Legislature(2025 - 2026)DAVIS 106
03/31/2025 08:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): the State of Education from the Field | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
JOINT MEETING
SENATE EDUCATION STANDING COMMITTEE
HOUSE EDUCATION STANDING COMMITTEE
March 31, 2025
8:03 a.m.
MEMBERS PRESENT
SENATE EDUCATION STANDING COMMITTEE
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Kiehl
Senator Mike Cronk
HOUSE EDUCATION STANDING COMMITTEE
Representative Rebecca Himschoot, Co-Chair
Representative Andi Story, Co-Chair
Representative Ted Eischeid
Representative Jubilee Underwood
Representative Rebecca Schwanke
Representative Bill Elam
MEMBERS ABSENT
SENATE EDUCATION STANDING COMMITTEE
Senator Jesse Bjorkman
HOUSE EDUCATION STANDING COMMITTEE
Representative Maxine Dibert
OTHER LEGISLATORS PRESENT
Representative Justin Ruffridge
Representative Jeremy Bynum
COMMITTEE CALENDAR
PRESENTATION(S): THE STATE OF EDUCATION FROM THE FIELD
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
LISA PARADY, Executive Director
Alaska Council of School Administrators (ACSA)
Juneau, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
LORI RUCKSDASHEL, President
Alaska Association of Elementary School Principals
Anchorage, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
RICK DORMER, President
Alaska Association of Secondary School Principals
Ketchikan, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
JENNIFER RINALDI, Executive Director
Alaska Association of Elementary Principals
Willow, Alaska,
POSITION STATEMENT: Answered a question concerning the principal
mentorship program.
CLAYTON HOLLAND, President
Alaska Superintendents Association
Soldotna, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
PHIL HULETT, President
Alaska Association of School Business Officials
Dillingham, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
KATIE PARROTT, President Elect
Alaska Association of School Business Officials
Anchorage, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
JENNIFER SCHMITZ, Director
Alaska Educator Retention & Recruitment Center
Anchorage, Alaska
POSITION STATEMENT: Co-presented The State of Education from the
Field.
ACTION NARRATIVE
8:03:24 AM
CHAIR TOBIN called the joint meeting of the Senate and House
Education Standing Committees to order at 8:03 a.m. Present at
the call to order were Senators Kiehl, Stevens, Cronk, and Chair
Tobin; Representatives Eischeid, Elam, Schwanke, Underwood, and
Co-Chair Story and Himschoot.
^PRESENTATION(S): THE STATE OF EDUCATION FROM THE FIELD
PRESENTATION(S): THE STATE OF EDUCATION FROM THE FIELD
8:04:23 AM
CHAIR TOBIN announced the presentation The State of Education
from the Field by representatives from the Alaska Council of
School Administrators and affiliate organizations including
Alaska Superintendents Association, Alaska Association of
Secondary School Principals, Alaska Association of School
Business Officials, and the Alaska Educator Retention and
Recruitment Center.
Alaska Council of School Administrators
8:06:05 AM
LISA PARADY, Executive Director, Alaska Council of School
Administrators (ACSA), Juneau, Alaska, Co-presented The State of
Education from the Field. She stated that she has served as
Executive Director of the Alaska Council of School
Administrators (ACSA) for 11 years and has used that time to
bring members before the committee to share insights from the
field. She explained that ACSA, a private nonprofit operating
for over 50 years, focuses on leadership, unity, and advocacy
for public education. ACSA represents a broad group of education
leaders, including superintendents, principals, and school
business officials across Alaska.
8:07:18 AM
MS. PARADY moved to slide 2 and highlighted that ACSA also
administers the Alaska Staff Development Network (ASDN), which
has provided professional development for Alaska educators for
over 40 years. She emphasized excitement about ACSA's newest
division, the Alaska Educator Recruitment and Retention Center,
which partners with the Alaska Department of Education and Early
Development to address staffing challenges, an issue second only
to education funding.
8:08:19 AM
MS. PARADY moved to slide 3 and introduced several affiliate
presidents joining her: Principal Lori Rucksdashel, President of
ACSA and the Alaska Association of Elementary School Principals;
Principal Rick Dormer, President of the Alaska Association of
Secondary School Principals; Superintendent Clayton Holland,
President of the Alaska Superintendents Association; Mr. Phil
Hulett, President of the Alaska Association of School Business
Officials; and Ms. Katie Parrot, President-Elect of the same
association. She concluded by noting that Ms. Schmitz would
present on ACSA's newest initiative.
8:09:05 AM
MS. PARADY moved to slide 4, ACSA Joint Position Statements, and
acknowledged that committee members are likely familiar with the
Alaska Council of School Administrators (ACSA) Joint Position
Statements and noted that copies were included in their packets.
She explained that ACSA members collaborate annually over
several months to reach consensus on the highest current
priorities in public education. The resulting document reflects
significant effort to identify critical needs for educators,
which are all centered on improving student achievement. She
added that the affiliate presenters would highlight specific
position statements during their remarks.
8:10:11 AM
MS. PARADY moved to slide 5, One State, 53 School Districts, a
map of Alaska with school district boundaries. She stated that
she shared a slide to help legislators see the school districts
they represent and recognize that many education leaders present
also represent those same districts. She emphasized ACSA's
commitment to serving all students, regardless of district size
or location, urban, rural, large, or small. She noted that
public education in Alaska includes charter schools,
correspondence programs, and neighborhood schools, all of which
serve every student. She concluded by affirming that the
collective focus of ACSA and its members is on making all
students the highest priority.
8:11:20 AM
MS. PARADY moved to slide 6, Alaska's Statewide Resource for
Professional Development, and discussed the following:
[Original punctuation provided.]
Alaska's Statewide Resource for Professional
Development
Our Mission: To provide Alaskan educators with
multiple pathways to refine instructional practice and
maintain certification.
Annually we:
• Host over 5,000 overall professional learning
registrations
• Serve over 2,000 with online classes. We offer 70
self-paced, high-quality professional development
courses.
• Offer webinar series with national education
experts that serve over 700 Alaskan educators
• Host the largest PK-12 professional development
conference in Alaska with 1 in 10 Alaskan
educators in attendance
8:12:13 AM
MS. PARADY moved to slide 7, MTSS Effective Instruction
Conference and described the MTSS (Multi-Tiered System of
Supports) Effective Instruction Conference as the largest PreK
12 professional development event in Alaska, with one in ten
Alaskan educators attending and over 1,200 education leaders
participating this year. She noted that the conference includes
virtual options and covers topics such as trauma-engaged
practices and staff recruitment and retention. She emphasized
that the conference addresses the specific professional
development needs of school districts, especially as many no
longer have funding to send staff out of state. She added that
ACSA brings in top educational talent from across the country
and the world to ensure Alaska's educators still have access to
high-quality training annually.
Alaska Association of Elementary School Principals
8:13:19 AM
LORI RUCKSDASHEL, President, Alaska Association of Elementary
School Principals, Anchorage, Alaska, Co-presented The State of
Education from the Field. She moved to slide 8 and said she is
also the Chinook Elementary School principal and president of
the Alaska Council of School Administrators.
8:13:49 AM
MS. RUCKDASHEL moved to slide 9, containing names and
photographs of AAESP board members. She noted that members of
the board represent many school districts from across the state.
8:14:00 AM
MS. RUCKSDASHEL moved to slide 10, School Principal Duties, that
contains a list of job duties and responsibilities of
principles:
[Original punctuation provided.]
School Principal Duties
• The instructional Program
• Student Management
• Safety
• Scheduling
• Hiring/Staffing
• Staff Evaluations
• Staff Performance Management
• Labor Relations
• Improvement Planning
• communication
• Community Partnerships
• Stakeholder Complaints
• Compliance Reporting
• Budget
MS. RUCKSDASHEL stated that the duties and responsibilities of
principals change daily and often require shifting from planned
schedules to addressing immediate needs of staff and students.
She emphasized that the role demands flexibility and
responsiveness each day. She noted the list of responsibilities
is not exhaustive and has expanded over time. She concluded that
principals are consistently being asked to do more with fewer
resources.
8:14:35 AM
MS. RUCKSDASHEL moved to slide 11, Early Childhood Education.
She stated that ACSA supports defining elementary education to
include universal pre-K, ensuring equitable access to fully
funded and sustainable birth-to-five learning programs and
nutrition services. She emphasized that three- and four-year-old
children have unique developmental needs that require age-
appropriate instructional materials and playground equipment.
She added that meeting these needs depends on sufficient
funding.
8:15:14 AM
MS. RUCKSDASHEL moved to slide 12, Early Childhood Education, a
graph showing that preschool participants fare better than non-
preschool participants. She said research shows students who
participate in early childhood education are more likely to
graduate from high school, own a home, and be employed. She
added that the data also indicates these students are less
likely to be incarcerated.
8:15:35 AM
MS. RUCKSDASHEL moved to slide 13, Early Childhood Education, a
graphic showing the economic benefits of investing in early
childhood education. She stated that early investment in
childhood education yields a significant return, with every $1
invested producing a $16 return. She said such investment leads
to increased high school graduation rates and decreased
incarceration rates.
8:16:00 AM
MS. RUCKSDASHEL moved to slide 14, Alaska Reads Act, and stated
that the Alaska Reads Act recognizes early intervention,
instruction, and parent and family education as the most
effective strategies to ensure students read proficiently by
third grade and reduce dropout rates. She emphasized the need
for sustainable early childhood education funding as part of the
Base Student Allocation. She added that this includes full 1.0
Average Daily Membership (ADM) funding for pre-K students.
8:16:45 AM
MS. RUCKSDASHEL moved to slide 15, Alaska Reads Act, that shows
two photographs of students reading. She stated that, as a Title
I principal, she and her staff prioritized implementing the
Alaska Reads Act during onboarding by using federal Title funds
to create a dedicated position focused solely on ensuring
compliance with the Act. She explained that this staff member
oversees timely completion of Individual Reading Improvement
Plans (IRIPs), ensures curriculum fidelity, reviews data, and
applies necessary interventions. She described a daily 40-minute
schoolwide intervention block where kindergarten through fifth
grade students rotate through 35 targeted "What I Need" (WIN)
groups. She emphasized the value of this dedicated staff member
but acknowledged that not all principals have access to similar
federal funding and that her school had to trade off other staff
positions to make this investment.
8:18:06 AM
MS. RUCKSDASHEL moved to slide 16, Preparing, Attracting, and
Retaining Qualified Educators, and stated that ACSA supports
enhancing both statewide and national recruitment efforts, while
also committing to growing Alaska's own workforce of educators,
including teachers, paraprofessionals, counselors, principals,
and superintendents. She encouraged the state to invest in
strong mentorship and induction programs to support new teachers
and educational leaders during their early years. She emphasized
the importance of having highly qualified and well-trained
teachers in schools. She also clarified that an Individual
Reading Improvement Plan (IRIP), as defined in the Alaska Reads
Act, outlines student interventions, includes meetings with
families, and communicates the student's academic level and the
specific strategies being used to support their progress.
8:19:27 AM
MS. RUCKSDASHEL moved to slide 17, Attract and Retain Qualified
Educators, showing a chart of district-level turnover
expenditures per teacher by cost category. She stated that 2017
data showed the estimated cost of teacher turnover at $20,000
per occurrence. She noted that this figure has significantly
increased between 2017 and 2025. She added that, according to
the Wallace Foundation, the estimated cost of principal turnover
is approximately $75,000.
8:19:58 AM
MS. RUCKSDASHEL moved to slide 18, Attract and Retain Qualified
Educators:
[Original punctuation provided.]
ATTRACT AND RETAIN QUALIFIED EDUCATORS
In Alaska high teacher turnover correlated with poor
student achievement
Average Average Percent
Teacher Student Scoring
Turnover proficient in
Reading
5 Lowest
Turnover District 8.7 percent 85.8 percent
5 Highest
Turnover Districts 37.9 percent 46.9 percent
MS. RUCKSDASHEL stated that teacher retention has a significant
impact on high-needs schools, particularly Title I schools,
where efforts are focused on attracting and retaining qualified
educators. She highlighted data showing that the five districts
with the lowest teacher turnover have the highest student
proficiency rates, while the five with the highest turnover have
lower proficiency. She emphasized that investing in teacher
retention and ensuring continuity in high-quality instruction
directly improves student outcomes over time.
8:20:36 AM
MS. RUCKSDASHEL moved to slide 19, Cost of Teacher Turnover:
[Original punctuation provided.]
Cost of Teacher Turnover
• ISER Study - 2017
• Every time Alaska replaces a teacher, it costs
the school district a minimum of over $20,000
• RAND Study - 2019
• Average cost to replace a principal is $75,000
• Ronfeldt, Loeb, and Wyckoff - 2013
• Students in grade-levels with higher turnover
score lower in both ELA and math and this effect
is particularly strong in schools with more low-
performing and minority students. Moreover, the
results suggest that there is a disruptive effect
of turnover beyond changing the distribution in
teacher quality.
• Mid-Year Turnover
MS RUCKSDASHEL reiterated that the Wallace Foundation
estimates the average cost to replace a principal at
$75,000. She emphasized that, across all staffing levels
paraprofessionals, teachers, principals, and
superintendentsthe shared goal is consistency, strong
relationships, and continuity. She stated that these
elements are essential for delivering clear, efficient
instruction to students.
8:21:03 AM
MS. RUCKSDASHEL moved to slide 20, Attract and Retain Qualified
Educators, showing a bar graph with facts about teacher
turnover. She stated that ACSA's goal is to attract and retain
qualified educators by understanding why they are leaving the
state. She noted that nine out of ten teachers hired each year
replace colleagues who left voluntarily, and more than two-
thirds of teachers quit before retirement. She added that
turnover rates in Title I schools are 50 percent higher than in
other schools, and up to 70 percent higher in math and science.
She emphasized that the removal of the defined benefit
retirement system has contributed significantly to teacher
attrition.
MS. RUCKSDASHEL shared her personal story of moving to Alaska
after a high school visit and conversation with a teacher who
praised the state's teacher pay and retirement benefits. She
explained that the retirement system was a major factor in her
decision to move to Alaska, where she has now taught for 25
years and raised her family. She expressed concern that new
teachers do not have the same long-term financial security,
which is causing many to leave.
8:23:05 AM
MS. RUCKSDASHEL moved to slide 21, Retirement Systems, and read
the following:
[Original punctuation provided.]
RETIREMENT SYSTEMS
ACSA calls on legislators to provide and fund a public
pension system or a viable alternative retirement
system that fairly compensates all district staff who
devote many years to Alaska's children.
According to the 2022 study by the Economic Policy
Institute, the average teacher earns 26.4% less than
other professionals with college degrees. The gap must
be offset by providing an excellent benefit package,
including a robust defined benefit retirement system.
8:23:41 AM
MS. RUCKSDASHEL moved to slide 22, Why Educators Are Leaving and
Staying in Alaska, which listed four reasons why educators leave
or stay in Alaska:
[Original punctuation provided.]
Why educators are leaving and staying in Alaska
Why they leave
• Lack of Defined Benefit
• Better opportunities in the Lower 48
• cost of living
• Uncertainty of education funding
Why they stay
• Positive school culture
• They grew up in Alaska/Family in State
• They like their community
• They are TRS Tier II employees
MS. RUCKSDASHEL said the Alaska Educator Recruitment and
Retention Center (AERRC) surveyed principals and
superintendents to understand why teachers are leaving the
profession. The survey found that teachers are leaving due
to the lack of defined benefits, better opportunities in
the Lower 48, the high cost of living, and the ongoing
uncertainty around education funding. She shared that just
this morning, she had to notify multiple staff members of
displacement, including the school nurse who is a
professional and parent of three students at the school
that chose to support Alaska's children while being present
for her own family. She emphasized that displaced staff are
unlikely to wait indefinitely for potential funding to
return, especially when other opportunities exist. She
added that teachers stay because of positive school
culture, community ties, and, for those in Tier II, the
security of a defined benefit retirement system.
8:25:21 AM
CO-CHAIR HIMSCHOOT referred to slide 22, Why They Leave, and
asked for an explanation of what "better opportunities in the
Lower 48" means.
MS. RUCKSDASHEL explained that other states offer better
salaries, lower class sizes, and hiring opportunities.
8:25:45 AM
REPRESENTATIVE UNDERWOOD asked for the source of the survey data
given on slide 22.
8:25:57 AM
MS. RUCKSDASHEL said she would provide the committee with the
source.
8:26:10 AM
CHAIR TOBIN asked what the role of an assistant principal
entails and framed the question in the context of Unalakleet
School and the external challenges students face that are
unrelated to academics. She expressed interest in understanding
how school administration, specifically assistant principals,
plays a critical role in supporting academic achievement. She
emphasized the importance of how administrators help students
become prepared and ready to learn despite those external
challenges
MS. RUCKSDASHEL stated that assistant principals play a key role
in building the capacity of future school leaders in Alaska, as
many are preparing to step into principal positions. She
emphasized that while administrative tasks such as reports,
evaluations, observations, and community communication could
easily fill the day, assistant principals are essential for
responding in real time to student needs, especially in high-
traffic schools. She shared that at Chinook, staff regularly
support students facing serious mental health and anxiety
challenges not formally identified under other categories. She
underscored the importance of having administrators available to
meet struggling families and students at the start of the day to
ensure they are supported and able to enter the classroom.
Together, principals and assistant principals balance
administrative duties with being responsive to the needs of
students, staff, and the broader school community.
8:28:08 AM
REPRESENTATIVE EISCHEID asked what the displacement of 375
teachers in the Anchorage School District means for the
children.
8:28:56 AM
MS. RUCKSDASHEL explained that at her school, staffing was
reduced by four teachers, a half-time assistant principal, a
half-time nurse, and a paraprofessional. Because the school
receives federal Title I funds, they were able to cover the cost
of two of those positions, reducing the number of staff
displaced to two. She clarified that displacement does not mean
layoffs, staff are not receiving pink slips, and they are
assured continued employment within the Anchorage School
District, just not at Chinook.
8:29:41 AM
MS. RUCKSDASHEL emphasized the disruption this causes for
students. She stated that the school invests years in building
relationships, continuity, and consistency, which are critical
to student success. Staff are trained to ensure smooth classroom
transitions, even for substitutes, to minimize disruption.
Displacing staff breaks those carefully built connections and
affects the school climate. She acknowledged that some turnover
is expectedsuch as retirement, relocation, or career changes
but highlighted that forced displacements undermine the school's
ability to maintain a stable and qualified team familiar with
state, district, and school-level expectations.
MS. RUCKSDASHEL also explained that Title I schools serve a
population with a high percentage of economically disadvantaged
students and receive additional federal funding to meet those
needs. These funds are used to lower class sizes and hire
support staff such as counselors. However, she noted that her
half-time counselor position has remained unfilled all year,
despite the critical role these positions play in supporting
families facing greater challenges.
8:31:21 AM
REPRESENTATIVE ELAM asked Ms. Rucksdashel whether, in addition
to advocating for full Average Daily Membership (ADM) funding
for early childhood education, there were other specific formula
components she would like applied to early education students.
He noted her earlier reference to the need for additional
facilities, playgrounds, and staffing and asked at what age
children should be included in the ADM calculation.
MS. RUCKSDASHEL stated that Chinook has a preschool classroom
for four-year-olds and noted that preschool students have
specific requirements, particularly for playground equipment.
She explained that the school is working to ensure playgrounds
meet those standards. She emphasized that preschoolers have
different learning needs than elementary students, and
appropriate funding is necessary to provide age-appropriate
curriculum, resources, and environmental supports.
8:32:28 AM
REPRESENTATIVE ELAM asked if the funding would apply to areas or
be statewide.
MS. RUCKSDASHEL replied statewide.
CHAIR TOBIN stated that under the Alaska Reads Act, for pre-K
programs to receive Base Student Allocation funding, they must
include developmentally appropriate curricula, programming,
support structures and systems. She emphasized that meeting
these requirements is a condition for receiving funding.
8:32:56 AM
REPRESENTATIVE SCHWANKE stated that she had heard the
replacement cost for educators was $20,000, with $11,000 of that
attributed to orientation and training, as shown a slide. She
asked for an explanation of how that cost is calculated.
8:33:21 AM
MS. PARADY stated that the data on educator replacement costs
was compiled by the University of Alaska Anchorage and offered
to provide that information. She added that the university can
break down the specific calculations used to arrive at those
figures.
REPRESENTATIVE SCHWANKE asked whether young professionals
graduating from Alaska's university system are adequately
prepared to step into the classroom and begin teaching.
MS. RUCKSDASHEL stated that universities are preparing educators
with a strong foundation in educational philosophy and theory.
However, once new teachers arrive at the school level,
additional training is required to align them with state,
district, and site-specific expectations. She explained that
this includes understanding the curriculum, schoolwide goals,
daily operations, and navigating the school environment. She
emphasized that many new hires come from out-of-state or
internationally, and it takes coordinated efforts at the state,
district, and school levels to ensure they are fully prepared to
meet classroom expectations.
8:34:42 AM
MS. PARADY added that the Alaska Department of Education and
Early Development requires numerous training courses for all new
staff.
8:35:08 AM
REPRESENTATIVE UNDERWOOD asked whether there have been reports
from other districts about teacher recruitment and retention
concerns, specifically related to teachers feeling they lack the
autonomy to direct classroom instruction. She noted that she
heard similar concerns while serving on her local school board
and asked if others are providing that same type of feedback.
MS. RUCKSDASHEL stated that one of the goals in Anchorage is to
provide consistency across schools due to the high turnover and
student transiency within the district. She explained that
teachers are expected to implement the district curriculum as
outlined, but there is flexibility within the school day to
adjust instruction as needed to meet students' needs.
Alaska Association of Secondary School Principals
8:36:17 AM
RICK DORMER, President, Alaska Association of Secondary School
Principals (AASSP), Ketchikan, Alaska, Co-presented The State of
Education from the Field. He moved to slides 23 - 24 and shared
that he is also the principal of Ketchikan High School. He
recognized the board members of AASSP stating they come from
diverse areas of Alaska and are hard working.
8:36:49 AM
MR. DORMER moved to slide 25, Career and Technical Education,
and shared the joint position statement:
[Original punctuation provided.]
CAREER AND TECHNICAL EDUCATION
ACSA fully supports continued and increased targeted
funding for voluntary internships and pre-
apprenticeship programs that prepare students for
high-demand, high-skill, high wage jobs, as well as
dual credit offerings that provide students
opportunities to obtain an occupational certification
or credentials.
8:37:02 AM
MR. DORMER moved to slide 26, Career and Technical Education
(CTE), a graph showing the make up of CTE students across Alaska
from 2023-2024. He stated that Career and Technical Education
(CTE), formerly known as vocational education, plays a vital
role in student engagement and success. As a 16-year CTE
director in both Petersburg and currently the Ketchikan Gateway
Borough School District, he emphasized that CTE courses bring
students to school by offering hands-on learning experiences
that are both engaging and relevant. He noted that students
thrive when working in programs such as auto shop, maritime,
construction, aviation, and culinary arts, and many walk into
well-paying jobs straight out of high school.
MR. DORMER explained that CTE programs require significant
resources and infrastructure but offer high value. He
highlighted various programs including boat repair, home
construction, aviation partnerships with Alaska Airlines, and
opportunities in healthcare and education. He shared that CTE
students typically graduate at higher rates than their peers.
MR. DORMER provided personal examples, noting that his daughter
earned her Certified Nursing Assistant (CNA) license in high
school, which led to more stable and professional employment
during college. His son, graduating from Petersburg High School,
has studied CTE and is pursuing a career as an electrician. He
concluded by thanking legislators for expanding the Alaska
Performance Scholarship to include CTE tracks, recognizing its
importance to the state's workforce development.
8:39:16 AM
MR. DORMER moved to slide 27, School Safety and Social,
Emotional and Mental Health. He stated that school safety
remains a foundational priority, as ensuring students are safe
must come before education can occur. He emphasized the
importance of supporting student well-being, particularly in the
area of social-emotional health. He shared that when speaking
with legislators, including at the federal level, the first
question often asked is about how students are doing
emotionally. He acknowledged that manyif not alllegislators
share the belief that continued support for student mental
health is essential.
8:39:56 AM
MR. DORMER moved to slide 28, Rate of Suicide Attempt, a graph
of suicide attempt rate by age. Data from the Alaska Department
of Health highlights Alaska's high youth suicide rates,
particularly among ages 1114 and 1519. He shared that in just
the past month, Ketchikan experienced a teen suicide and another
student who attempted suicide and required life flight. He
stressed the urgency and reality of the youth mental health
crisis in Alaska.
MR. DORMER referenced the 2022 Youth Risk Behavior Survey
conducted in his district, which found that 37 percent of
Ketchikan High School students reported feeling anxious,
nervous, tense, or scared every day for at least two consecutive
weeks that they were unable to function as students.
Additionally, 41 percent reported feeling so sad or hopeless
that they stopped participating in usual activities. He stated
that such emotional distress directly impacts students' ability
to learn, socialize, and engage in school life. He concluded by
saying these statistics are likely consistent statewide and
reiterated the critical connection between mental health and
student achievement.
8:41:18 AM
MR. DORMER moved to slide 29 and shared data from a 2023
Learning Policy Institute study that directly linked mental
health supports and school safety. He stated that students need
greater access to mental health resources. As principal of
Petersburg High School, he wrote three separate three-year
grants to fund counseling support because existing resources
were insufficient. He expressed gratitude for partnerships
across the state that have helped support similar efforts.
MR. DORMER shared that Ketchikan High School was fortunate to
receive a Substance Abuse and Mental Health Services
Administration (SAMHSA) grant, which funded a social worker to
support over 500 students, alongside existing counselors. He
acknowledged that having even one social worker is more than
many schools have but stressed that it is still not enough. He
noted the reliance on federal funding for these supports and
shared concerns about the long-term sustainability of such
funding.
8:42:03 AM
MR. DORMER moved to slide 30, US K-12 Parent's Concern About
Their Child's Safety at School. The slide has a graph of
parents' response to the question, "Thinking about your oldest
child, when he or she is at school, do you fear for his or her
physical safety?" He said the graph shows a growing concern
among families about student safety in schools. He noted that
the 2023 data reflect a steady increase in these concerns over
the past 20 years. He emphasized that the trend is moving in the
wrong direction and underscores the urgent need to address
school safety issues.
8:42:25 AM
MR. DORMER moved to slide 31, US K-12 Parents Saying Their Child
Has Expressed School Safety Concerns, a graph of parents'
response to the question, "Have any of your school-aged children
expressed any worry or concern about feeling unsafe at their
school when they go back to school this fall?". He stated that
in 2022, students reported feeling unsafe at the highest rate
since the Gallup organization began collecting this data in
2000. He said [Alaskans] should ask themselves why schools are
not providing support at the level students say they need. He
cited the American School Counselor Association's recommended
ratio of 250 students per counselor, while the national average
is 376 students per counselor.
MR. DORMER shared that, as a principal, hiring counselors is
extremely difficult due to both funding limitations and a
shortage of qualified candidates. He emphasized that even when
schools have resources, retaining counselors remains a major
challenge. Counseling positions are often the first to be cut
when districts face budget constraints. He added that many
schools across Alaska do not have counselors at all. In the
Ketchikan School District, Ketchikan High School has two
counselors serving 500 students, and one charter school has a
counselor, but no other schools in the district do, which he
noted is common statewide.
8:43:30 AM
MR. DORMER moved to slide 32, a graph on the number of
casualties in active shooter incidents at elementary and
secondary schools: 2000 through 2022. He stated he would be
remiss not to share this data, emphasizing the consequences of
ignoring the growing mental health crisis. He added that
educators live with the constant fear of school shootings and
that the upward trend shown in the graph must be acknowledged.
MR. DORMER described how schools have changed significantly in
recent decades. Today, all doors are locked, many are alarmed,
visitors are buzzed in through cameras, staff wear ID badges,
and teachers have emergency applications on their phones
purchased through grant funding, as normal budgets cannot cover
such costs. He noted that while these safety measures are
necessary, they are also expensive, and many rural schools
cannot afford the retrofits required to meet current safety
demands.
8:44:17 AM
MR. DORMER stressed that positive, long-term relationships
between staff and students are essential to school safety. He
shared that he once worked with a national advisor on school
shootings who told him that in every school tragedy, students
knew about the threat beforehand. He concluded that consistent
staffing and trusted relationships are critical preventive
measures.
8:44:41 AM
MR. DORMER moved to slide 33, Preparing, Attracting and
Retaining Qualified Educators:
[Original punctuation provided.]
PREPARING, ATTRACTING AND
RETAINING QUALIFIED EDUCATORS
Recruiting and retaining highly effective educators
and leaders is imperative to increase student
achievement and eliminate academic disparity for all
of Alaska's students.
According to a survey done by the Governor's
Task Force on Teacher Retention and Recruitment,
of over 3700 Alaskan educators, the top issues
related to retention status are: Salary and
Benefits
MR. DORMER spoke about the importance of retaining and
attracting not only quality educators but also effective school
administrators. He referenced survey data from the Governor's
Teacher Retention and Recruitment Task Force, which showed that
among more than 3,700 Alaska educators, salary and benefits were
identified as the top concern.
He emphasized that retaining experienced principals is critical,
as research from the Wallace Foundation shows that long-term,
effective school leaders positively impact student learning,
attendance, teacher satisfaction, and teacher retention.
8:45:04 AM
MR. DORMER moved to slide 34, Administrator Recruitment and
Retention, a graphic with the following information:
[Original punctuation provided.]
• Only one in four principals are in the same building
after five years
• It takes five to ten years for a principal to turn
around a large school
• Only one out of four principals are in the same
building after five years. This high turnover rate of
building principals is costly in dollars, time,
relationships, and- most importantly impact of student
learning.
MR. DORMER expressed frustration that, during last year's
conference, five administrators personally told him they were
planning to leave Alaska. Within a year, all five had followed
through. As president of the Alaska Association of Secondary
School Principals (AASSP), he has actively participated in
recruitment efforts, even interviewing in Oregon, where
administrators can earn higher salaries, receive a defined
benefit retirement plan, and have a lower cost of living. He
noted that out-of-state opportunities also eliminate the need
for expensive travel to visit family.
8:45:55 AM
MR. DORMER emphasized that while Alaska's administrators want to
stay, they are highly educated professionals with personal and
professional goals, and many are being drawn to competitive
offers in states like Washington and Oregon. He concluded that
Alaska is in a tough position and that he and others are
fighting to change that with committee support.
8:46:19 AM
MR. DORMER moved to slide 35, Alaska School Leadership Academy
(ASLA), and stated that the Alaska Council of School
Administrators (ACSA) is actively working to reduce the high
administrator turnover rate by developing a mentoring program
launched in 2018. The program is built on three pillars:
personalized mentoring, professional networking, and leadership
development. He explained that the idea originated from veteran
elementary and secondary principals who recognized a need for
stronger support systems.
MR. DORMER expressed appreciation for the funding partnership
with the Alaska Department of Education and Early Development,
supported by federal Title II-A grants. He shared that as of
FY24, the program has served 230 mentees across more than 77
percent of Alaska's school districts, resulting in over 2,657
individual mentor meetings and more than 1,780 hours of
mentoring. He noted that the program has nearly quadrupled in
size since its inception, reflecting strong interest from both
veteran principals wanting to give back and new principals in
need of support.
8:47:12 AM
MR. DORMER said he was a mentor for seven years. He shared that
he benefitted early in his career from a similar mentoring
program, which he credits as a key factor in his 16-year tenure
and ability to navigate the challenges of school leadership.
8:47:27 AM
MR. DORMER moved to slide 36, Principals Trained Across Alaska
2018 - 2024, a map of Alaska showing locations where principals
trained from 2018-2024 and providing the following data
regarding the Alaska School Leadership Academy (ASLA):
• Six cohorts
• Two-year induction
• 230 ASLA Principals and AP's
• 39 Alaska School districts (77 percent)
• 186 Alaska Schools (36 percent)
• 68 percent First year Principals who complete a second
year in ASLA.
MR. DORMER highlighted the broad and meaningful impact of the
Alaska School Leadership Academy (ASLA) across the state, noting
its growing importance as Alaska faces a surge of new principals
who need support. He acknowledged the geographic challenges of
connecting educators across such a vast state but affirmed that
ASLA is working hard to meet those needs. He reiterated that
every student in Alaska, whether in public schools, charter
schools, or homeschool programs, deserves access to a high-
quality education. He emphasized that this includes not only
strong teachers but also skilled and experienced administrators.
He warned that Alaska is losing its educational leaders at a
rapid rate and urged legislators to take action to ensure that
every child, every day, receives the best possible education
from effective teachers and supported school leaders.
8:48:20 AM
CHAIR TOBIN commented that on the capital improvement list this
year all Anchorage projects are vestibule upgrades, which is
about student safety.
8:48:31 AM
SENATOR STEVENS stated that the legislature has attempted,
without success, to pass legislation supporting dual credit
opportunities with the university system. He acknowledged that
Mr. Dormer had found success in this area and asked him to
briefly discuss the university's involvement and how dual credit
programs have worked for schools in his district.
8:48:48 AM
MR. DORMER expressed pride in the dual credit programs in
Ketchikan and noted how fortunate the district is to have the
University of Alaska Southeast (UAS) Ketchikan campus located
directly behind his office. He shared that the small campus
allows for strong collaboration, with some students walking over
to take classes such as biology or participate in the Certified
Nursing Assistant (CNA) program, which the high school cannot
offer on its own due to the absence of a nurse instructor. He
highlighted the initiative of his teaching staff, specifically a
physics teacher currently working with the University of Alaska
Fairbanks to offer dual credit to students who are excelling in
a rigorous physics course. Although the teacher is not AP-
certified, the university agreed to award credit if the
instruction meets their academic standards.
MR. DORMER explained that these partnerships typically begin
through direct communication between high school teachers and
university faculty, and while there is sometimes a small cost to
students, the schools work to provide scholarships through
donated funds when possible. He emphasized that although it
takes extra effort from staff and students, these collaborations
are valuable and demonstrate how universities can successfully
support high school dual credit opportunities.
8:50:12 AM
SENATOR KIEHL asked why nearly one-third of new principals do
not return for a second year of mentoring in ASLA.
8:50:41 AM
MR. DORMER stated that he did not have the specific data
regarding why nearly a third of new principals do not return for
a second year of mentoring. He explained that, in his
experience, mentoring typically involves a two-year
relationship, and he usually mentors two to three principals
each year, often working with the same principal over both
years.
8:50:59 AM
MS. PARADY said one of the reasons is principal turnover.
8:51:25 AM
JENNIFER RINALDI, Executive Director, Alaska Association of
Elementary Principals, Willow, Alaska, answered a question
concerning the principal mentorship program. She explained that
the principal mentoring and induction program is designed to
span two years, but the high turnover rate among principals
affects participation. Some principals choose to return to the
classroom, while others leave the state in search of better
opportunities. She noted that principals in the program express
strong support for it; however, ongoing challenges such as the
lack of a defined benefit retirement system, along with
uncompetitive salaries and benefits, contribute to the decline
in second-year participation.
8:52:13 AM
REPRESENTATIVE HIMSCHOOT referred to slide 31, a graph showing
student fear and asked whether the fear expressed by students
and families is more closely related to bullying or specifically
to concerns about mass shootings.
MR. DORMER stated that he did not have specific data on the
sources of student fear reflected in the national survey but
noted trends in the graph showing a spike following the 2000
school shooting and a continued upward trend that has now
surpassed that point. He shared that, based on his personal
experience in Ketchikan, the fear expressed by students and
families has not been primarily related to school shootings.
Instead, it is more commonly linked to high anxiety, peer
pressure, and bullyingissues that schools constantly work to
address. He emphasized that bullying is never tolerated but
remains a widespread, ongoing challenge.
8:53:13 AM
MS. PARADY said she would provide the study to the committee.
8:53:28 AM
SENATOR CRONK expressed appreciation for the previous speakers
who acknowledged that public education includes brick-and-mortar
schools, charter schools, and homeschool programs. However, he
shared frustration over seeing an administrator publish a
disparaging article about correspondence and homeschool
students, as well as hearing similar testimony in both House and
Senate education hearings. He questioned whether administrators
would unify and support all students. Correspondence students
are funded at .9 ADM. He asked if the legislature would fund
them at 1.0 ADM. He expressed appreciation to those who
testified saying "they're all our kids."
8:54:15 AM
MS. PARADY thanked Senator Cronk for the question and said she
wanted to "myth bust" that school districts and the ACSA do not
support correspondence education. She stated that she regularly
attends education hearings and has not heard of attacks on
correspondence courses. She emphasized that she represents all
districts, including those with correspondence schools, and her
organization supports these programs. She clarified that while
negative media may exist, her group is not responsible and
remains committed to supporting all students. She concluded by
expressing support for increasing the Base Student Allocation
(BSA), noting it benefits all students, and reaffirmed her
organization's past support for related legislation that would
have funded correspondence students as 1.0 ADM. She encouraged
continued collaboration moving forward.
8:56:24 AM
CLAYTON HOLLAND, President, Alaska Superintendents Association,
Soldotna, Alaska, Co-presented The State of Education from the
Field. She moved to slide 37 and said he is also the
Superintendent for the Kenai Peninsula Borough School District.
8:56:36 AM
MR. HOLLAND moved to slide 38 and stated that members of the ASA
board are from all areas of Alaska and represent both urban and
rural schools.
8:56:48 AM
MR. HOLLAND moved to slide 39, Constitutional Duty, and said the
State of Alaska has a constitutional responsibility to provide
timely, reliable, and predictable revenue for schools, funding
the actual cost of education in all districts. It is to provide
full and equitable funding for all initiatives, laws, and
mandates that require additional resources. He reminded
legislatures that although they have many competing interests,
funding education is a constitutional duty.
8:57:21 AM
MR. HOLLAND moved to slide 40, a graph of Alaska's K-12 funding
created by ACSA. The BSA is represented by pencils. The orange
line is the inflationary pressures over time (FY11-FY25). Above
the pencils are the one-time funding amounts, which show the
inflationary pressure on school districts' ability to purchase
over time.
8:57:52 AM
MR. HOLLAND moved to slide 41, a bar graph showing that if
adjusted for inflation since FY11 the amount of the BSA in FY25
would equate to $1808. He said the graph highlights what
happened to education funding and why school districts are
struggling. He stated that although school districts appreciate
one-time funding, it makes budgeting and teacher contracts
difficult. His school district has 160 staff members waiting to
hear if their positions will be funded. The uncertainty results
in employees looking for work elsewhere. Lack of funding within
the BSA hinders recruitment efforts when there is already
shortage of qualified applicants.
8:58:24 AM
MR. HOLLAND moved to slide 42, Why Fund Inside the BSA, and
discussed the following reasons why funding should occur with
the BSA:
Why Fund Inside the BSA
• Reliability
• Predictability
• Putting one time money into fixed costs is
discouraged, risky, and uncertain
• Allows our school Boards to be better stewards of
their obligation to adopt budgets for their
school districts
• One time money does not meet the needs of
teachers, classrooms, other educators and
students in the future.
9:00:02 AM
MR. HOLLAND moved to slide 43, Proposed State Budgets and Change
since 2017, and said the chart shows how every other department
in the state of Alaska has been funded since FY17. He said there
was a period in time when all departments were on hold but since
that time every department has seen budget increases of two to
three times their previous amounts. He noted that during this
time inflation rose by 25 percent. He emphasized that K-12
support for school districts was the only area that did not
receive similar increases.
9:00:31 AM
MR. HOLLAND moved to slide 44, Major Maintenance. He emphasized
that major maintenance is a statewide issue, not limited to
rural areas like Sleepmute. He cited Soldotna High School, where
walls are deteriorating. In his district there are roofs across
multiple sites that need replacement and cause significant heat
loss. He described severe conditions in the village of Nanwalek,
where corroded pipes require the principal to use a vacuum to
remove sewage to keep the school operational. He concluded by
stating that the Kenai Peninsula school district has $400
million in deferred maintenance and expressed concern that such
conditions have become normalized in Alaska.
9:01:30 AM
MR. HOLLAND moved to slide 45, Ongoing Challenges, and
highlighted the current backlog of deferred maintenance is $330
million and growing. He explained that many districts are not
submitting proposals because the likelihood of funding is low
and the application process is costly and complex. He emphasized
the aging infrastructure across the state, with the average
school building age at 45 years and 83 schools over 60 years
old.
9:02:18 AM
MR. HOLLAND moved to slide 46, First Day Teacher Vacancies in
Alaska. He stated that residents in the Kenai area frequently
raise concerns about insufficient efforts to recruit teachers.
He noted that his district had about a dozen vacancies while
there were 601 open education positions statewide on the first
day of school, reflecting a sharply increasing trend. He
emphasized that Alaska is not competitive in teacher
recruitment. He added that delays in the budgeting process
hinder districts from even beginning efforts to address these
staffing shortages.
9:02:51 AM
MR. HOLLAND moved to slide 47, Educator Turnover, a photo taken
in 2018-19 showing the turnover of superintendents in Alaska.
The blue hearts over the photos represent all the
superintendents who have left the profession, and yellow
represents superintendents leaving this year. Purple hearts
indicate superintendents who have taken different jobs since
then. [The photograph shows the faces of 54 superintendents; six
photos do not have a heart on them.] He said instability in the
superintendent position also leads to principal turnover, which
leads to teacher turnover, resulting in instability across the
education system, including a measurable impact on students'
learning and wellbeing. Alaska has among the highest
superintendent turnover rates in the nation.
9:03:42 AM
MR. HOLLAND moved to slide 48 - 49, New Superintendent Induction
and Support Program. He said ASA has started a new program to
help with superintendent turnover through mentorship and
training. He shared the following information:
[Original punctuation provided.]
New Superintendent Induction and Support Program
Superintendent Turnover
• ASA provides voluntary in-depth on the job
learning opportunities to first and second year
superintendents relevant to the Alaska school
district and superintendent experience and
• ASA provides individual support though a
research-based mentoring program
• Program began in 2014/2015
• In the last 6 years
• 79 percent of current superintendents have
participated in the program
• 100 percent of 2023-2024 first year
superintendents returned to their position
this school year
• 89 percent of the 2024-2025 cohort are on
track to return for their second year
9:04:31 AM
CO-CHAIR STORY stated that listening to the discussion had been
very emotional because of the significant impact on students.
She expressed concern that students do not have consistent
educators and principals. She acknowledged the strain this
causes for families. She thanked those present for their daily
work, emphasizing its importance.
CO-CHAIR STORY stated that the education committees are working
hard to provide stability and acknowledges that the state has a
failed education funding policy. The speaker emphasized the need
to fund education inside the Base Student Allocation (BSA) and
to provide early funding to help correct the course. She asked
what a $680 increase to the BSA would mean for his district.
9:05:39 AM
MR. HOLLAND stated that a $680 increase to the Base Student
Allocation (BSA) currently represents a significant budget
shortfall for his district. He listed immediate impacts,
including the elimination of reading specialists, all elementary
counselors, and half of both the distance education and Middle
College programs. Gifted and talented positions would be cut,
the pupil-to-teacher ratio (PTR) would increase at the
elementary level, and upper-grade reading and class sizes would
also be affected. He added that sports stipends would be
eliminated, and due to the loss of budget transfer for
transportation, seven bus routes would be cut, forcing all
routes onto highways rather than safer loop roads
MR. HOLLAND also noted potential loss of small school counselors
and reductions in staffing for pool managers and theater
technicians. He emphasized that while some cuts may seem minor
to others, they deeply affect the district. He explained that
the school board prioritizes protecting the district's core
functionsliteracy, math, career and technical education (CTE),
and dual credit. He concluded that with only a $680 BSA
increase, the district's ability to serve all students is
severely compromised.
9:07:11 AM
SENATOR STEVENS acknowledged the committee's strong support for
education and praised its aspirational vision. He noted that
once legislation leaves the education committee, it moves to
finance, where the challenge shifts to addressing how to fund
those goals. He pointed out the state's limited savings and
declining oil revenues as major constraints. He urged education
advocates to emphasize to their legislators that without
additional state revenue, the necessary funding for education
will not be available.
9:08:05 AM
MR. HOLLAND expressed appreciation for the comment and
acknowledged that questions about funding sources are common. He
recognized that identifying revenue is a major responsibility
for legislators. He stated that his district understands the
state's fiscal reality and supports efforts to bring in new
revenue.
9:08:22 AM
REPRESENTATIVE SCHWANKE thanked the educators for bringing
forward their concerns and acknowledged that while the issues
are familiar, such as deferred maintenance and inflation, the
impacts are still deeply felt. She shifted the conversation to
the broader challenge that one-third of students are reporting
coming to school frightened and unprepared to learn. She
expressed concern that school responses, such as locking doors,
installing surveillance, limiting student movement, and reducing
outdoor and physical learning, may be contributing to student
disengagement.
REPRESENTATIVE SCHWANKE urged the group to reflect on how
education can be done differently to build student resilience
and re-engage learners. She challenged educational leaders to
find ways to help students recognize their strength and
emphasized that while educators can't control home environments,
their time with students matters. She concluded by pushing back
on the idea that placing behavioral health specialists in every
school alone will address the root issues.
9:10:37 AM
MR. HOLLAND shared that his administrative group recently
discussed the current period as one of the most transformational
in education in recent history. He acknowledged the challenge of
identifying next steps amid budget reductions and said that
while many suggest expanding distance education or
homeschooling, no one provides clear guidance on which policies
need to change. He identified student anxiety, helicopter
parenting, and the influence of social media as significant
factors contributing to absenteeism and disengagement,
particularly among older students.
Mr. HOLLAND stated that building student resilience and
perseverance is a specific goal within the district's strategic
plan and that educators actively work to promote those traits.
He noted Alaska's low kindergarten readiness rates, an issue
that often goes unmentioned. He highlighted the district's
progress through the READ Act, describing how at-risk indicators
shown in a student performance "pyramid" often reverse by year's
end, especially at the elementary level. He emphasized that this
progress requires consistent effort.
MR. HOLLAND concluded by pointing out the paradox of trying to
maintain core academic functions while also recognizing that
elective and hands-on programs, such as career and technical
education (CTE) and outdoor education, are what keep many high
school students engaged. He described the current state as one
where reducing these offerings leads to further student
disengagement and said this tension is something districts are
actively grappling with.
9:13:04 AM
MS. PARADY Alaska stated that the U.S. leads the world in
chronic absenteeism. She agreed with Mr. Holland's remarks and
pushed back on the narrative that education is failing, stating
instead that "education is starving." She emphasized that
restoring full funding is essential to retaining students,
maintaining their interest, and providing necessary support. She
concluded that while there is broad agreement on the need to
rethink education, meaningful change cannot happen while funding
continues to be cut, and educators are expected to do more with
less.
9:14:25 AM
REPRESENTATIVE SCHWANKE opined that repeatedly referring to cuts
in education is disingenuous as no cuts have occurred at the
legislative level. She acknowledged there are inflationary
pressures.
9:14:49 AM
REPRESENTATIVE UNDERWOOD referred to the superintendent "heart
page" on page 47 and found it very informative. She asked if
there was any secondary feedback beyond funding that might
explain the high number of superintendents leaving their
positions. She suggested that other factors may be contributing
to the turnover.
MR. HOLLAND stated that retirements and the lasting effects of
the pandemic have accelerated superintendent turnover. He
emphasized that increasing pressures on superintendents,
including inflation-related budget reductions, have intensified
the stress of the role. He noted a rise in public frustration,
which often turns inward toward leadership, particularly in
smaller communities. He shared that, despite his long tenure, he
is personally feeling cracks in support and added that this
pattern is consistent with what he is hearing from colleagues
across the country.
9:16:09 AM
REPRESENTATIVE EISCHEID asked if Mr. Holland enjoys sports.
MR. HOLLAND replied in the affirmative.
REPRESENTATIVE EISCHEID posed a question comparing the structure
and success of athletic teams to education in Alaska, using
"March Madness" as a metaphor for results and accountability. He
emphasized that successful teams rely on a full range of
support, coaches, staff, and infrastructure, to achieve
outcomes. He asked what is happening to the educational "teams"
in Alaska, referencing the broad network of superintendents,
teachers, support personnel, and bus drivers. His question aimed
to highlight how the erosion of that team structure may be
affecting educational success across the state.
9:17:34 AM
MR. HOLLAND called the analogy a great way to view the situation
and said he thinks about it often in relation to schools. He
noted that in some districts, particularly village schools,
staff turnover occurs almost every year, including in food
service roles. He emphasized that, like in coaching, success in
education relies on relationships. Educators, like coaches, need
time to build trust, teach a system, and develop consistency. He
concluded that with continual turnover, it is nearly impossible
to have success.
9:18:22 AM
REPRESENTATIVE ELAM expressed appreciation for Mr. Holland's
leadership, particularly through COVID-19, and acknowledged
their ongoing work together. He thanked Mr. Holland for raising
the issue of major maintenance and noted that while taxing
structures exist in more urban parts of the Kenai Peninsula, the
scale of infrastructure needs across the state remains
overwhelming. He pointed out that the region reflects a mix of
urban and rural challenges and questioned how to effectively
begin addressing severe facility issues, such as schools relying
on pumps just to stay operational.
REPRESENTATIVE ELAM asked whether increasing the Base Student
Allocation (BSA) alone could address these maintenance needs or
if a separate solution outside the BSA is required to deal with
deteriorating school facilities statewide.
9:19:40 AM
MR. HOLLAND stated that the Base Student Allocation (BSA) is
essential for supporting instruction, retaining educators, and
maintaining the core functions of the school district. He
explained that deferred maintenance and capital improvement
needs must be addressed through separate funding streams, such
as the Capital Project Improvement (CPI) list. He emphasized the
enormity of the issue, acknowledging that while it is
unrealistic to tackle every need across Alaska or even the Kenai
Peninsula, incremental progress is still valuable. He concluded
that legislative support for deferred maintenance funding and
bond debt reimbursement would make a significant difference in
addressing facility needs.
9:20:41 AM
REPRESENTATIVE ELAM complimented Mr. Holland on his district's
CTE program.
9:20:52 AM
MS. PARADY stated that her organization strongly supports
placing strategic focus on the state's deferred maintenance
issues. She suggested that interim work could help clarify the
full scope of the problem. She emphasized the need to quantify
both the known issues and the unknown issues. She concluded that
a more comprehensive understanding is necessary to begin
effectively addressing the challenges.
Alaska Association of School Business Officials.
9:21:59 AM
PHIL HULETT, President, Alaska Association of School Business
Officials (ALASBO), Dillingham, Alaska, Co-presented The State
of Education from the Field. He moved to slides 50 and 51 and
said he is also the Chief Financial Officer of Galena City
School District. ALASBO is a 50-year-old organization and its
board of directors are from all parts of the state. The
organization exists to support all aspects of school business
operations. He noted that it provides training and mentorship
programs in finance, human resources, maintenance and
facilities, and administrative support. He also highlighted the
New Business Manager Institute as part of their professional
development efforts. He shared the mission, vision, and values
of ALASBO:
[Original punctuation provided.]
Alaska Association of School Business Officials
OUR MISSION:
To promote the highest standards in school business
practices
OUR VISION:
Educating stakeholders in the effective use of
resources for the benefit of Alaska's children
OUR VALUES:
ethical standards • sharing knowledge and expertise •
advancing the interests of all members • accurate,
objective, consistent information • collegiality •
efficiency • collaboration
9:22:54 AM
MR. HULETT moved to slide 52, Priority Funding for Public
Education, and stated that the primary focus of his testimony
was to address the fiscal cliff that school districts across
Alaska are facing. He acknowledged appreciation for one-time
funding but emphasized that the absence of a permanent increase
to the Base Student Allocation (BSA) has undermined the
sustainability of programs statewide. He explained that
districts cannot effectively plan or budget without consistent
formula-based funding. He cited rising fixed costs, such as
annual health care increases of 13 to 20 percent, escalating
transportation expenses, and significant utility cost hikes, as
key factors worsening the fiscal cliff. He said these increases
in costs make it nearly impossible to maintain academic
achievement, implement system-wide improvements, or meet
unfunded mandates.
9:24:01 AM
KATIE PARROTT, President Elect, Alaska Association of School
Business Officials, Anchorage, Alaska, Co-presented The State of
Education from the Field. She moved to slide 53, Instructional
(Functions 100-400) = 74 percent. She mentioned she is also the
Senior Director of the Office of Management and Budget for the
Anchorage School District.
MS. PARROTT stated that school districts across Alaska are
subject to multiple financial accountability standards, with one
of the primary frameworks being the Alaska Chart of Accounts.
She explained that this system, established in statute, dictates
how districts classify expenditures and structure their budgets.
She highlighted that instructional functions, categorized as 100
through 400, primarily reflect classroom-related spending. These
include direct instruction, special education, and instructional
supports, such as school administrators.
9:25:04 AM
MS. PARROTT moved to slide 54, Non-Instructional (Functions 450-
780) = 26 percent. She said non-instructional functions include
the operational aspects of school districts. She noted that
while student activities fall under non-instructional spending,
her organization views them as essential to educational
engagement. She emphasized that student activities contribute
significantly to skill development and remain highly important
for students.
9:25:38 AM
MS. PARROTT moved to slide 55, which features a pie graph
illustrating FY 2024 school district expenditures statewide. She
stated that the chart clearly shows the majority of district
funds are directed toward supporting education and student
outcomes, with approximately 74 percent allocated to
instructional functions. She addressed a common criticism that
districts are "top heavy" or allocate too much funding to
administration. She pointed out that only 2 percent of
expenditures went to district administration in FY 2024, which
she described as a typical and consistent figure. She noted that
15 percent of operating expenditures are allocated to operations
and related costs
9:26:46 AM
MS. PARROTT moved to slide 56, School Bond Debt Reimbursement,
and emphasized the critical importance of school bond debt
reimbursement for districts and urged the legislature to reject
any future moratoriums on the program. She explained that the
existing moratorium has caused many districts to defer necessary
construction projects, leading to facility deterioration, unsafe
conditions, and ultimately higher long-term costs. She added
that when key funding mechanisms like this weaken, they have a
direct impact on instructional funding by forcing districts to
shift limited resources toward emergency repairs, resulting in a
costly and unsustainable "band-aid" approach.
9:27:52 AM
MS. PARROTT moved to slide 57, Anchorage School District
Maintenance Backlog, a graph for the Anchorage School District
showing the causal effect of the maintenance backlog overtime.
She said the graph clearly shows that the reduction of school
bond debt reimbursement has had a noticeable impact to the
facility maintenance backlog for Anchorage School District, and
other downward pressures from inflation in the district's
operating fund, has also resulted in cutting back on some of the
positions capable of taking care of some of the maintenance
issues.
9:28:32 AM
MR. HULETT moved to slide 58, Transportation Funding. He stated
that transportation funding is another major challenge districts
are facing. He explained that many districts have been forced to
use general fund dollars, intended for instructional support, to
cover transportation costs that exceed the state reimbursement
rate. He cited one district that will need to spend $200,000 of
its general fund to cover the shortfall. He emphasized that
transportation costs continue to rise, while funding has
remained unchanged.
9:29:09 AM
MR. HULETT moved to slide 59, Transportation Funding, explained
that the graph illustrates the growing burden of transportation
costs on school district general funds. He stated that the chart
shows projected and actual expenses that districts must cover
beyond what the state reimburses. Over the past 10 years,
districts have spent approximately $44 million from their
general funds to cover transportation costs exceeding state
allocations.
9:29:31 AM
MR. HULETT moved to slide 60, Education is Accountable, and
addressed recent scrutiny over school financial accountability
and presented a list of common audits and oversight measures
that school business officials regularly manage:
[Original punctuation provided.]
Education is Accountable
• DEED Approved Budgets Publicly Published
• Annual Financial Audits
• GEER/ESSER Reporting Requirements through DEED for
COVID Expenditures
• TRS/PRS Audits
• Title I comparability reporting
• Program Audits
• Fund Balance Reporting
• Per Pupil Allocation
• Grant funding Monitoring - SPED, Title I, Competitive
Awards
• NSLP/Food Service Annual Audit
• Special Award Audits as Required by Funding Agency
• DEED Quarterly Reimbursement Reports
MR. HULETT noted that the list was not exhaustive but reflected
the routine demands districts face. He shared that, in the
previous year, he underwent nine separate audits for various
accounts and programs in his district. He emphasized that school
funding and grants come with strict accountability requirements
and concluded by saying that school business professionals are
not trying to build a castlethey are simply trying to maintain
the cottage they already have.
9:30:20 AM
MS. PARROTT moved to slide 61, Education Accountable - Budgets
and Actual Reporting Overview, information taken from the
Department of Education and early Development (DEED) website,
which also includes historical records for all districts in the
state across many years to show how money is spent. She
encouraged anyone interested to review these reports, which are
organized by the same functional categories she previously
discussed. She also noted that individual district websites
provide additional resources, including annual audit reports and
budget documents. She emphasized commitment to transparency and
financial accountability.
9:31:20 AM
CHAIR TOBIN noted that the Alaska Department of Education and
Early Development (DEED) website includes the Report Card on
Public Schools, which can be broken down by district and
individual school. She emphasized its value as a tool,
highlighting that it provides assessment data, attendance data,
and financial and audit information in one place. She described
it as a helpful resource.
9:31:43 AM
REPRESENTATIVE SCHWANKE asked whether any districts in Alaska
had received an extension to spend COVID-related funds beyond
September 2024. She referenced recent news indicating that some
federal extensions had been halted.
9:32:11 AM
MS. PARROTT responded that she believed some districts may have
received extensions but could not identify specific ones. She
stated that the vast majority of COVID relief funds provided
through the Elementary and Secondary School Emergency Relief
(ESSER) funding have already been retired and were not eligible
for extension. She noted that while there may be individual
funding streams that received extensions, she was not aware of
which districts applied for them.
9:32:48 AM
CO-CHAIR STORY referenced previous testimony from Ms. DeFeo to
both House and Senate committees, noting that Alaska has dropped
just below average in school funding compared to other states.
She emphasized that while other states are increasing their
investments in education, Alaska has remained flat. She
acknowledged that the comparison is based on U.S. Census data
and recalled a prior presentation from ALASBO that addressed how
this data was interpreted. She asked whether Ms. Parrot had
considered how that national data reconciles with what is
reflected in Alaska's Chart of Accounts.
9:33:45 AM
MS. PARROTT responded that while she did not recall the exact
data, she is aware that Alaska is lagging, particularly when
compared to other Western states. She noted that other states
have made investments that translate into more competitive wages
and benefits, which impacts workforce stability. She referenced
data showing that, compared to ten years ago, Alaska's
competitiveness has declined and now falls well below the
national average. She added that she would need to review the
data further to provide a more detailed response.
Alaska Educator Retention & Recruitment Center
9:34:52 AM
JENNIFER SCHMITZ, Director, Alaska Educator Retention &
Recruitment Center (AERRC), Anchorage, Alaska, Co-presented The
State of Education from the Field. She moved to slide 62 and
stated that she is a lifelong Alaskan and previously served as a
teacher and principal in the Anchorage School District before
retiring in 2019. Since then, she has worked with ACSA,
primarily supporting principals until the launch of the AERR.
She noted that most principal calls to ACSA were related to
recruitment and retention challenges, such as sudden departures
and lack of school support. She explained that the Alaska
Department of Education and Early Development (DEED) issued a
Request for Proposals (RFP) seeking a backbone organization to
lead recruitment and retention efforts aligned with the
Governor's Teacher Recruitment and Retention (TRR) report, and
the center was created to fulfill that role.
9:36:04 AM
MS. SCHMITZ moved to slide 63, Alaska Education Retention and
Recruitment Center Branches. She explained that AECRR has three
primary focus areas. The first is implementation of the Teacher
Recruitment and Retention (TRR) recommendations from the
Governor's playbook. She noted that a steering committee has
been formed to guide this work and thanked Representative
Himschoot and Senator Bjorkman for participating. The committee
is ensuring that the recommendations are accessible statewide.
MS. SCHMITZ said the second focus is the Alaska Teacher and
Personnel (AT&P) platform, which was recently acquired from the
University of Alaska Fairbanks. She described AT&P as a virtual
job board where districts can post vacancies and applicants from
within Alaska, across the U.S., and internationally can apply.
The third area is international hire support. She stated that
districts are working with various outside agencies to recruit
international teachers, each with differing policies and costs.
She expressed concern that some teachers have been taken
advantage of financially. She said AERRC is working with the
Department of Labor to become a centralized, in-state resource
for districts needing support with international hiring.
9:37:53 AM
MS. SCHMITZ moved to slide 64, Potential Solutions -
Recommendations from the TRR Action Plan, and discussed the TRR
Teacher Recruitment and Retention (TRR) Action Plan,
highlighting a partnership with the Department of Education and
Early Development (DEED) to build on the Governor's workforce
group efforts from 2020 and the resulting playbook developed in
2023. She explained that the action plan outlines potential
solutions to address recruitment and retention challenges, some
of which are already in progress, though not consistently
implemented statewide.
MS. SCHMITZ cited administrator mentoring as an example, noting
that through the Alaska Council of School Administrators'
program, there is a strong mentorship system for early-career
principals. Currently, about 69 percent of new principals
participate, and the steering committee's goal is to reach full
participation. She added that while some initiatives are being
actively pursued, others, such as restructuring the Teachers'
Retirement System (TRS) and Public Employees' Retirement System
(PERS), need legislative support to advance.
9:39:00 AM
MR. SCHMITZ moved to slide 65, AERRC Virtual Job Fair, and
shared that, alongside the Alaska Teacher and Personnel (AT&P)
database, AERRC is offering virtual job fairs. The first fair is
scheduled for April 5, 2025, with 12 school districts currently
registered to participate and over 1,200 applicants signed up.
She highlighted that of the 5,400 active applicants in the
system, more than 3,900 are international, suggesting that much
of the current interest is from international candidates.
MS. SCHMITZ noted that only 12 of Alaska's 53 districts are
participating in the upcoming fair due to uncertainty around
school funding. Many superintendents and HR directors have said
they do not yet know how many teachers they can hire because the
funding outlook remains unclear. In response, AERRC plans to
hold another job fair later in the year. However, she warned
that a late job fair, held in June or July, limits access to
quality candidates, as most out-of-state applicants will have
already accepted contracts elsewhere. Although international
candidates remain interested later in the year, she explained
that the visa process takes two to six months, often leaving
districts with unfilled positions at the start of the school
year. She emphasized that timely and sustainable funding is
critical for effective hiring and to avoid losing qualified
applicants.
9:40:56 AM
MR. SCHMITZ moved to slide 66, Increasing Number of
International Teacher Applications. She shared data on the use
of H-1B and J-1 visas for international teacher hires in Alaska.
In FY 2024, 20 districts employed teachers on H-1B visas, with
134 receiving initial visas and 63 receiving continuation visas.
She noted that the J-1 visa data was from 2022 and showed 91
teachers sponsored by 8 districts at that time, though current
numbers are likely higher. She emphasized that many districts
report strong success with their international teachers. While
the goal remains to fill all teaching positions with Alaska-
grown educators, she acknowledged that this is not currently
feasible. She stated that AHRQ is actively working to support
districts in recruiting international teachers, ensuring they
are not overcharged by outside agencies, and providing ongoing
support beyond visa paperwork, including onboarding assistance,
as part of their member service model.
9:42:07 AM
MR. SCHMITZ moved to slide 67, Supporting New to Alaska
Teachers, and stated that districts hiring international
teachers have noted a need for support in classroom management,
specifically with positive and proactive strategies, due to
varying approaches in different countries. In response, the
Alaska Staff Development Network (ASDN) developed a course last
year focused on these strategies for new-to-Alaska teachers.
Over 200 educators participated in the course, and it will be
offered again this year with expectations of even higher
participation.
MS. SCHMITZ stated that, like the legislature, AERRC is focused
on solving problems and creating solutions. She expressed
appreciation for the legislature's efforts and said she looks
forward to partnering on initiatives that could meaningfully
support school districts in recruitment and retention.
9:42:57 AM
CHAIR TOBIN asked Ms. Parady if she would like to make closing
remarks.
9:43:09 AM
MS. PARADY thanked the committee for hearing from members and
emphasized that over a decade of flat funding amounts to cuts,
limiting districts' ability to serve students. She stated that
the organization is committed to problem-solving and addressing
Alaska's recruitment and retention crisis, part of a broader
national education shortage. She affirmed the group's readiness
to support policymakers with information and collaboration, and
she expressed deep appreciation for the dedication of Alaska's
educators.
9:45:05 AM
CHAIR TOBIN thanked the educators present and referenced the
Urban Institute report and 2024 National Assessment of
Educational Progress (NAEP) scores, which showed significant
learning loss across all states during the pandemic. She noted
that Alaska's learning loss was less than that of most other
states and commended educators for their excellent work in
achieving that outcome.
9:45:31 AM
CO-CHAIR STORY asked about the funding difference between the
0.9 rate for correspondence students and the 1.0 for
neighborhood school students. She noted her understanding that
the difference is based on system costs such as professional
development, shared classes, and district-level support and not
valuing one student over another. She requested clarification on
the history and rationale behind the funding structure.
9:46:28 AM
MS. PARROTT responded that the 0.9 funding rate reflects the
lower cost of providing correspondence programs. She
acknowledged that inflation has impacted all educational
programs, including correspondence. She cautioned that
increasing the rate to 1.0 could result in comprehensive high
schools receiving less funding per student than correspondence
programs, despite higher operating costs. She emphasized the
importance of supporting both correspondence and brick-and-
mortar schools equitably.
9:48:47 AM
CO-CHAIR HIMSCHOOT stated that state mandates on classroom
instruction reduce teachers' professional autonomy by dictating
how classroom time is used. She referred to the WIN ("What I
Need") program as effective, but noted some teachers are given
strict schedules that limit time for subjects like science and
creative instruction. She emphasized that this narrowing of
instructional flexibility stems from policy-level decisions, not
classroom teachers. She expressed appreciation for educators
managing ongoing uncertainty, acknowledged that districts have
already made deep cuts, and stressed that a well-rounded
education is essential to student engagement and citizenship.
9:51:02 AM
SENATOR STEVENS expressed appreciation for the discussion and
shared that he learns something new at each meeting. He stated
that MS. Parady's comment, "education is not failing, it is
starving," resonated with him and affirmed its truth.
9:51:28 AM
REPRESENTATIVE EISCHEID thanked participants and reflected on
how deeply the testimony resonated with him. He noted that he is
typically reluctant to call something a crisis, but based on
what he heard, believes education in Alaska is in crisis. He
used a sports analogy to emphasize that success comes from
investment, not cuts, and urged continued collaboration to
address the challenges facing students and schools.
9:54:12 AM
CO-CHAIR STORY thanked educators for their daily work and
acknowledged the important role of school board members, noting
their alignment with educators in wanting well-rounded education
and classroom-focused funding. She recognized the division that
is created by parents desiring to keep different programs and
the difficulty school leaders face, with competing priorities
among parents and staff. She expressed appreciation for
principals, superintendents, and business officials for
maintaining focus amid challenges and affirmed the legislature's
responsibility to work alongside them.
9:55:45 AM
CHAIR TOBIN thanked educators for their daily work and echoed
support for school board members and school leaders. She agreed
with previous comments from her co-chairs and the Senate
President, stating that rather than shrinking the pie, the goal
should be to grow a bigger, better one so everyone benefits
more.
9:56:29 AM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 9:56 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| ACSA 2025 Presentation 03.31.2025.pdf |
SEDC 3/31/2025 8:00:00 AM |
Education |
| ACSA 2025 Joint Position Statements 03.31.2025.pdf |
SEDC 3/31/2025 8:00:00 AM |
Education |