular and Adequate Nighttime Residence
• Shelters
• Families Sharing Housing- Economic Constraints
• Substandard Housing - Overcrowded or Inadequate
Resource
• Motels
• Transitional Housing
• Camping/Sleeping in Vehicle
3:52:05 PM
MS. MCCAULEY moved to slide 3 and listed ways students are
identified as homeless. She stated it is believed more students
are impacted than are identified:
Identify Students Experiencing Homelessness
• Student Housing Questionnaire
• School Referrals
• Community Partners
• Self Referral
3:52:31 PM
MS. MCCAULEY moved to slide 4, a chart showing the number of
homeless students in the Anchorage School District (ASD), the
percent enrolled and the number of secondary unaccompanied youth
for school years 2018 - 2023. She said that in the Anchorage
School District (ASD), the number of students identified as
eligible for the CIT program has ranges between 1,500 and 2,000
for several years. There was a dip in the percentage of total
enrollment identified during the pandemic due to fewer eyes on
students. In 2023, ASD went up to 4.25 percent of the district
enrollment accessing the program, with 323 secondary students
not living with their families.
3:53:21 PM
MS. MCCAULEY moved to slide 5 and said immediate enrollment is
always the goal for homeless students to ensure students can
start school without delay. Assistance is provided to enroll new
students in the school zone where they live. Documentation
requirements, such as immunizations, birth certificates, and
transcripts, are waived temporarily to expedite classroom entry.
This is particularly important for families moving quickly due
to situations like domestic violence.
3:54:17 PM
MS. MCCAULEY moved to slide 6 and stated that the program's goal
is to support maintaining the school of origin within the school
year if it's in the student's best interest. Often, students
move to different areas around town, so the aim is to provide
school stability when housing is unstable. Assistance is
provided for the full duration of the family's homelessness,
which can last one school year for some families and multiple
years for others.
3:54:53 PM
MS. MCCAULEY moved to slide 7 and provided a chart showing
families that have moved multiple times during a school year:
[Original punctuation provided.]
Highly Mobile Families
Number of Number of Number of
Students Addresses Households
197 3 116
99 4 61
49 5 32
101 >5 55
466 3 or More Addresses 264
3:55:31 PM
DAVID MAYO-KIELY, Program Coordinator, Child in Transition
Program, Anchorage School District, Anchorage, Alaska, moved to
slide 8 and said one of the ways ASD provides school stability
is through transportation. He discussed the following points:
[Original punctuation provided.]
Transportation Assistance
• $500,000 annually from ASD General Fund
• Required to provide to maintain school of origin
• ASD buses, gas reimbursement, public transit and
taxicabs
MR. MAYO-KIELY noted that the goal is that students remain in
one school, even if they have moved multiple times.
3:56:16 PM
MR. MAYO-KIELY moved to slide 9 and discussed supportive
services:
[Original punctuation provided.]
Supportive Services
• Backpacks and school supplies
• Referrals to community partners
• Early childhood education referrals
MR. MAYO-KIELY listed the names of numerous organizations and
associations that ASD works to meet students' needs as quickly
as possible.
3:57:34 PM
MR. MAYO-KIELY moved to slide 10 and discussed the following
academic support programs for the students that perform below
their housed peers:
[Original punctuation provided.]
Academic Support
• Back on Track Classroom
• Wednesday evening tutoring
• Credit Recovery Summer School
3:59:04 PM
MR. MAYO-KIELY moved to slide 11 and said ASD receives $500,000
in federal funds for transportation, and additional sources
bring the total to $1.7 million.
[Original punctuation provided.]
Overall Annual Program Costs
• ASD General Fund (Transportation) $500,000
• Other Funding Sources $1,700,000
3:59:23 PM
MR. MAYO-KIELY moved to slide 12 and said a significant
difference this year is the American Rescue Plan's Homeless
Children and Youth I & II. When these funds were released,
program staff were extremely excited, as they typically do not
receive much funding despite the high needs of their students.
The funds are used for student identification, supporting
students in schools, and providing better access to recovery
services:
[Original punctuation provided.]
ARP HCY I & II: $667,783
• Rationale: To support decreased attendance and
academic achievement of homeless students after the
Covid-19 pandemic, ARP funds have been used
primarily to address the following needs and
disparities related to ASD goals and guardrails
• On Track Status: 47.04 percent CITH (74.32 percent
ASD) 90 percent Attendance: 33.27 percent (57.22
percent ASD)
3:59:46 PM
MR. MAYO-KIELY moved to slide 13 and stated that the CIT program
had never previously had a dedicated person in the schools to
serve CIT students. While there have been allies such as
counselors, nurses, and certain teachers, there was no single
person for students to approach for assistance specific to the
CIT program. Federal funding allowed a partnership with the
English Language Learner Program to place dedicated personnel in
Anchorage's largest high schools. These staff members check in
on students, monitor attendance and grades, and organize
lunchtime gatherings to ensure students know they have an ally
in the building. Additionally, they support social service
coordinators in the Back on Track classroom, which is part of
Covenant House:
[Original punctuation provided.]
ARP HCY I & II: $667,783
• 6 Student Support Specialists at comprehensive high
schools, partially funded by ELL
• 2 Social Services Coordinators in Back on Track
classroom
4:00:42 PM
MR. MAYO-KIELY moved to slide 14 and discussed additional things
done to assist students:
Remaining $60,000
Connectivity
• Mobile hotspots for students without internet
access
• Smartphones and data plans so students can stay
connected to CIT staff Transportation Assistance
• Funds for car repairs for families that use their
vehicle to transport students to school
• Funds are used so that taxicab transportation is
not needed Professional Development
• Funds for three CIT staff to travel to the National
Association for the Education of Homeless Children
and Youth
4:01:30 PM
MR. MAYO-KIELY moved to slide 15:
Moving Forward
• Need to sustain ARP partial funded positions
o Provide direct support to students and
families
o HR need if this funding cannot continue
o If not funded, prioritize but displace other
priorities
• Wish list
o Desire for one or more classified positions to
support Back on Track classrooms
MR. MAYO-KIELY said that unfortunately, the Homeless Children
and Youth (HCY) funds are ending. Moving forward, efforts are
being made to ensure those supports remain in place, with
federal programs working closely to avoid gaps. However, some
additional programs may go unfunded in the future.
4:02:03 PM
CHAIR TOBIN asked if there are homeless students in charter
schools and what access challenges they face.
MR. MAYO-KIELY replied that several students access charter
schools, including the Alaska Native Cultural Charter School and
others. Transportation becomes complicated under the Homeless
Assistance Act. If a family attending a charter school without
transportation becomes homeless, transportation can be provided.
However, if a homeless family chooses a charter school,
transportation assistance is not offered because it is a choice.
If the family subsequently moves from one temporary housing
situation to another, transportation assistance can be provided.
While the Anchorage School District supports families'
educational choices, transportation assistance is contingent on
the specific situation. Other services remain available
regardless of transportation support.
MS. MCCAULEY clarified that charter schools in the Anchorage
School District are publicly funded and are part of the public
system, unlike private charters. She noted that barriers to
entry or retention in charter programs might include family
involvement and volunteer requirements.
CHAIR TOBIN thanked the presenters and noted that the 2023
report card showed an impressive 86 percent attendance rate
among youth experiencing homelessness.
^Presentation: National Center for Homeless Education
Presentation to the Alaska Senate Education Committee
PRESENTATION:
NATIONAL CENTER FOR HOMELESS EDUCATION PRESENTATION TO THE
ALASKA SENATE EDUCATION COMMITTEE
4:04:58 PM
CHAIR TOBIN announced the consideration of a presentation to the
Alaska Senate Education Committee by the National Center for
Homeless Education.
4:06:04 PM
At ease
4:06:39 PM
CHAIR TOBIN reconvened the meeting and asked Mr. Grebing to
begin his presentation.
4:06:53 PM
ERIC GREBING, Co-Director, National Center for Homeless
Education, Brown's Summit, North Carolina, noted the
organization has staff working with homeless youth across the
nation. She moved to slide 2 and introduced the National Center
for Homeless Education:
[Original punctuation provided.]
NCHE is the U.S. Department of Education's technical
assistance center for the federal Education for
Homeless Children and Youth (EHCY) Program.
o Website: http://nche.ed.gov
o Helpline: 800-308-2145 or [email protected]
o Products: https://nche.ed.gov/resources/
o Webinars: https://nche.ed.gov/group-training/
o Listserv: https://nche.ed.gov/resources/ (click
Listserv tab)
4:07:53 PM
MR. GREBING moved to slide 3 and said he would briefly walk
through a few high-level topics:
[Original punctuation provided.]
Topics
• The McKinney-Vento Definition of Homelessness
• Data on Students Experiencing Homelessness (SEH) in
Alaska
• Funding Sources
• The Role of the Local Homeless Liaison
• Q&A
4:08:24 PM
MR. GREBING moved to slide 4 and discussed the McKinney-Vento
law:
[Original punctuation provided.]
McKinney-Vento Definition of Homelessness
Children or youth who lack a fixed, regular, and
adequate nighttime residence
o Fixed stationary, permanent, not subject to change
o Regular used on a predictable, routine, or
consistent basis (e.g., nightly)
o Adequate lawfully and reasonably sufficient to
meet physical and psychological needs typically met in
a home environment
42 U.S.C. § 11434a(2)
The abbreviation "HCY" is often used in materials as
an acronym for "Homeless Children and Youth." We
prefer using the term "students experiencing
homelessness" when possible, so you will see the
acronym "SEH" throughout the presentation. McKinney-
Vento Definition of Homelessness
4:09:56 PM
MR. GREBING moved to slide 5 and discussed a subset of students
that experience homelessness:
Unaccompanied Homeless Youth
• The term unaccompanied youth includes a homeless
child or youth not in the physical custody of a
parent or (legal) guardian.
42 U.S.C. § 11434a(6)
• Liaisons must assist UHY with enrollment, school
selection, & dispute resolution
• Have the same right to immediate enrollment &
educational services as other students
MR. GREBING said the following statistics highlight the complex
and varied backgrounds of unaccompanied youth. Understanding
these factors is crucial, as they indicate the need for tailored
support to address the different circumstances that lead to
student homelessness. The concept of intersectionality is
important, as it emphasizes the multiple, overlapping factors
contributing to these youths' situations.
• 35 percent of unaccompanied youth have experienced the
death of at least one parent or caregiver.
• 44 percent have been in foster care.
• 24 percent experienced homelessness with their families
before becoming unaccompanied.
4:11:15 PM
MR. GREBING moved to slide 7, a bar graph showing homelessness
of students between SY 2018-2022. He said the number of students
identified as experiencing homelessness was highest before the
pandemic and is starting to rise again. The statewide rate of
2.4 percent is equal to the national rate, indicating a similar
proportion of students served by the McKinney-Vento Act across
the United States.
4:11:58 PM
MR. GREBING moved to slide 8, highlighting the distribution of
students served by the McKinney-Vento Act across grade levels
for SY 2021-22. He noted that preschool has the fewest students
experiencing homelessness, partially because fewer students are
enrolled in preschool, while the numbers remain consistent from
kindergarten through 10th grade, ranging from 1.9 to 2.5
percent. The percentage of students identified as McKinney-Vento
increases to 3 and 4.2 percent in grades 11 and 12, providing
insight into the identification and service reach of the Act.
4:12:55 PM
MR. GREBING moved to slide 9 and said he wanted to discuss
identification across the state, emphasizing that homelessness
is not only an urban issue but affects students in various
settings. He presented a filled map of Alaska indicating the
percentage of overall enrolled students identified as
experiencing homelessness through McKinney-Vento, noting that
Anchorage is the Local Education Agency (LEA) with the highest
enrollment of homeless students, accounting for over half of the
state's total. He said the map also shows Kuspuk as the rural
area with the highest percentage. He highlighted that while
about half of the school districts reported identifying some
homeless students, the other half did not, suggesting a need for
LEAs to improve identification efforts for students who may be
experiencing homelessness but have not yet been recognized
within the school system.
4:14:51 PM
MR. GREBING moved to slide 10 and said he wanted to share data
regarding statewide primary nighttime residency for SY 2021-22.
He noted that the vast majority, 61.9 percent, of students
experiencing homelessness are in doubled-up situations. About 20
percent of these students are in shelters, 11 percent are in
hotels and motels, and the remaining are unsheltered. He
compared this data to the subset of unaccompanied homeless
youth, highlighting that an even larger percentage, 81.4
percent, are living in doubled-up situations. This data provides
more context on the primary nighttime residences of these
students.
4:15:39 PM
MR. GREBING moved to slide 11 and noted that youth homelessness
is a cross-cutting issue across all students from different
races and ethnicities. He pointed out that the categories in
bold font represent groups that are fully overrepresented in
terms of homelessness. He explained that there is a larger
proportion of students from those race and ethnicity groups
experiencing homelessness compared to those enrolled in schools
overall. These figures are similar to the disproportionality
seen across the entire country.
Categories representing groups that are fully overrepresented
are:
• Black/African American 5 percent
• Native Hawaiian/Other Pacific Islander 12 percent
• American Indian/Alaskan Native 29 percent
• Hispanic/Latino 8 percent
• Two or More Races 18 percent
4:16:14 PM
MR. GREBING moved to slide 12 and shared information about
statewide academic proficiency. He stated that these percentages
reinforce the notion that students who are economically
disadvantaged achieve at lower rates on state tests in both
reading/language arts and math. Students experiencing
homelessness have an even lower success rate than students who
are economically disadvantaged.
Reading/Language Arts
All students 29.5 percent
Economically Disadvantaged 17.4 percent
Students Experiencing Homelessness 15.2 percent
Mathematics
All students 22.9 percent
Economically Disadvantaged 12 percent
Students Experiencing Homelessness 9.5 percent
4:16:47 PM
MR. GREBING moved to slide 13 and provided more information
about the adjusted cohort graduation rates. He noted that the
gap between economically disadvantaged students and students who
experienced homelessness is similar to what is seen at the
national level:
[Original punctuation provided.]
Statewide Four-Year Adjusted Cohort (Started 9th Grade
in the Same Year) Graduation Rate Trends by Subgroup
Economically Students who
School All disadvantaged experienced
year students students homelessness
2021-22 77.9 percent 70.3 percent 58.8 percent
2020-21 78.1 percent 69.8 percent 50.8 percent
2019-20 79.0 percent 72.3 percent 58.4 percent
4:17:11 PM
MR. GREBING moved to slides 14 - 15 and discussed the following
points of Homeless Children and Youth (HCY) funding sources:
[Original punctuation provided.]
Funding Programming for Students Experiencing
Homelessness to Participate Fully in Education
Funding Sources for HCY
• State and local education funds
• Community partners and foundations
• Federal funds
- Title I-A set aside
- McKinney-Vento subgrant
- American Rescue Plan-Homeless Children and Youth
(ARP-HCY)
MR. GREBING said he wanted to discuss broader funding sources for
Homeless Children and Youth (HCY) programs. He noted these funds come
from various sources, with a significant focus on federal funding. The
National Center for Homeless Education (NCHE) is heavily centered on
federal funding, but also encourages localities and states to
creatively blend and amplify state and local education funds with
community partners and foundations alongside federal funds.
MR. GREBING said all states receive McKinney-Vento grants from the
U.S. Department of Education based on the state's proportion of the
Title I-A allocation. States reserve a portion of these funds to
support the Office of the State Coordinator and conduct statewide
activities. Additionally, they provide flow-through subgrants to
districts through a competitive process to support local programming.
Currently, six Local Education Agencies (LEAs) within Alaska are
making McKinney-Vento subgrants, as of SY 2021-22.
MR. GERBING said the purpose of Title I Part A funds is to provide all
children with a significant opportunity to receive a fair, equitable,
and high-quality education. Districts are instructed to set aside a
portion of their Title I-A funds to support the unique needs of
students experiencing homelessness. These funds can cover additional
transportation costs and other sources to help provide stability and
consistency for students to attend their school of origin. McKinney-
Vento subgrants to districts and charter schools can be used to
establish programs and services that meet the purpose of the McKinney-
Vento act, which is to promote the enrollment, attendance, and success
of students experiencing homelessness. These services must expand upon
or improve the regular academic program but cannot replace it.
MR. GREBING emphasized the importance of utilizing American Rescue
Plan Homeless Children and Youth (ARP HCY) funds before they expire.
The obligation deadline is currently September 30, 2024.
4:20:11 PM
MR. GREBING moved to slide 17 and mentioned additional resources
regarding funding and highlighted a few recent resources
particularly relevant to the presentation:
[Original punctuation provided.]
Additional Resources Regarding Funding
• NCHE's Use of Funds Tip Sheet for Subgrants Serving
Children and Youth Experiencing Homelessness
https://nche.ed.gov/wp-content/uploads/2022/10/use-of-
funds-tipsheet.pdf
• McKinney-Vento Act, Authorized Activities
https://nche.ed.gov/mvauth-activities/
• NCHE (September 2023). Chapter 7: Managing McKinney-
Vento Subgrants. State Coordinators Handbook.
https://nche.ed.gov/statecoordinator-handbook/
4:20:41 PM
MR. GREBING moved to slides 19 - 20 and discussed the following
duties of local McKinney-Vento Liaisons:
[Original punctuation provided.]
Local Liaison Duties
• Ensure SEH (students experiencing homelessness)
are identified in coordination with others
• Ensure immediate enrollment & access to services
• Provide information about rights & opportunities
• Includes meaningful opportunities for parents
to participate in their children's education
• Includes transportation, school meals, & other
programs
• Ensure disputes are mediated
• May affirm for Housing and Urban Development
programs that SEH meet McKinney-Vento eligibility
criteria
Local Liaison Duties
• Support unaccompanied homeless youth (UHY) in
school selection & dispute resolution
• Ensure UHY are provided verification of their
status for FAFSA purposes
• Provide training & other support for school
personnel
• Provide referrals to services in the community
• Collaborate & coordinate services with State
Coordinators, community and school personnel
o Includes collecting & reporting data
Local Liaison Toolkit: https://nche.ed.gov/wp-
content/uploads/2020/09/Local- Liaison-Toolkit-
2020.pdf
4:22:23 PM
MR. GREBING moved to slide 21 and provided contact and resource
information for the NCHE:
[Original punctuation provided.]
NCHE Resources
Determining Eligibility Flow Chart
o https://nche.ed.gov/wp-content/uploads/2020/05/
NCHE-Eligibility-Flowchart.pdf
NCHE Resource Page for Unaccompanied Homeless Youth
o https://nche.ed.gov/unaccompanied-youth/
Homeless Liaison Toolkit Appendix 9.A UHY Flow Chart
o https://nche.ed.gov/homeless-liaison-toolkit/
4:23:26 PM
SENATOR STEVENS asked about the ratio of girls to boys
experiencing homelessness.
4:23:42 PM
MR. GREBING replied he didn't know but would provide the
information to the committee.
4:23:56 PM
CHAIR TOBIN asked if other presenters might know the answer.
4:24:05 PM
MS. DUFFIELD replied that she did not know the answer.
4:25:19 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 4:25 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SchoolHouse Connection Presentation 01.29.2024.pdf |
SEDC 1/29/2024 3:30:00 PM |
Homelessness |
| Anchorage School District Homelessness Presentation 01.29.2024.pdf |
SEDC 1/29/2024 3:30:00 PM |
Homelessness |
| National Center for Homeless Education Presentation 01.29.2024.pdf |
SEDC 1/29/2024 3:30:00 PM |
Homelessness |