Legislature(2023 - 2024)BELTZ 105 (TSBldg)
03/04/2024 03:30 PM Senate EDUCATION
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| Audio | Topic |
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| Presentation: Alaska's Charter School Model by School Board Members from School Districts with Charter Schools | |
| 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
March 4, 2024
3:31 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
PRESENTATION: ALASKA'S CHARTER SCHOOL MODEL BY SCHOOL BOARD
MEMBERS FROM SCHOOL DISTRICTS WITH CHARTER SCHOOLS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JAMIE BURGESS
Superintendent
Nome Public Schools
Nome, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
BOB METCALF
Treasurer
Board of Education
Nome City School District
Nome, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
MARGO BELLAMY, President
Anchorage School Board
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
JASON HLASNY, Director
Charter Schools
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
JHARRETT BRYANTT, Superintendent
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
ANDY RATLIFF, Chief Financial Officer
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
CLAYTON HOLLAND, Superintendent
Kenai Peninsula School District
Kenai, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
BRANDY HARTY, President
Board of Education
Fairbanks North Star Borough
Fairbanks, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
FRANK HAUSER, Superintendent
Juneau School District
Juneau, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
DEEDIE SORENSEN, President
Board of Education
Juneau School District
Juneau, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
BRITTNEY CIONI-HAYWOOD, Member
Board of Education
Juneau School District
Juneau, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
EDWARD PEKAR, Assistant Superintendent
Lower Kuskokwim School District
Bethel, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
HUGH DYMENT, Member
Board of Education
Lower Kuskokwim School District
Bethel, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
DIANE GUBATAYAO, Member
Board of Education
Ketchikan Gateway Borough School District
Ketchikan, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
LON GARRISON, Executive Director
Association of Alaska School Boards
Juneau, Alaska
POSITION STATEMENT: Invited testimony on Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
ACTION NARRATIVE
3:31:56 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:31 p.m. Present at the call to order were
Senators Kiehl, Gray-Jackson, Bjorkman, and Chair Tobin. Senator
Stevens arrived shortly thereafter.
^PRESENTATION: ALASKA'S CHARTER SCHOOL MODEL BY SCHOOL BOARD
MEMBERS FROM SCHOOL DISTRICTS WITH CHARTER SCHOOLS
PRESENTATION: ALASKA'S CHARTER SCHOOL MODEL BY SCHOOL BOARD
MEMBERS FROM SCHOOL DISTRICTS WITH CHARTER SCHOOLS
3:32:54 PM
CHAIR TOBIN announced the presentation: Alaska's Charter School
Model by School Board Members from School Districts with Charter
Schools.
3:33:54 PM
JAMIE BURGESS, Superintendent, Nome Public Schools, Nome,
Alaska, said she have work in the position for five years. She
said that Anvil City Science Academy (ACSA) is the only charter
school in Nome, established in 1998. It serves 60 students in
grades 5-8, which accounts for 12 percent of the district's
average daily membership (ADM). The school employs a project-
and thematic-based instructional approach. There have been no
applications for other charter schools or requests for
assistance or complaints in filing an application. ACSA's
charter was most recently renewed in 2018.
3:35:28 PM
MS. BURGESS provided a step-by-step review of the process to
establish a charter school in Nome. The application process is
time-consuming. Renewing the ACSA charter took approximately 20
hours of meeting time and an additional 10 hours for paperwork
and presentation preparation. Turnover in charter school
leadership and the academic policy committee can make the
renewal process as challenging as the original application.
3:35:45 PM
SENATOR STEVENS joined the meeting.
3:39:05 PM
MS. BURGESS said the Nome School District supports its charter
school in a variety of ways. For example, the principal attends
leadership meetings, works with the district's business manager
on annual budget development, and meets with the superintendent
to discuss needs. The charter school is housed within the
district office and has access to transportation and food
services at the middle-high school. The school district
collaborates with the charter school and ensures it receives
what it is monetarily entitled to under state law. She added
that having a charter school has benefited the middle-high
school by fostering the exchange of ideas on instruction,
curriculum, and parental involvement.
3:40:30 PM
MS. BURGESS said the state could better support charter schools
by establishing a dedicated charter school position to assist
with applications, renewals, and general guidance. Currently,
the Alaska Association of School Boards (AASB) has stepped in to
provide this type of assistance, as none is available at the
state level. She added that increasing the Base Student
Allocation (BSA) would help prevent cuts to the charter school's
budget. While Nome is not facing classified staff cuts, it is
facing cuts to supplies and technology, which will affect the
charter school.
MS. BURGESS stated that the state could better support charter
schools by creating a dedicated position to assist with
applications, renewals, and general guidance. Currently, the
Alaska Association of School Boards (AASB) provides this support
since it is unavailable at the state level. She suggested that
increasing the Base Student Allocation (BSA) would help avoid
budget cuts. Although Nome is not cutting staff, reductions in
supplies and technology will impact the charter school. Public
support for the charter school is strong, and academic
performance is high, with an annual waitlist of fewer than 10
students. She noted that Alaska's charter schools are unique in
operating under local school boards. She opined that local
control is valued in Alaska and contributes to the success of
charter schools. In Nome, the community's desire for a charter
school, along with parental involvement and district support,
has led to positive outcomes.
3:43:07 PM
BOB METCALF, Treasurer, Board of Education, Nome City School
District, Nome, Alaska, said he has lived in Nome 45 years. He
expressed pride in the charter school, Pacific City Science
Academy (PCSA), highlighting its success due to the commitment
of the principal, teachers, staff, and students, and families.
He noted the school's project-based, collaborative teaching
model, which involves significant effort from the four teachers.
Families are engaged in supporting their children, recognizing
funding limitations, and have voiced a need for more classroom
aids and local cultural resources to support social-emotional
learning. The school's Economic Policy Committee (APC) is active
in fundraising and has expressed concerns about the size and
condition of the school's facilities.
MR. METCALF explained that while PCSA has its own curriculum and
governance, the school board takes ownership of it, just as it
does with other schools in the district. He emphasized the need
for sufficient and stable foundation funding to support PCSA and
the district's other schools. PCSA serves both students seeking
more academic challenges and those needing additional support.
He acknowledged concerns from some community members about the
exclusivity of the program, as well as the desire for more
project-based learning in regular classrooms.
MR. METCALF highlighted the importance of local control in the
development of charter schools, stressing that community
involvement is key to their success. He shared feedback from
parents, who appreciated the close collaboration with teachers
and the influence they have on classroom projects and content.
He concluded that if it is the state's goal to create more
charter schools, he recommends a careful study of ways to
support community efforts and incentivize school districts. He
advised against untested modifications to a system that has
proven successful.
3:48:57 PM
SENATOR GRAY-JACKSON asked how many students are in the Nome
charter school.
MS. BURGESS replied there are 60 in the charter school out of
approximately 700 students in the district.
3:49:27 PM
SENATOR GRAY-JACKSON asked if the application process must
include the anticipated number of students.
MS. BURGESS replied yes.
3:49:39 PM
SENATOR GRAY-JACKSON asked how parents are notified that a
school district has an established charter that their child can
apply to attend.
MS. BURGESS explained that the typical process for notifying
parents about the charter school starts with presentations at
the elementary school, given by the principal, teachers, and
sometimes students. Parent meetings are advertised, offering
information for those considering enrolling their children.
Parents and students work together on the application, and
workshops are held to assist with the process. She also noted
that a lottery system is used if there are more applicants than
available seats at a particular grade level.
3:51:09 PM
MR. METCALF stated that Nome is a small, close-knit community
where parents are highly involved and actively recruit for the
charter school. He emphasized that parents are strong advocates
for the school, and word of mouth is an effective method of
recruitment in this setting.
SENATOR KIEHL asked for clarification on the parent involvement
requirements for the charter school. He requested details on
what those specific requirements entail.
MS. BURGESS explained that the parent involvement requirement
for the charter school is around 15 to 20 hours per year. The
school provides various ways for parents to meet this
requirement, recognizing that many parents are working. Some
local employers, such as the hospital and regional nonprofit,
allow employees to take time off to volunteer. Parents can also
help with after-school or evening activities or assist with
event planning remotely. While a few families have found the
requirement burdensome, she noted that this is a small number
and hasn't significantly impacted enrollment.
3:53:47 PM
MR. METCALF added that families are aware from the start that
enrolling their child in the charter school requires
involvement. Parents understand that they will have
opportunities to visit classrooms and participate in activities
showcasing student work. He emphasized that both students and
parents are prepared to support these commitments from the
beginning.
3:54:42 PM
SENATOR STEVENS addressed a recommendation that proposes
shifting authority and responsibility for charter schools from
local school boards to the unelected state school board and the
unelected commissioner of education. He asked if there are any
advantages to making this change.
3:55:20 PM
MS. BURGESS emphasized that in remote communities removing local
government support for charter schools and placing them entirely
under state control could create division within the community.
Currently, the charter school is part of the district, and
students transition from elementary school to the charter school
and later to the middle and high schools, fostering
collaboration. The charter school's principal is deeply
integrated with district operations, which allows for shared
problem-solving and support. She expressed concern that making
the charter school independent would isolate the principal,
making the role more challenging. She stressed that maintaining
the charter school's connection with the district is beneficial
and that separating it could be harmful, especially in remote
areas.
3:57:43 PM
MR. METCALF commented that residents, especially in smaller
communities, stop leaders when they are seen around town and
discuss concerns with them. Since community members are
neighbors, friends, and family, leaders feel a strong sense of
accountability. This drives them to provide safe environments
and quality education for students, hoping that future
generations will choose to raise their children in the same
community.
3:59:09 PM
SENATOR GRAY-JACKSON asked if the charter school application
process requires either a minimum or maximum number of students
apply.
3:59:24 PM
MS. BURGESS explained that there is no strict minimum or maximum
number of students required for a charter school, but
sustainability must be considered. She noted that many charter
schools must find their own physical locations, though their
district provides support for tasks like payroll and purchasing.
In Nome, Pacific City Science Academy did not need a lease
agreement. The school began with three grade levels (sixth,
seventh, and eighth), but community demand allowed them to add
more, as outlined in the original charter. She mentioned that
schools in Alaska must have at least 10 students, but the
maximum capacity depends on factors like available space and
district considerations. Expansion is possible if built into the
charter and driven by community interest.
4:02:33 PM
SENATOR KIEHL stated that it appears the Nome School District
provides more funding to the charter school than the students
generate under the funding formula. He asked if this is correct.
4:02:51 PM
MS. BURGESS replied yes. She explained that during discussions
about the district's budget struggles, they considered the
potential cost savings if the charter school were closed, and
the teachers and students were reintegrated into the other
schools. The district would save over $800,000.
4:03:51 PM
MARGO BELLAMY, President, School Board, Anchorage School
District, Anchorage, Alaska, The Anchorage School District (ASD)
mission is to educate all 43,000 students for success, including
those in charter, alternative, and traditional schools.
Currently, eight public charter schools serve about 2,500
students, accounting for approximately 6 percent of the
district's Average Daily Membership (ADM). The charter schools
include Alaska Native Cultural Charter School (2008), Aquarian
Charter School (1997), Eagle Academy (2005), Rilke Schule
(2007), Winterberry Charter (2005), Frontier Charter School
(2003), STREAM Academy (2016), and Highland Academy Charter
School (2003).
MS. BELLAMY noted that charter schools differ from other ASD
schools in three significant ways: they are governed by an
elected Academic Policy Committee (APC), the principal is hired
by the APC, and they are exempt from the district's textbook
program, curriculum, and scheduling requirements as outlined in
their charter contract. While charter schools maintain
independence and offer a wide range of curriculum, they must
follow all ASD board policies unless specifically waived in
their charter. Charter schools also have discretion regarding
district initiatives, such as fifth grade to middle school
transitions or schedule changes.
4:07:37 PM
MS. BELLAMY explained that in reviewing past records, they could
not find any instance where the school board had ever rejected a
charter school application. Once an application goes through the
administration's vetting process and is recommended, it comes
before the school board for a work session and approval through
the governance process.
4:08:55 PM
JASON HLASNY, Director, Charter Schools, Anchorage School
District, Anchorage, Alaska, explained that over the past 10
years, ASD has approved nine charter school renewal
applications. ASD has never rejected an application. The process
begins in July when proposers submit a letter of intent to the
superintendent, either to start or renew a charter school. He
said that by September, all application documents are submitted
to his office, and there is ongoing dialogue to review and
refine the application, including meetings to address budget and
staffing projections. Once submitted, the application undergoes
an administrative review involving all district departments,
allowing stakeholders to provide detailed feedback. He said he
then holds a meeting with the proposers and department heads to
review the application line by line, aiming to improve and
strengthen it. All stakeholders in the district are given an
opportunity to provide input. After revisions, the proposal is
presented to the school board as a public action item. Once
approved, it is sent to the Department of Education and Early
Development (DEED) for technical review, usually completed
within 90 days. He also emphasized his ongoing support for
charter schools, including monthly meetings with principals and
working with APC boards on policy, budget, and governance
issues.
4:13:25 PM
MR. HLANSNY explained that he works closely with the chairs of
charter schools and handles both initial and renewal
applications for the district. He collaborates with ASD and
charter schools on strategic planning. Every few years, they
hold a statewide Charter School Academy, bringing together
principals and board members for training on the Open Meetings
Act, parliamentary procedure, and principal evaluations, among
other key topics. He said he also supports schools by fielding
parent calls, assisting principals, and ensuring proper
evaluations of charter school principals, which are conducted by
an administrator rather than the APC.
4:14:48 PM
JHARRETT BRYANTT, Superintendent, Anchorage School District,
Anchorage, Alaska, expressed ASD's support for the charter
school language in SB 140, noting that the creation of a charter
school coordinator position at the state level would provide a
centralized contact for charter school inquiries. This role
would equalize support across the state for groups applying for
charters and help navigate complex governance and regulatory
requirements. He also emphasized the need for an increase to the
base student allocation (BSA), which charter schools require
just as much as neighborhood schools, given years of flat
funding. Charter schools, like many public schools, are facing
difficult financial decisions. He provided an example of one
successful ASD charter school that has had to dip into its fund
balance, cut two teacher positions, two paraprofessionals, and a
nighttime custodian, and is struggling to afford lease payments.
He stressed that charter schools reflect the financial
challenges faced by all public schools in the state and
reiterated the critical importance of increasing the BSA to
maintain their scale and success.
4:16:37 PM
SENATOR STEVENS asked whether there is an advantage to removing
control of charter schools from local districts and placing them
under the control of the State Board of Education and the
Commissioner.
4:16:56 PM
MS. BELLAMY expressed confusion about the idea of removing
charter schools from local district control, especially given
their deep connection to local communities. She emphasized that
disrupting this relationship seems unnecessary and
counterproductive. She stated that her preference is to maintain
the current process under the school board, rather than making
any changes that could cause disruption.
4:17:54 PM
SENATOR BJORKMAN asked a series of questions regarding practices
at a charter school in his district and sought to know if they
are relatable to charter schools in ASD. He said the charter
school in his district has parents sign behavior contracts,
unenrolls students for poor behavior or excessive tardiness,
assesses students before enrollment to determine if the school
is a suitable environment, and provides special education
services through external providers without on-site staff. He
asked if any of these practices were common among charter
schools in ASD or if there were any similarities.
4:19:29 PM
MR. HLASNY stated that charter schools in ASD do not require
parents to sign behavioral contracts for enrollment or
admission. These schools are public choice options that are open
and inclusive to all students. While charter schools may not
always have the same on-site specialists or services that
neighborhood schools offer, they are committed to welcoming all
learners. If there is a concern regarding the ability to provide
a Free Appropriate Public Education (FAPE), an Individualized
Education Program (IEP) meeting is held to review the plan and
make a team decision. He emphasized that charter schools in ASD
follow the same policies and procedures as traditional schools.
4:20:40 PM
SENATOR BJORKMAN asked if any of the provisions he listed exist
in charter schools in Anchorage.
4:20:51 PM
MR. HLASNY replied that he does not remember everything
mentioned but he is not aware of any behavior or probation
contracts. At ASD, it is a lottery process. Any student can
apply.
4:21:18 PM
SENATOR KIEHL disclosed that he has close family members who
attend and volunteer in Anchorage charter schools. He requested
that the Anchorage School District provide information on the
number of students in each charter school and clarify whether
the district allocates the same amount of funding generated by
the formula or more to those schools. He also asked if any of
the charter schools in the district have parent volunteer or
involvement requirements.
4:22:00 PM
MS. BELLAMY acknowledged that some charter schools in the
district may have parent volunteer requirements, noting that
when her own children attended a charter school, parents were
expected to volunteer a certain amount of time per semester or
quarter, and participate in fundraisers approved by the APC. She
offered to gather school-by-school information if needed.
4:22:55 PM
CHAIR TOBIN asked Mr. Hlasny if he could provide an estimate of
the per-pupil spending in the Anchorage School District's
charter schools.
4:23:00 PM
MR. HLASNY explained that he is not the senior director or chief
finance officer for the district but noted that per-pupil
spending in charter schools is the same as in other schools,
minus 4 percent. The 4 percent represents a direct cost that
goes back to the district, but otherwise, charter schools
receive the same funding as any other school.
4:23:41 PM
ANDY RATLIFF, Chief Financial Officer, Anchorage School
District, Anchorage, Alaska, confirmed that the district
provides full funding to charter schools as required by statute,
including their share of federal impacted interest earnings and
additional allowable contributions. The district then deducts
the maximum 4 percent for indirect costs. He noted that this 4
percent rarely covers the actual administrative time spent on
charter schools, as their budgets require much more review than
traditional schools. In addition, the district offers
professional development opportunities and pays for Mr. Hlasny's
role in supporting charter schools, which is categorized under
student instructional support rather than indirect costs due to
state function coding.
CHAIR TOBIN asked that ASD send the information requested by
Senator Kiehl to her office.
4:25:02 PM
CLAYTON HOLLAND, Superintendent, Kenai Peninsula School
District, Kenai, Alaska, shared that the Kenai Peninsula Borough
School District (KPBSD) has four charter schools: three in the
Soldotna-Kenai area and one in Homer, with 653 students,
representing about 7 percent of the district's Average Daily
Membership (ADM). Over the last 10 years, four charter school
proposals were submitted. Of the four, three were approved but
later rescinded, and one was denied but is currently in the
appeal process. He explained that KPBSD follows AS 14.03.250.
KPBSD has an August 1 deadline for submitting letters of intent,
and completed applications are due by October of the following
year. He described the charter process and highlighted that the
district provides significant support during the charter
development process, offering financial, human resources, and
special education information.
4:28:56 PM
MR. HOLLAND praised the proposal in SB 140 to have a state-level
charter school coordinator, noting it would help with the
workload since KPBSD does not have dedicated staff for charter
schools. KPBSD has never denied a charter renewal and is
thorough in its review process.
4:29:35 PM
SENATOR STEVENS asked whether there is any advantage in removing
control of charter schools from local school boards, districts,
and administrations, and placing it under the State School Board
and the commissioner of education.
4:29:54 PM
MR. HOLLAND stated that he does not see any advantage in
removing local control of charter schools. He questioned how it
would work, particularly in cases where a budget is not aligned
properly or missing required elements, noting that the local
site would be best equipped to address such issues. He
emphasized the importance of local input and pointed out that
charter schools are eventually reviewed by the state, but he
cannot imagine the process functioning effectively without local
control and input.
4:30:36 PM
SENATOR BJORKMAN mentioned that some people in the Capitol
believe that the charter school application, which was denied,
was perfectly fine and should have been accepted, suggesting it
was wrongfully discriminated against by the district. He then
asked what gaps in the application led to its denial.
4:31:16 PM
MR. HOLLAND agreed that from the start, it felt like there was a
lot of political influence on the process. He outlined several
key gaps in the charter school application that led to its
denial, with the primary issue being an incorrect budget.
Despite the district offering assistance, the applicant did not
allocate space or calculate costs correctly for the school they
planned to occupy. There were also issues related to Title I
funding, which could not be allocated until after a year of
student attendance, and uncertainty about where the enrolled
students would come from. Other gaps included issues regarding
evidence-based curriculum and insufficient attention to special
education. He noted that the proposal also changed models adding
complexity. He remarked that the board's meeting on the matter
lasted six or seven hours, with many challenges preventing
approval.
4:32:46 PM
SENATOR BJORKMAN asked if the charter school in question, which
appealed the Kenai Peninsula Borough School District's denial of
their charter to the Department of Education and Early
Development (DEED) and Commissioner Bishop, was successful in
that appeal.
4:33:09 PM
MR. HOLLAND explained that Commissioner Bishop recused herself
from making a decision on the appeal. Another individual, whose
name he did not recollect, made the decision, and the district's
board decision to deny the charter was upheld by DEED.
4:33:20 PM
SENATOR BJORKMAN sought clarification that DEED also denied the
charter school request.
4:33:24 PM
MR. CLAYTON replied that was correct.
4:34:04 PM
BRANDY HARTY, President, Board of Education, Fairbanks North
Star Borough, Fairbanks, Alaska, said she has two children
attending a district charter school. She shared that the
Fairbanks North Star Borough School District (FNSBSD) currently
has five charter schools, including Alaska's first and longest-
running charter, Chinook Montessori Charter, which opened in
1996, and Discovery Peak Charter School, which opened in 2020.
Currently, 884 students are enrolled in these five charter
schools, making up 7 percent of the district's total enrollment
of 12,543 students. She noted that Fairbanks was the first
district in Alaska to open a charter school in 1996. Since then,
eight charter schools have opened, with two transitioning into
district programs: the Career Education Center (CEC) and The
Star of the North.
4:35:20 PM
MS. HARTY explained that New Beginning Charter School closed two
years after opening by its own choice, and to her knowledge, the
school board has never denied any charter school applications or
renewals. She acknowledged that the application process can be
cumbersome, involving negotiations for leases and legalities,
which have been challenging for many charter schools at their
start. The board holds yearly meetings to review contracts with
charter schools in addition to the 10-year renewal process. She
noted that the official application process is detailed in Board
Policy (BP) 935.2, which she has provided in her testimony.
Typically, the application process is completed a year before
the school plans to open, although community members often begin
informal preparations much earlier. She highlighted that local
charter schools benefit from district infrastructure, including
payroll, human resources, IT support, laptops, special education
services, district custodians, and access to student support
services such as Alaska Native education.
4:37:01 PM
MS. HARTY noted that charter schools in the district are
overseen by the Executive Director of Alternative Learning, who
assists with day-to-day needs. In the past, when transportation
funding and drivers were sufficient, local charters had access
to busing services, making them more accessible to a broader
range of students. Like other district schools, charter schools
would benefit from an increase in the Base Student Allocation
(BSA), as they too have been affected by years of flat funding,
service cuts, and reduced purchasing power due to inflation.
Charter school educators are district employees and are covered
by the same bargaining agreements, meaning that they will also
face increased labor costs due to new agreements.
MS. HARTY highlighted that beyond funding increases, charter
schools could benefit from affordable or no-cost legal
representation. Many charter schools, including her son's, are
housed in commercial real estate instead of district-owned
buildings and face disputes with landlords or predatory leases
that tie rent increases to any BSA increase. She also noted the
charters do not often have a fund balance to offset years when
multiple staff members take leave, as they must cover the costs
for staff salaries and long-term substitute pay. She strongly
supported the creation of a dedicated position to address the
needs of Alaska's charter schools. She emphasized that local
school board oversight is key to the success of Alaska's charter
schools. As a district with the first and longest-running
charter school, Fairbanks has found the arrangement with its
charter schools to be mutually beneficial and is committed to
further improving this partnership.
4:39:44 PM
SENATOR STEVENS asked what the advantages and disadvantages are
to removing control of charter schools from the district and
local administration and placing them under the State School
Board and the Commissioner of Education.
4:40:06 PM
MS. HARTY stated that she sees no advantages to changing the
current dynamic of local control over charter schools. She noted
several disadvantages, emphasizing the close working
relationship the district has maintained with charter schools
since 1996. She highlighted that the state would not be able to
provide the same level of public hearings, gather local input,
or offer the robust process the district currently provides. She
concluded that there is no need to fix a system that is not
broken.
4:40:47 PM
SENATOR KIEHL asked for clarification, confirming if he heard
correctly that there are fewer than 600 students enrolled across
the five charter schools in the Fairbanks North Star Borough
School District.
4:41:00 PM
MS. HARTY clarified that there are 884 students enrolled in the
five charter schools within the Fairbanks North Star Borough
School District.
SENATOR KIEHL noted that, based on the student numbers, the
charter schools still fall below the efficient cut points in the
funding formula. He then asked whether the district is providing
more funding to those charter schools than what the formula
generates for the students enrolled in them.
4:41:34 PM
MS. HARTY explained that the district provides charter schools
with all the funding that is statutorily required, treating them
somewhat like independent districts. However, the district also
offers additional services beyond the required amount,
particularly in special education. Charter schools keep all of
the 20 percent allocated for special education (SPED) grants,
even though the district provides extra support, such as speech
and learning pathologists, occupational therapists, and
paraprofessionals for students with higher needs. Since the
district is the Local Education Agency (LEA) responsible for
ensuring compliance with the Individuals with Disabilities
Education Act (IDEA), it significantly supplements the resources
provided to charter schools.
4:42:35 PM
SENATOR BJORKMAN mentioned that some believe if every school in
Alaska operated like the charter school in his district,
educational outcomes would improve significantly. He explained
that this charter school assesses students before enrollment to
determine if they will succeed, provides counsel to parents on
their child's potential success, places students on a behavior
plan, and unenrolls them if they do not comply. He asked if
these practices are used in Fairbanks' charter schools and
whether she considers this model scalable, where all children
could be successful.
4:43:58 PM
MS. HARTY acknowledged that some elements mentioned do exist in
Fairbanks' charter schools, which operate, to a certain extent,
as independent contractors with the district. She noted that
some charter schools have behavior contracts and can remove
students who struggle with behavior, sending them back to
neighborhood schools. As public schools, the district still
serves all students, including those requiring special
education. She pointed out that charter schools benefit from
being able to disenroll students as neighborhood schools provide
a fallback. Many charter schools, like her son's, have volunteer
requirements, but these are often flexible and not strictly
enforced. She added that charter schools can have difficulty
maintaining full Academic Policy Committee (APC) boards. This is
particularly the case for schools serving Title I populations,
where many households have single or working parents who
struggle to meet involvement expectations. She expressed that
charters are not a universal solution for all students,
especially given the challenges of providing special education
services. Not every public school can be replaced with a charter
school. She emphasized that while charters play an important
role, they are not scalable for every student or school, as the
demands placed on parents and students cannot be expected from
all.
4:46:33 PM
FRANK HAUSER, Superintendent, Juneau School District, Juneau,
Alaska, thanked the committee for the opportunity to speak about
charter schools, specifically the Juneau Community Charter
School (JCCS), one of the oldest in Alaska. He stated that his
district was asked to respond to a series of questions, starting
with the first: how many charter schools are in the district and
how many students attend them.
4:47:11 PM
MR. HAUSER stated that there is one charter school in the Juneau
School District, which is proportional to the size of the
district. Starting in fall 2024, the district will have one
comprehensive high school and one middle school. The General
Community Charter School (JCCS) currently has 88 students,
making up approximately 2 percent of the district's Average
Daily Membership (ADM). JCCS began in 1997 with just over 30
students, or about 0.6 percent of the district. In the past 10
years, the district has received no requests to establish
additional charter schools and there is no known feedback that
the application process was too onerous.
4:47:45 PM
MR. HAUSER stated that in the last 10 years, the Board of
Education has approved all charter school renewals, with none
being denied. The Juneau Community Charter School (JCCS), one of
the oldest charter schools in Alaska, has been renewed three
times since it opened in 1997in 2002, 2008, and 2015. He
described the application process for the Juneau School District
(JSD) stating the process is outlined in board policy. Once the
board receives an application, it must review it at the next
practical public meeting, within 60 days the board must review
the application and provide its written decision. If approved,
the application is sent to the State Board of Education for
final approval. If denied, applicants can appeal to the
Commissioner of the Department of Education and Early
Development. An appeal process exists in board policy. According
to JSD policy, applications for a charter school to operate the
following year must be submitted no later than October 1 of the
current year, and the school must begin operation by October 1
of the year it is approved.
MR. HAUSER spoke to resources and the strong partnership between
JCCS and the district. JCCS receives support in areas such as
recruitment, hiring, financial services, policy interpretation,
and access to special education, counseling, and nursing
services. The district also provides space for the school in JSD
facilities. Additionally, JCCS is advertised on the district's
website, and this year, it introduced a new mascot.
MR. HAUSER identified that the single most important action the
state could take to help the charter schools, APCs, and the
board of education is to increase the Base Student Allocation
(BSA). He noted that charter schools rely on BSA funding, and
the failure to increase it, despite inflation and rising fixed
costs, negatively affects both charter schools and all public
schools. An increase in the BSA would benefit all schools by
addressing these financial challenges.
4:50:54 PM
MR. HAUSER stated that JCCS is one of Alaska's oldest charter
schools, reflecting a strong partnership with the district and
community. He mentioned that the JCCS principal emphasized the
importance of a robust parent and volunteer support group,
further stating, "It is incumbent that charter officials
understand their role within the wider school district and seek
to be a supportive member of that community."
MR. HAUSER expressed concern that state-level interventions in
local charter schools would impose a statewide solution where no
statewide problem exists. Local charter school policies are
developed by elected officials who understand and are
accountable to their communities. He argued that adding a new
layer of bureaucracy at the state level would introduce
unnecessary complexities without clear benefits.
4:52:19 PM
MR. HAUSER referenced Paul Peterson's study on charter schools
and its use of five-year-old data. He reiterated that charter
schools are suitable for some families, but not all. He
emphasized that the Juneau School District (JSD) celebrates
parent choice and offers a wide variety of academic programs
that cater to the needs of the community. In addition to
traditional neighborhood elementary schools and comprehensive
middle and high schools, JSD has long offered alternative and
optional academic programs for students and parents. These
include the Tlingit Culture, Language, and Literacy Program
(TCLL), a place- and culture-based program that integrates the
Tlingit language and culture into daily instruction alongside
national standards. Montessori Borealis is a Pre-K through 8th-
grade Montessori public alternative school, one of only 500
public Montessori schools in the nation. Yaakoosgé Daakahídi
Alternative High School serves as a 9-12 alternative high
school, and HomeBRIDGE offers homeschool instruction for
kindergarten through 12th grade. JSD also includes the Juneau
Community Charter School (JCCS).
4:53:57 PM
DEEDIE SORENSEN, President, Board of Education, Juneau School
District, Juneau, Alaska, recalled when the Juneau Community
Charter School first opened and emphasized the importance of the
community embracing all optional programs. She stated that it is
crucial for local control of all public educational programs to
remain with the local school board, which is elected by the
community.
4:54:47 PM
BRITTNEY CIONI-HAYWOOD, Member, Board of Education, Juneau
School District, Juneau, Alaska, shared that she was recently
elected to the Juneau School Board in October and has previously
served as the chair, treasurer, and a member of the Academic
Policy Committee (APC) for the Juneau Community Charter School
(JCCS). She mentioned that her child has been attending JCCS
since kindergarten and is currently a sixth grader, making her
family long-standing members of the school's community.
4:55:22 PM
SENATOR KIEHL posed a historical question noting his
appreciation for the Juneau School District's efforts to provide
public school choices, with the Juneau Community Charter School
as an example. He recalled an attempt some years ago to open a
Montessori charter school in the district, which was approved by
the Juneau School District Board of Education but disapproved by
the State Board. He asked if Ms. Sorensen could recall the
reasons why the State Board rejected the local charter school
application.
4:56:05 PM
MS. SORENSEN said she remembered the incident but could not
recall the reason.
4:56:24 PM
SENATOR KIEHL replied it was an unfair question.
4:56:41 PM
SENATOR STEVENS expressed appreciation for the comment about
transferring authority from the local school board to the State
School Board being a "solution in search of a problem." He asked
if there are any advantages to a transfer of authority or if
there are disadvantages.
MS. SORENSEN stated that she sees no advantages to transferring
authority and noted several disadvantages. She emphasized that
charter schools need local commitment, which comes from the
active involvement of the community and support from the Board
of Education. She referenced a speaker from Nome who highlighted
the accountability of local leaders, whom people interact with
regularly in the community, such as in grocery stores. She
stressed that in public schools, accountability ultimately lies
with the local school board.
4:58:03 PM
At ease
4:58:24 PM
CHAIR TOBIN reconvened the meeting and introduced the next
invited testifier.
4:58:50 PM
EDWARD PEKAR, Assistant Superintendent, Lower Kuskokwim School
District, Bethel, Alaska, stated that the Lower Kuskokwim School
District (LKSD) has one charter school, Ayaprun Elitnaurvik, a
Yup'ik Charter School, located in Bethel. As of the most recent
count, there were 183 students enrolled, representing about 4.8
percent of total LKSD enrollment. Over the past 10 years, the
Board of Education has received a charter renewal and an
extension to include grades seven and eight. He noted that there
was no feedback indicating the application process was too
onerous. The process, outlined in Administrative Regulations
6181A, involves an administrative meeting, a school board work
session, and a school board decision on whether to accept or
deny the charter.
MR. PEKAR said Ayaprun Elitnaurvik has access to the same
district resources as the other 28 schools in LKSD and is
governed by a local Academic Parent Committee (APC). The APC
consists of five current parents, one former parent who is
classified staff, two certified teachers, the principal as
administrator, and one community elder. The Yup'ik language is
the primary language of instruction from kindergarten through
second grade, with 50 percent of instruction in Yup'ik for
grades three through eight, following the district's language
development model used in its two-language schools.
MR. PEKAR also noted that public and community input on the
charter school renewal and expansion process has been positive,
with strong support for expanding the school to include grades
seven and eight. He emphasized that local control of charter
school applications is crucial, as the Board of Education
represents all LKSD communities and understands the public
interest and support behind such applications.
5:01:42 PM
HUGH DYMENT, Member, Board of Education, Lower Kuskokwim School
District, Bethel, Alaska, gave a brief overview of his 34 years
of experience as a teacher, advisor, and board member. He noted
that the community of Bethel is fond of its charter school,
which represents 25 percent of Bethel's K-6th grade population.
Of the approximately 670 K-6 students in Bethel, 153 attend
Ayaprun. He mentioned that some of his children attended the
charter school while others did not and expressed support for
parental choice. Having served on the APC (Academic Policy
Committee) and helped write the school's first renewal
application, he found nothing particularly onerous about having
a child at the school or being on the board. However, he
acknowledged that success required people who were willing to
work for what they wanted.
5:04:44 PM
MR. DYMENT opined that the success of charter schools often
stems from self-selection, as parents actively choose to send
their children to a school where there is a commitment to assist
with homework and volunteer their time. He explained that among
[rural school districts] LKSD is unique, being the largest in
area and student population, with 4,000 students across 24
villages. Bethel, which is twice the size of other rural hubs,
serves 56 villages, whereas hubs like Nome or Barrow serve 6 to
10 villages. He said charter schools also differ and noted that
Ayaprun has a short waitlist.
5:08:29 PM
SENATOR STEVENS asked if there are any advantages or
disadvantages to transferring authority from local district to
the state.
MR. DYMENT stated he is not familiar with the proposed
legislation but opined that what is happening at the local level
is working well. He mentioned that the Lower Yukon School
District, which is half the size of LKSD, recently opened a
charter school in Hooper Bay. He expressed that he sees no
advantage to removing local control of charter schools and
believes there are disadvantages if the goal is to shift control
to the Department of Education and Early Development (DEED). He
pointed out that current legislation already includes an appeal
process, allowing charter applicants to appeal to the state if a
local district denies their application, making further changes
unnecessary.
5:11:51 PM
DIANE GUBATAYAO, Member, Board of Education, Ketchikan Gateway
Borough School District, Ketchikan, Alaska, stated that she has
served 10 years on the school board and noted that Ketchikan has
two charter schools: Ketchikan Charter School, which serves
preK-8 and Tongass School of Arts and Sciences, a K-6 school.
There are 358 students enrolled in charter schools, representing
approximately 17 percent of Ketchikan's student population. In
the past 10 years, the Ketchikan Gateway Borough School District
(KGBSD) has not received any new charter school applications.
5:12:51 PM
MS. GUBATAYAO recalled the lengthy process for establishing the
Tongass School of Arts and Sciences during her time on the
board. KGBSD's Board Policy (BP) 6181 outlines the requirements
to qualify as a charter school and the year-to-year obligations.
She shared her unique experience as a board member involved in
the approval of Ketchikan Charter School in the late 1990s and
as president of the Academic Policy Committee (APC) for the
Tongass School of Arts and Sciences for three years. Having
worked on both sides of charter school establishment, she
expressed deep appreciation for how charter schools function.
KGBSD's approval process is like that of other districts, and
the resources available to Ketchikan's charter schools are
essentially the same as those provided to other schools in the
district. She highlighted strong support from parents and the
community, with choice in education being valued district wide.
5:15:31 PM
MS. GUBATAYAO emphasized that APC is a unique feature of charter
schools, allowing greater parental involvement in school
operations. She expressed strong support for charter schools,
with the important caveat that they must be governed by the
local school district and school boards in alignment with state
law. This governance ensures that charter schools are fully
accountable in terms of finances and academic achievement, just
like all district schools. The charter process and Memorandum of
Agreement (MOA) provide a degree of creativity and flexibility,
benefiting both charter schools and the district.
5:17:16 PM
LON GARRISON, Executive Director, Association of Alaska School
Boards, Juneau, Alaska, moved to slide 2 and said he was proud
of the testimony given on how charter schools work and the
importance and impact of local control. He said he put together
a presentation on why local authorization is important spoke to
the complexity of the school system:
[Original punctuation provided.]
Why Local Authorization
• Schools are a complex system that must be responsible
for:
• Student safety, welfare, academic progress
• Special education
• Special needs or intensive needs
• Curriculum and instruction to meet state
standards
• Providing certified staff as required by law for
teaching and administrative functions
• Student progress monitoring and assessments
• Providing a suitable facility in which students
can learn
• Providing transportation and meals where
applicable
• Communicating and engaging with parents
• Meeting all applicable state and federal laws and
regulations
5:19:16 PM
MR. GARRISON moved to slide 3 and said local authorization is
also important because of support services:
[Original punctuation provided.]
Why Local Authorization
Local districts provide the capacity to support school
operations Policy
• HR
• Payroll & Accounting
• Facilities where applicable
• Family and parent engagement
• Professional development
• Transportation and meals, where applicable
• Opportunities to access grants
5:19:39 PM
MR. GARRISON moved to slide 4 and discussed AASB's support for
local charter schools statewide and that almost all schools
across the state use AASB's model policy. He described AASB's
model board policy for charter schools:
[Original punctuation provided.]
AASB Supports and Encourages Local Charter Schools
From AASB Model Board Policy 6181 Charter Schools
The School Board shall give appropriate consideration
to any charter school petition, in light of its
overall effect on the district's children and the
proposed school's ability to function effectively and
meet its goals. The School Board desires to support
innovations which improve student learning and views
charter schools as an opportunity to implement school-
level reform. In accordance with law, the proposed
charter must include descriptions of the vision,
mission and goals of the charter school, the
governance structure which will be used, the
educational outcomes to be attained by students, and
the method by which progress in meeting these outcomes
will be measured.
5:20:54 PM
MR. GARRISON moved to slide 5 and discussed what it takes to get
authorization for a charter school:
[Original punctuation provided.]
What it takes to get Authorization
• Authorization is a lengthy and thorough process,
but it needs to be!
• Authorization usually takes about 9 months or
more and involves both the local board, DEED, and
the State Board of Education (SBOE)
• Authorization requires local school board
approval, DEED recommendation, and SBOE approval.
• The process includes an appeal process for the
applicant if denied by either a local board or
the Commissioner of Education.
5:22:30 PM
MR. GARRISON moved to slide 6 and provided information about the
application process and its length. He stressed that the State
Board of Education must have 90 days prior to its next meeting
for an item to be placed on its agenda:
[Original punctuation provided.]
Current application and appeal process
Process and timeline for a charter that is approved
STEP DAYS Cumulative Days
Initial application
to local school board 0 0
Local approval or
denial Within 60 60
Commissioner review
of approval To SBOE w/in 30 days 90
Forwarded to SBOE
for final approval Scheduled for next
SBOE meeting not less
than 90 days in advance 180
5:23:32 PM
MR. GARRISON moved to slide 7 and discussed the denial process
and appeal. He stated there are a lot of off ramps towards the
process to approval and the process provides every opportunity
possible to help a charter be successful in its approval:
Current application and appeal process
Process and timeline for a charter that is denied
and appealed
STEP DAYS Cumulative Days
Initial application to
local school board 0 0
Local approval or denial Within 60 60
Appeal to Commissioner
of local denial Within 60 days 120
Appeal to SBOE if
Commissioner upholds Appeal within
local denial 30 days 150
Forwarded to SBOE for Scheduled for next
final determination SBOE meeting not
less than 90 days
in advance of 240
5:25:05 PM
MR. GARRISON moved to slide 8 and closed by discussing resources
available for charter schools:
[Original punctuation provided.]
Resources
• DEED website for charter school information:
Charter Schools
• AASB Resources: Charter School Support
AASB is in the final stage of development:
1. Model Charter School Bylaws
2. Model policies for a charter school Academic Policy
Committee
3. A new section of model board policies about charter
schools
5:27:10 PM
SENATOR KIEHL asked if there are any charter schools in Alaska
that have opted not to follow the model policy of AASB.
MR. GARRISON replied that he does not recall any charter schools
in Alaska choosing not to follow the AASB's model policy. He
noted that while the Mat-Su School District is no longer a
member of AASB, much of its policy manual is still based on the
model policy established by AASB, though it no longer receives
updates.
5:27:56 PM
SENATOR KIEHL noted that the committee has heard from supportive
school board members and superintendents who appear to subsidize
charter schools by providing funding beyond what the formula
generates to keep them strong. He mentioned that about 10 years
ago, the state lifted the cap on charter schools and asked why
there hasn't been a significant increase in the number of
charter schools since then.
5:28:35 PM
MR. GARRISON opined that, based on the testimony, participation
in charter schools typically ranges from 4 to 7 percent. He
agreed that charter schools are somewhat self-selecting, as they
offer an alternative opportunity for students that requires
significant parental involvement, which could explain why there
aren't more charter schools. He emphasized the importance of
this consideration, suggesting that the success of charter
schools might be tied to parental involvement. He also noted
that the pupil-teacher ratio in charter schools tends to be
lower and questioned whether charter schools meet the needs of
students who lack involved parents, raising concerns about
equity. He stated that as a public school system, it's essential
to wrestle with how to provide equitable options through local
schools and boards to meet students' needs. While a charter
school may not always be necessary, he suggested exploring what
can be learned from charter schools to create greater equity of
opportunity for all students.
5:30:52 PM
SENATOR STEVENS stated that this meeting was important because
it informed members about the involvement of elected board
members and district leaders. He expressed support for the idea
that "if it is not broken, don't fix it." He referenced the
Harvard study that indicated Alaska has some of the best charter
schools in the nation. He noted that testifiers emphasized the
importance of local control because it provides accountability
and active participation from school districts. Districts
expressed concerns that changes could not only disrupt but
damage the success of charter schools.
5:31:52 PM
SENATOR BJORKMAN reiterated points from the meeting, expressing
support for charter schools and acknowledging that it is
beneficial for students in his district to have a charter school
option. However, he emphasized that charter schools are not
suitable for all students and highlighted the need for realistic
expectations of what neighborhood schools can accomplish. He
found it interesting that districts fund and subsidize charter
school students, potentially at the expense of students in
regular schools. He noted that it is not surprising that
students with involved parents, rigorous curriculum
expectations, and behavior requirements perform well in charter
schools, as they have no choice but to meet those standards to
attend.
5:34:59 PM
SENATOR KIEHL noted that as districts struggle with budgets,
it's clear to him that running a small school cost more per
student, and districts have no choice in the matter. He
emphasized that, regardless of the difficult decisions made by
locally elected school boards to balance the budget, the
following year, a group of dedicated parents and their children
from a charter school could bring in a significant financial
burden that the district must accommodate, even if it doesn't
fit within the budget. He stressed that the financial side of
things must work, or none of the system will function
effectively.
5:36:21 PM
SENATOR GRAY-JACKSON agreed that the meeting was informative and
important, especially given the proposal to change charter
schools from local to state control.
5:37:40 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 5:37 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| AASB Presentation - Charter Schools and Local Authorization 03.04.2024.pdf |
SEDC 3/4/2024 3:30:00 PM |
Education |