SB 32-COLLEGE CREDIT FOR HIGH SCHOOL STUDENTS  3:05:26 PM CHAIR KREISS-TOMKINS announced that the first order of business would be CS FOR SENATE BILL NO. 32(FIN), "An Act establishing the Alaska middle college program for public school students; relating to the powers of the University of Alaska; and providing for an effective date." 3:06:11 PM SENATOR STEVENS, Alaska State Legislature, prime sponsor, introduced SB 32. He reported that students who participate in early and middle college programs have a higher success rate in high school and are more likely to pursue post-secondary education. He explained that the bill is designed to write a framework that is flexible for different needs in different areas of the state. He characterized it as avoiding a one size fits all approach. He conveyed that he had negotiated with school districts and the University of Alaska (UA) last year and implemented several changes that improved the bill and made it a better fit for stakeholders and managers. He said the goal is to scale out to include more school districts, particularly in rural areas. He reported that early and middle college students graduate at a rate of 93 percent nationwide compared the national average of 78 percent; further, students of color make up 77 percent while 57 percent are students from low-income families. Nearly 25 percent of early and middle college graduates earn a post-secondary credential with a high school diploma. He concluded by emphasizing that the proposed legislation is an effort to recognize the accomplishments of 47 other states in establishing a state-sanctioned collaboration between secondary and post-secondary schools and encouraging students to finish high school and enter some form of higher education or professional training. He highlighted the high number of students who have disappeared and not returned since the pandemic. He surmised that many are satisfied with taking a job and earning a wage rather than pursuing college. However, he reported that young people who get a college degree are happier, stay out of prison, have longer marriages, and are more successful. 3:10:34 PM TIM LAMKIN, Staff, Senator Gary Stevens, said he was happy to answer questions on the mechanics of the bill. CHAIR KREISS-TOMKINS invited questions from the committee. 3:11:01 PM REPRESENTATIVE EASTMAN asked whether the opportunities in the bill are wide enough in scope to be taken up by colleges other than the University of Alaska. REPRESENTATIVE KAUFMAN, similarly, inquired about opportunities for private schools or homeschool programs. CHAIR KREISS-TOMKINS opened invited testimony. 3:12:27 PM DEENA BISHOP, Superintendent, Anchorage School District (ASD), shared that in 2012, she was the co-creator of the Alaska Middle College School (AMCS) in the Matanuska-Susitna (Mat-Su) Borough School District. She defined it as a collaboration between the University of Alaska Anchorage (UAA) and ASD. In response to Representative Eastman, she stated that students have transferred into ASD from private schools to specifically attend AMCS. She said the program helps students successfully complete college course work that results in earning an ASD high school diploma, as well as college credits. AMCS is a choice school for juniors and senior high school students presently; however, the bill addresses capable, younger students too. She said students in the program build college readiness to achieve success at college-level academics. She emphasized that with this program, they have built the capacity within the system to enhance more rigor and understanding in getting students to be successful in college despite their terms only lasting through the receipt of a high school diploma. She said students in ASD who attend AMCS attend college on the main Anchorage campus and with proper planning, have the potential to earn an associate degree while simultaneously earning a high school diploma. Further, she reported that many AMCS students finish their general education requirements (GERs) for a Bachelor of Science or Bachelor of Arts degree as well. She noted that throughout her 10-year experience, 100 percent of the courses at UAA have been transferrable to other universities; however, the best outcome is that each year, 72 to 78 percent of graduates from Mat-Su or ASD within the program, stay in Alaska to complete their undergraduate degree, which speaks to the quality of the program. In regard to rural outreach, she said AMCS has partnered with the Lower Yukon School District in what is called the Kusilvak Academy. She summarized that AMCS is building capacity as the largest school district in Alaska for students to attend college at no additional cost. Additionally, AMCS is currently working on efforts to grow a diverse and local teacher workforce in Alaska. She said the middle college model allows students, with support, to learn on campus, adding that students are not sent to UAA without being college ready. 3:16:58 PM MS. BISHOP continued by noting that students have reported the best feature of AMCS to be an increased sense of responsibility, an increased flexibility in their schedule, and the ability to get ahead in college. They reported that the best resource is their AMCS teachers, and the most challenging class is math. She reported that in 2019, 4,400 college credits were earned, adding that the mean student who graduates earns 39 credits. She continued to report that 55 percent of the class in 2019 earned an Alaska Performance Scholarship; further, the tuition books and fees are no cost to parents, as the program smartly utilizes the BSA [base student allocation]. She concluded by reiterating that the program is an excellent opportunity for all. 3:19:17 PM REPRESENTATIVE VANCE asked what kind of outreach is made to parents of students regarding proper preparation for the program. MS. BISHOP replied beginning freshman year, discussions begin about college career and life readiness. The program also encourages freshmen and sophomores to take the highest math class possible. Prior to that, middle school students are taught the importance of grade point average (GPA). In tenth grade, a large outreach is made to communicate the opportunities that AMCS provides, so that parents and students can go in with their eyes wide open. REPRESENTATIVE VANCE asked, if SB 32 were to pass, whether the communication to younger students would change in order to help them prepare for the opportunity to take college classes as a freshman. MS. BISHOP explained that currently, ACMS has a partnership with a college board to increase the rigor in all courses. She said the goal is to build competency in students and put them on a professional or trades track. She noted that for students who struggle with scoring high enough, a computerized summer program helps tutor students to meet their goals. She reiterated that if the bill were to pass, the intention would be to help students and parents believe in the concept and understand that it is attainable; additionally, to operationalize that through the supports and systems within the school district. 3:23:10 PM PAUL LAYER, Vice President for Academics, Students, and Research, University of Alaska, reiterated that dual enrollment programs provide an opportunity for students to earn college credit while meeting high school graduation requirements. He noted that when a student completes a dual enrollment course with the University of Alaska and a school district, the course is printed on his/her transcript. Further, courses are transferrable to out-of-state universities as well, despite the goal of keeping Alaskan students in Alaska. He reported that over 200 students attend the ASD middle college program with UAA and another 150 or so with the Mat-Su district. He added that in fall 2020, a dual enrollment middle college was launched at Kenai Peninsula College, which consists of about 33 students. In 2020, UAF launched a partnership with the Fairbanks North Star Borough School District, with 40 students in the cohort and currently looking to expand. He explained that those partnerships capitalize on the university centers and campuses to allow students to experience the college environment and take courses in person at the college level; however, many students live in areas without a college campus to attend, which is why the Alaska Advantage Program was launched several years ago through UAF as a virtual middle college program. He noted that both UAF and the University of Alaska Southeast (UAS) are participating in the virtual program in addition to 40 school districts and homeschool programs in Alaska. He reported that over 400 secondary students are attending this semester; further noting that Alaska Advantage students complete their courses at a success rate of 95 percent. He cited section 14.30.789(b), reading the University of Alaska shall make the program available to each school district in the state. He confirmed that the middle college program is doing that by providing students the opportunity to gain dual credit regardless of their location in the state. He added that more and more districts are joining both through on-campus programs and the virtual programs. In response to Representative Vance, he noted that some programs reach students in middle school and high school to allow them to think about college as a possibility that they could tackle successfully. Reiterating Senator Stevens comments about the pandemics impact on the college-going rate, he reported that, per the Alaska Commission on Post-Secondary Education, only 41 percent of students who graduated high school in 2019 pursued higher education opportunities within the first year. He reiterated that the programs offered in the proposed legislation are an opportunity for students to see that college can be for them and to continue to grow. He concluded by thanking AMCSs partners at the school districts who provide tutoring, mentorship, and support, which makes the partnership work for everyone. 3:30:48 PM REPRESENTATIVE STORY thanked Senator Stevens for championing the bill. She inquired about the agreements between the university and the school districts and whether the negotiated rate varies by location or in-person versus virtual learning. DR. LAYER stated that there are different rates per district. He conveyed that the virtual middle college rate is lower than the in-person middle colleges, which reflects the amount of support that is provided on campus and face-to-face. Alternatively, with the virtual middle college, he indicated that much of the support is provided by the school districts; therefore, the tuition cost was reduced to encourage participation in those programs. He offered to follow up with information on the various agreements with ASD, Mat-Su, and the virtual program. 3:33:20 PM REPRESENTATIVE VANCE asked whether classes are offered for students who are not "high achievers. DR. LAYER said currently, most agreements are for college level GERs, adding that developmental classes are not offered through the middle college program at this time. He reiterated that the classes are intended to give students a footing within the university system. He said the courses are not designed to compete with AP [advanced placement] classes. He surmised that most students who go into undergraduate or workforce training programs have the skills for the courses offered at AMCS. MS. BISHOP observed that adequate motivation exists within most students. She explained that some students are full college students while others are only in English classes because they still need support in math to build the competency to place in the placement exam for credit-bearing courses. She said the support referenced by Representative Vance exists within the high school side of the Alaska Middle College Program; further, a college boot camp is offered to teach students the ins and outs of university life, such as utilizing the library, locating financial aid, and building self-efficacy. 3:38:40 PM CHAIR KREISS-TOMKINS asked whether other districts in Alaska are in dialogue about setting up a middle college partnership with the UA system. He specifically inquired about Mt. Edgecumbe High School given its adjacency to the University of Alaska campus in Sitka. DR. LAYER said the middle college program has had a longstanding relationship with Mt. Edgecumbe High School give its proximity. He noted that it essentially existed as a middle college prior to the existence of Alaska Middle College Program. He pointed out that Kodiak is another area that has expressed interest in growing the middle college model. He offered to follow up with a detailed list of agreements that exist across the state. CHAIR KREISS-TOMKINS recalled having discussion with the former commissioner of the Department of Education and Early Development (DEED), Larry LeDoux, about the possibility of piloting the middle college relationship with Mt. Edgecumbe. He requested a list of districts in which partnerships are being established. 3:41:38 PM REPRESENTATIVE EASTMAN asked whether Charter College had a similar arrangement that would provide the same opportunity for a student to gain dual credit. DR. LAYER said hes not in a position to answer that, as the bill focuses on a relationship with the University of Alaska. SENATOR STEVENS explained that the bill is intended to compel the University of Alaska to work with more school districts and develop the middle college program. In response to Representative Vance, he emphasized that students develop enormous confidence in a college-level class. As a former professor himself, he recalled his experience watching high school students who took college courses and how it developed their sense of responsibility. REPRESENTATIVE EASTMAN recalled his own experience in a dual- credit program. He expressed his desire for all Alaskan students to have that opportunity. He asked whether the university could partner with a school, such as Grace Christian School in Anchorage. SENATOR STEVENS was unsure and deferred to Mr. Lamkin. MR. LAMKIN reiterated that as written, the scope of the bill is to provide a model for public schools with public dollars. He was unsure whether a private school would be precluded from negotiating a contract with the university; however, he indicated that the question would be better directed at Dr. Layer. REPRESENTATIVE EASTMAN sought to confirm that the intent was not to preclude private schools. SENATOR STEVENS answered no; however, he noted that it would be difficult to include private schools because state dollars are being used. 3:46:39 PM REPRESENTATIVE KAUFMAN directed attention to page 3, line 26, of the bill, which addressed national standards for awarding dual credit, and inquired about the prevailing standard. MS. BISHOP emphasized that the college courses are credit bound, meaning theyre not specially asterisked or lesser. In regard to dual credit, she remarked each side of the partnership needs to accept that credit, which can be difficult on the university side, she indicated. She further noted that the state of Alaska has the Alaska standard, adding that graduation standards ensure that students have met those standards. She said a study is conducted to ensure that the proper documentation is acquired to indicate that statutory requirements are met for each course. In response to Representative Eastman, she stated that Alaska money is going to Alaska students. She said students must be enrolled in ASD to receive the state funding, which gets repaid to UAA. She recalled private school students enrolling while continuing with their private studies simultaneously. She noted that there is statutory language that speaks to public school funds going to private institutions, making it more difficult for a private school to work around those provisions. Nonetheless, she said there are homeschool dollars for students to take an independent course at a private college for credit. MR. LAMKIN directed attention page 3, lines 18-31, which addressed national standards, recalling that the language came from the University of Alaska in the context of conserving their accreditation. He explained that if a course is not taught on a UA campus, the content, instructor, and curriculum must all be standardized so as to avoid jeopardizing the universitys accreditation. 3:51:38 PM DR. LAYER conveyed an additional dual enrollment opportunity in which approved educators teach university courses in high school. He said its another type of dual credit partnership wherein the teachers must meet specific requirements and teach a curriculum approved by the university to meet the accrediting body. He said the language [referenced by Mr. Lamkin] was included to reflect that the classes must be taught at the college level and meet the requirements instituted by DEED. He went on to note that Monroe Catholic High School in Fairbanks participates in the virtual middle college; therefore, nothing precludes any approved school district from discussing a pathway for participation with the university. 3:53:23 PM CHAIR KREISS-TOMKINS opened public testimony. After ascertaining that no one wished to testify, he closed public testimony on CSSB 32(FIN). 3:54:15 PM The committee took a brief at-ease. 3:55:04 PM CHAIR KREISS-TOMKINS invited further questions from the committee. REPRESENTATIVE EASTMAN inquired about transcripts for students who move from one district to another and asked how that would be handled. MR. LAMKIN said the model is not meant to micromanage. He reiterated that students are treated like college-level students and demonstrate that they can fulfill the rigor of the courses. He acknowledged that the memorandums of understanding [MOUs], which are developed between the university and school districts, could include mitigating factors, such as moving. He opined that the bill does not need to be overly prescriptive. DR. LAYER said it would be handled on a case-by-case basis. He added that if a student were enrolled in the virtual program, a move between districts would be easier, as they could remain enrolled in the same course. 3:57:52 PM CHAIR KREISS-TOMKINS announced that CSSB 32(FIN) would be held over. 3:58:22 PM The committee took a brief at-ease.