SB 72-SEC. SCHOOL CIVICS EDUCATION  8:05:13 AM CO-CHAIR DRUMMOND announced that the first order of business would be CS FOR SENATE BILL NO. 72(FIN), "An Act relating to civics education, civics assessments, and secondary school graduation requirements; and providing for an effective date." 8:05:27 AM SENATOR GARY STEVENS, Alaska State Legislature, as prime sponsor, introduced CSSB 72(FIN). He explained that the proposed legislation would create a [secondary school] exit exam in the form of a civics assessment. He stated that in recent years he has witnessed apathy and division in the country and in the schools. He commented that students have done well in science, mathematics, reading, and writing, but in comparison, civics education has taken a "back seat." He shared the observation that other states are changing civics education policies by creating new curriculum, providing assessments, and offering volunteer programs and leadership workshops for students. He expressed urgency to reverse the recent trend and restore faith and understanding in the government by making an investment in the future of the country. He contended that CSSB 72(FIN) is an effort to educate students on both the system of government in the country and the cultural diversity in Alaska. SENATOR STEVENS stated that the proposed civics exam would not be considered high stakes, as a student could take the test repeatedly until 70 percent of the questions were answered correctly. He described the process of retaking the exam as a method for learning. He added that the test would not stop a student from graduating. He indicated that the Department of Education and Early Development (DEED) has agreed to create a civics curriculum unique to Alaska. He stated he believes synonymously with the country's Founding Fathers that the fundamental purpose of the public education system is to teach the meaning of citizenship and to create a population of citizen voters. He described a personal experience from his youth when he attended a mock legislative session; he conjectured that this experience moved him to be involved in government. 8:09:03 AM SENATOR STEVENS stated that, with no offense intended, he would like to distribute a civics exam to the committee members. He explained that the exam [included in the committee packet] consists of 42 questions that are part of the U.S. Citizenship and Immigration Services naturalization exam. He related a joke that he missed a few questions, reinforcing that the test is a learning opportunity. He related that many school districts in the state already provide instruction [in civics education]. He stated that the legislation would require every student to take the test, adding that it is a way for students to learn to be citizens. He related the personal experience that, unlike now, he could not vote until the age of 21. He remembered the first time he voted as a great experience. 8:11:01 AM CO-CHAIR DRUMMOND thanked Senator Stevens and questioned whether committee members should take the test now. She then questioned whether he managed [the Task Force on Civics Education]. 8:11:31 AM SENATOR STEVENS answered that the committee members should take the test home. He answered that he managed the task force with support from DEED and the school districts. He stated that after working on the task force many school districts moved ahead with civics programs. He reiterated that the Founding Fathers of the country sought to create citizens, and this legislation is part of that process. 8:12:06 AM CO-CHAIR DRUMMOND related a personal story that her mother, as an immigrant, took the naturalization test years ago to become a citizen. She stated that she learned from her mother, who survived World War II, to never forget [the value of citizenship]. 8:12:51 AM SENATOR STEVENS offered that DEED would design an appropriate test specific to Alaska. In response to Co-Chair Drummond, he stated that the test passed out to the committee is a sample of the naturalization test given to U.S. immigrants applying for citizenship. 8:13:35 AM TIM LAMKIN, Staff, Senator Gary Stevens, Alaska State Legislature, on behalf of Senator Stevens, prime sponsor, gave a sectional analysis of CSSB 72(FIN). He stated that the proposed legislation is the recommendation of [the Task Force on Civics Education]. He stated that committee members can find the task force's final document posted on BASIS. 8:14:33 AM MR. LAMKIN proceeded to the sectional analysis of CSSB 72(FIN), [included in the committee packet], which read as follows [original punctuation provided]: Sec. 1: AS 14.03.076, relating to public schools, adds a new section a. directing the State Board of Education & Early Development (SBOE) to develop curriculum and a related assessment based on the civics portion of the naturalization examination administered by the U.S. Department of Homeland Security for immigrants seeking U.S. citizenship. The curriculum and assessment must also include systems of Alaska Tribal government; b. requiring students to pass the assessment established in (a) above in order to receive a high school diploma, with exceptions for students with a disability and who receive a waiver from their local school board; c. schools are to document on student transcripts when a student has passed the assessment, with the option for the student to retake the assessment; d. districts are required to report annually on their respective civics course offerings and overall average student score on the assessment; and e. a passing score is defined as correctly answering 70% or more on the civics assessment. Section 2: AS 14.07.168, relating to reporting requirements of the SBOE, to include in their annual report to the legislature a description of civics education curriculum in the state, of civics-related course offerings in respective districts, and of student performance on the assessment described in section 1, by district. Section 3: Provides for an effective date of July 1, 2023. 8:18:25 AM CO-CHAIR DRUMMOND questioned whether 70 percent of the test questions must be answered correctly to pass the U.S. naturalization exam. 8:18:42 AM MR. LAMKIN responded that the minimum passing score to attain U.S. citizenship is 60 percent correct. He noted that the average immigrant scored around 84 percent. In comparison, he cited a poll that found some of the school districts in the state had scores as low as 3 percent correct. 8:19:26 AM CO-CHAIR DRUMMOND commented that, owing to these numbers, the students in the state deserve more. She added that, owing to the committee members' participation in government, it would be interesting to see how they do on the test. She offered the joke that there should be no cheating. 8:19:45 AM SENATOR STEVENS responded that the committee members' results would not be shared. He stated that this test is for self- edification to realize the "holes" in everyone's education. 8:19:58 AM MR. LAMKIN, in response to Representative Gillham, stated that the language in the bill gives districts flexibility and is not meant to be prescriptive. He cited that the naturalization test consists of 10 questions randomly picked from around 140 study questions. To pass the naturalization test, 6 out of 10 questions need to be answered correctly. 8:20:50 AM SENATOR STEVENS stated that the test handed to the committee members is not the test that would be given to students. He stated that DEED would create a test specific to Alaska. 8:21:13 AM CO-CHAIR STORY asked whether school districts have responded to the bill, as teachers have conveyed concerns that testing does not capture students' comprehension. Referring to students with test anxiety, she suggested that repeatedly taking a test could have negative effects on self-esteem, while hands-on activities are more conducive to learning. She questioned why the legislation does not incorporate civics into courses already offered by school districts. She argued that a course offering information and exercises would be more useful than one test as the only "tool in the toolbox." She expressed doubt that passing a civics test would make students "model" citizens. 8:23:43 AM SENATOR STEVENS referenced Co-Chair Story's background as a teacher and expressed appreciation for the question. He stated that the proposed legislation is not the only answer, and there are other ways to help young people understand the meaning of citizenship. He offered his understanding on the issue of test anxiety but asserted that retaking the test can be a progression, and students would realize they [gained an understanding of civics] through the process. 8:24:45 AM MR. LAMKIN, in response to Representative Hopkins, stated that he has researched each school district's graduation requirements and compiled a binder with this information. He stated that there is a social studies component, but it may not specify [Native Alaska] civics. REPRESENTATIVE HOPKINS posited whether options, other than a test, could reflect the same comprehensive knowledge of civics. He questioned whether the legislation is to be kept to one standardized test. 8:25:45 AM SENATOR STEVENS stated that any changes to the legislation would be considered. He added that some of the larger districts are doing an exceptional job [incorporating civics], but this is not seen in the smaller districts. He stated that the commissioner of DEED would speak to this. 8:26:18 AM CO-CHAIR STORY thanked Senator Stevens and shared that she was never a teacher; instead, she sat on the school board for 18 years. 8:27:15 AM MICHAEL JOHNSON, PhD, Commissioner, Department of Education and Early Development, testified in support of CSSB 72(FIN). He expressed gratitude to Senator Stevens for the bill and his statesmanship. He stated that civics education is not a new idea, but timely wisdom. He paraphrased Plato in saying that schools should create good men and women that act nobly. He added that "if the education system does less than that, all efforts for life, liberty, and the pursuit of happiness will be thwarted." He cited a [2018] study from the Woodrow Wilson National Fellowship Foundation that found only 36 percent of Americans passed a multiply-choice citizenship test. He said that that test is comparable to the test passed out during the meeting to committee members. He stated that the study found less than 25 percent of Americans knew why the U.S. fought the British, and only 24 percent of Americans could name anything Benjamin Franklin accomplished. He added that 74 percent of Americans aged 65 and older scored the best, while only 19 percent of those aged 45 and younger passed. He emphasized that these statistics support the legislation's importance. COMMISSIONER JOHNSON stated that he does not have specific data; nonetheless, he asserted confidence that few citizens in Alaska understand Alaska Native history and tribal governance. He described this knowledge as an essential part of civics education in the state. He referred to a presentation given on March 4, 2021, by the House Special Committee on Tribal Affairs [on layers of governance]. He described the presentation as a perfect example of Alaska civics education. He stated that the legislation is a needed effort to repair the foundation of the state's education system. He explained that civics education is about purpose, and a public education system without clear purpose is expensive, ineffective, and corrosive to society. A purposeful public education system improves society through efficiency and effectiveness. He stated that this bill further implements a long-time statute that affirms the legislature's purpose for education. He read AS 14.03.015, which follows: It is the policy of this state that the purpose of  education is to help ensure that all students will  succeed in their education and work, shape worthwhile  and satisfying lives for themselves, exemplify the  best values of society, and be effective in improving  the character and quality of the world about them.  COMMISSIONER JOHNSON stated that this statute also represents the SBOE's vision statement and is a great description of a purposeful education in civics. He stated that every dollar of the $1.6 billion spent annually on public education in the state should have a purpose. As the state comes out of the [COVID 19] pandemic, he expressed hope that the benchmark for school districts is higher than "merely" having its schools open. 8:32:02 AM COMMISSIONER JOHNSON argued that opening schools is good, but the difficulty is in being purposeful and effective [within the school]. He referred to President John F. Kennedy's speech that questioned spending the country's money on the exploration of the moon. He said that President Kennedy relayed in the speech that going to the moon was not about improving the moon but making America better. He said, "Let's not storm the capitol. Let's teach our kids to read. ... Let's show them how to work together to create good policy. Let's teach them the value of liberty, and never take it for granted. Let's show them how to embrace what is difficult, because it makes us better and more thankful." He stated that, as members of the state government, it is appropriate to have high expectations for schools and students in Alaska through strong legislation, like CSSB 72(FIN). He expressed anticipation to work with the bill sponsor. In conclusion, he stated that the challenge may not be simply passing and implementing the legislation but living up to the civility and the character expected of students. 8:34:56 AM REPRESENTATIVE PRAX agreed with Commissioner Johnson on Plato's purpose of public education. In reference to the requirement that the test be taken until it is passed, he contended that any test measuring knowledge should be this way. He expressed unease at setting a centralized standard. He surmised that formulating the section of the civics exam on Alaska Tribal government would be difficult, as there are 21 Native Alaska languages recognized in the state. He questioned how to decide on an applicable and meaningful standard for a test specific to Alaska civics. COMMISSIONER JOHNSON responded that Native Alaska tribes have commonalities, including history. He compared an inclusive civics standard for the tribes in Alaska with the American history standard that includes all 50 states. He expressed respect to Representative Prax and recommended that he view the presentation from March 4, 2021, given by the House Special Committee on Tribal Affairs. He stated that the presentation helps to understand the standards. He expressed confidence that watching the presentation would help inform viewers what can be accomplished. 8:38:48 AM REPRESENTATIVE PRAX stated that he remembered being 13 years old when his family moved to Alaska and being taught Alaska Native history. He suggested that because there are more indigenous Native Alaskans, than in other states, there would be more to learn. He continued that a 13-year-old moving to the state would have more to learn to meet the test standards. 8:39:54 AM COMMISSIONER JOHNSON stated that, like with other exams, the state would accommodate students arriving from outside Alaska. He expressed confidence that if a 13-year-old student were to come to Alaska, he/she would have the time to learn the history and pass a civics test. He stated that, in his experience, 13- year-olds new to Alaska are eager to learn about Alaska. 8:40:46 AM CO-CHAIR STORY expressed interest in whether school districts have responded to the test requirement. She inquired whether requirements for social studies could be interwoven with civics education. COMMISSIONER JOHNSON conveyed confidence in the teachers of Alaska, not the bureaucracy. He suggested that if the bill is passed, then teachers would meet to reference examples and discuss effective implementation. Regarding testing, he expressed the belief that effective education requires assessment. He noted that that can take different forms, as teachers use creative ways to determine whether students are learning. 8:42:29 AM CO-CHAIR STORY voiced the belief that within the social studies standard there is an American government class that includes civics education. She questioned whether anything new needs to be implemented. She expressed concern that a test requirement would involve money and time and whether one test is the right tool to evaluate learning. 8:43:41 AM COMMISSIONER JOHNSON maintained that he has relied on Mr. Lamkin's research and data to understand the situation in schools. He stated that the proposed legislation would provide resources to DEED and school districts to create material and assessment. He referred to data that points out some of the larger school districts have already made progress, explaining that this is an opportunity to support smaller districts. He emphasized that the other part of the legislation ensures students in Alaska are educated in tribal government and civics, as there cannot be an assumption that curriculum purchased outside of Alaska contains this part. He pointed out that there are partners in the state who have already worked on this portion of the legislation. He expressed excitement for the bill to pass so partners can develop the resources together and for this element to be incorporated in the districts' curriculum. 8:45:15 AM COMMISSIONER JOHNSON, in response to a follow-up question, stated that he is a teacher, and he has heard direct testimony in other meetings from teachers [in support of the legislation]. He stated that teachers can be asked to provide direct testimony to the committee, as he does not want to speak on their behalf. He voiced his belief that many teachers are excited about civics education and becoming partners in the implementation of the bill. 8:46:21 AM CO-CHAIR DRUMMOND voiced the belief that this is not a high- stakes test and is not required to graduate. She suggested that the test be given junior year, as this would provide time before graduation. She commented on the lack of knowledge citizens of the state have about Alaska Native history, pointing out that current work on a reading bill has been paused, as the Native Alaska community requested the inclusion of culturally relevant education. She said that the value is in how the legislation fits together, and the process should not involve interpreting one bill at a time but develop understanding across the board, before going forward. 8:47:54 AM REPRESENTATIVE ZULKOSKY expressed appreciation that the civics exam is not a high-stakes test, however; the current language of the bill indicates that schools may not issue a high school diploma unless the student has achieved a passing score on the civics assessment. She acknowledged the use of "may" and not "shall" in the language of the bill. Since this is not a high- stakes test, she inquired about alternative ways, other than a standardized test, that schools could illustrate its students are learning civics. 8:49:03 AM MR. LAMKIN stated that the bill reads correctly. Students must pass the assessment with 70 percent correct in order to receive a diploma. He continued that "high stakes" refers to the idea that the test is not a onetime pass/fail. He indicated that the option to take the exam repeatedly reduces the pressure. 8:50:00 AM REPRESENTATIVE ZULKOSKY stated research from [the Alaska Reads Act] shows that culturally and linguistically diverse students have challenges within the systemic history of standardized tests. She stated that her perception of high stakes implicates diploma issuance and not the number of times a test is taken. She restated the question on whether the sponsor's office is willing to consider other avenues of Alaska civics education without a proficiency benchmark. MR. LAMKIN stated that the bill sponsor is amenable to whatever the committee considers a balanced approach in meeting the goal of improving and developing citizens. 8:51:30 AM MR. LAMKIN, in response to Representative Prax, stated that the bill retains the maximum flexibility among districts and is not meant to be prescriptive. He stated that the legislation directs DEED and SBOE to develop assessment and curriculum on tribal government structures. Some districts are in the process of developing their own curriculum, while the curriculum is already in use in other districts. He stated that last year representatives from the First Alaskans Institute and the Alaska Federation of Natives testified on the subject. He stated he would be able to bring these representatives into the discussion to offer more details. He reiterated that the bill is meant to be flexible and creative so as to involve a broad range of Alaska Native cultures. 8:53:06 AM REPRESENTATIVE PRAX stated that the challenge of standardized assessment is determining which questions should be included. He surmised that there is even a challenge as to which answers are considered correct. He stated that there are many different perspectives on what happened and which events in U.S. history are the most important, along with the question of the government's fundamental function. He expressed concern that [the civics exam] would dictate a particular version. With no further questions, he urged that these ideas be pondered. 8:54:45 AM REPRESENTATIVE HOPKINS offered his understanding that from previous testimony the legislation would help support smaller school districts, as larger school districts are already addressing the topic. He expressed interest in the bill's focus on smaller school districts and how classroom structure may help students pass the civics test. 8:55:38 AM COMMISSIONER JOHNSON answered that, in order to teach well and support students, there must be clarity in what students should learn. He stated that educators must answer five essential questions every day for each student. He listed the questions, which would determine: what standard is effective; how to instruct effective curriculum effectively; what assessment is effective; how to intervene effectively; and what enrichment is effective. He maintained that the bill contains support for all these questions. He conjectured that partners working together with existing projects would [achieve the goal of the legislation]. He stated that teachers at the Canvas [Studio] are contracted to deliver curriculum and courses. He added that district teachers would work with the Canvas [Studio] to address content, assessment, and the other questions [listed above]. He added that there are accommodations for students who need extra support with the statewide assessment. 8:57:48 AM REPRESENTATIVE HOPKINS argued that students would be losing valuable class time while taking the civics test. He questioned whether the format of test would be designed by teachers and the districts. COMMISSIONER JOHNSON responded that assessment is an essential part of effective instruction and part of the learning process. He stated that there are multiply ways to format the test. With no federal protocols, each district could determine the format and implementation of the test. In response to a follow-up question, he stated that the assessment would resemble a test given at the district level. 8:59:51 AM REPRESENTATIVE HOPKINS restated that, along with other testing requirements, the civics test would take time away from learning in the classroom. COMMISSIONER JOHNSON stated that the federally required assessments contain protocols and must happen at a certain time of the year. He reiterated that the proposed civics assessment would be a different type of test. He listed examples: the test would not have to be in the spring; the test may be given after a student takes a course; and the test may be given during sophomore or junior year. He stated that he does not envision a prescriptive setting; it could be determined, not only at the district level, but also at the individual school level, as there would be no constraints of reporting to the federal government. 9:01:56 AM The committee took a brief at-ease at 9:02 a.m. 9:02:47 AM CO-CHAIR DRUMMOND opened public testimony on CSSB 72(FIN). 9:04:05 AM CHRISTINE HUTCHINSON, representing self, stated that she has been following the legislation since [the Task Force on Civics Education] began its work. She said that, through contact with Mr. Lamkin, she passed a copy of the task force's report to the curriculum department of her local school district. She stated that she is a public member of the curriculum committee and would be present at the next meeting. She said that during its last meeting civics was not a high point of the discussion. She stated that she asked the curriculum committee about civics education, and she was told "they teach to standards, not to the topic." She argued that civics education should be a requirement in the education system, as [citizens] should be as knowledgeable as immigrants about the U.S. government. She related the story that a local retiree in her community passed the naturalization exam at nine years old. She expressed the belief that a 13-year-old should be able to take the exam. She voiced the opinion that the exam is critical and should be part of the standard. She offered her appreciation to the committee, the bill sponsor, and Mr. Lamkin. She stated that she would continue to use the information provided by Mr. Lamkin in her group discussions on local and state government. She maintained that the issues are critical, and she reaffirmed her strong support of CSSB 72(FIN). 9:08:07 AM CO-CHAIR DRUMMOND announced that CSSB 72(FIN) was held over.