• Kids Count Alaska 2006/2007

      Hanna, Virgene; Schreiner, Irma; DeRoche, Patricia; Lampman, Claudia (Institute of Social and Economic Research, University of Alaska Anchorage, 2008-08)
      About This Year’s Book Every year the Kids Count Alaska data book reports on how the children of Alaska are doing. But we also like to tell readers a bit more about life in Alaska, to help them understand the place Alaska’s children call home. This year, we’re celebrating the wildlife that is so much a part of life in Alaska. Alaskans watch, hunt, photograph, and coexist with hundreds of large and small species of animals and birds. That coexistence is not always easy for either the wildlife or the people, but it is always interesting. An increasing number of tourists are also being drawn to Alaska for the opportunity to see wildlife that is either scarce or non-existent in other areas of the United States and the world. The whimsical wildlife illustrations on the cover and at the start of each indicator section are the work of Sebastian Amaya Garber, a talented young artist who grew up in Alaska but is now working toward a degree in industrial design at Western Washington University in Bellingham, Washington. The flip side of each illustration describes something about the specific animals and birds we’re profiling, which are: The sea otter, whose rich fur brought the Russians to Alaska • in the century before the United States bought Alaska The brown bear, one of the most respected and feared land • animals in North America The raven, which plays a big role in Alaska Native culture and • is one of the smartest, toughest birds anywhere The puffin, whose large, yellow-orange bill and orange feet • make it a stand-out in Alaska’s coastal waters The moose, which can weigh up to 1,500 pounds and is • often seen wandering neighborhoods and crossing streets in Alaska’s largest urban areas The humpback whale, whose dramatic breaches make it a • favorite of Alaskans and visitors along the southern coast of Alaska in the summertime Whahat is Kids Count Alaska? Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, and economic status. We pull together information from many sources and present it all in one place. We hope this book gives Alaskans a broad picture of how the state’s children are doing and provides parents, policymakers, and others interested in the welfare of children with information they need to improve life for children and families. Our goals are: Broadly distributing information about the status of Alaska’s • children Creating an informed public, motivated to help children• Comparing the status of children in Alaska with children • nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible Who Are Alaska’s Children? More than 206,000 children ages 18 or younger live in Alaska—just under a third of Alaska’s 2006 population of about 671,000. That’s an increase of about 15% in the number of children since 1990. During the past 15 years the age structure of Alaska children has also changed, with younger children making up a declining share and teenagers a growing share. In 1990, children ages 4 or younger made up 31% of all children; by 2006 that share had dropped to 26%. Among those 15 to 18, the 1990 share was about 16%, but it had risen to 22% by 2006. Boys outnumber girls in Alaska by close to 6%. There are more boys than girls in every age group. Even among infants, boys outnumbered girls by 8% in 2006. Alaska’s children have also grown more racially diverse in the past two decades, as illustrated by the figure showing Alaska’s school children by race. In 1988, 68% of school children were White and 32% were from minorities—primarily Alaska Natives.
    • Kids Count Alaska 2008

      Hanna, Virgene; Leask, Linda; Lampman, Claudia; Schreiner, Irma; DeRoche, Patricia (Institute of Social and Economic Research, University of Alaska Anchorage, 2009-05)
      We’re pleased to announce that Kids Count Alaska is part of a new site, the Kids Count Data Center (datacenter.kidscount.org). Developed by the KIDS COUNT national program, the site gives easy access to data on children and teenagers for every state and hundreds of cities and counties across the country. For Alaska, you can select indicators for each of the state’s seven regions and create your own maps, trend lines, and charts. There are also maps and graphs you can put on your Web site or blog. You can go directly to that national site, or you can link from our Web site (www.kidscount.alaska.edu). We hope you’ll find the new data and features helpful. This book and all previous data books are available on our Web site, and each data book is divided into sections for faster downloading. Also on our site is a link to the most recent national KIDS COUNT data book, as well as to other publications and reports. About This Year’s Book Alaska is celebrating 50 years as a state in 2009—and as part of the celebration, we decided to illustrate this year’s data book with historic photos of Alaska’s children before statehood. We also used information from the U.S. Census Bureau to take a broad look at how conditions have changed for Alaska’s children since statehood. In the Highlights at the end of this section (pages 7 to 10) you’ll find some comparisons of the social and economic wellbeing of children in Alaska in 1959 and today. What is Kids Count Alaska? Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, and economic status. We pull together information from many sources and present it all in one place. We hope this book gives Alaskans a broad picture of how the state’s children are doing and provides parents, policymakers, and others interested in the welfare of children with information they need to improve life for children and families. Our goals are: • Distributing information about the status of Alaska’s children • Creating an informed public, motivated to help children • Comparing the status of children in Alaska with children nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible
    • Kids Count Alaska 2009-2010

      Hanna, Virgene; Schreiner, Irma; DeRoche, Patricia; Ikatova, Irena; Trimble, Erin (Institute of Social and Economic Research, University of Alaska Anchorage, 2011-02)
      For information on children across America, visit the Kids Count Data Center (www.datacenter.kidscount.org). Developed by the national KIDS COUNT program, the site provides data on children and teenagers for every state and hundreds of cities and counties. For Alaska, you can select indicators for each of the state’s seven regions and create your own maps, trend lines, and charts. There are also maps and graphs you can put on your website or blog. You can go directly to that national site or link from our website (kidscount.alaska.edu). This book and all previous data books are available on our website, with each book divided into sections for faster downloading. Also on our site is a link to the most recent national KIDS COUNT data book, as well as other publications and reports.
    • Kids Count Alaska 2011-2012

      Hanna, Virgene; Ikatova, Irena; DeRoche, Patricia; Spiers, Kent; Silver, Darla; Sloth, Lily; Johnson, Erin; Leask, Linda; Amaya-Merrill, Clemencia (Institute of Social and Economic Research, University of Alaska Anchorage, 2012-10)
      Kids Count Alaska is part of a nationwide program, sponsored by the Annie E. Casey Foundation, to collect and publicize information about children’s health, safety, education, and economic status. We gather information from many sources and present it in one place, trying to give Alaskans a broad picture of how the state’s children are doing and provide parents, policymakers, and others with information they need to improve life for children and families. Our goals are: • Distributing information about the status of Alaska’s children • Creating an informed public, motivated to help children • Comparing the status of children in Alaska with that of children nationwide, and presenting additional Alaska indicators (including regional breakdowns) when possible.
    • Perceptions of Universal Ballet Delivery Systems

      Hanna, Virgene; Passini, Jessica (Institute of Social and Economic Research, University of Alaska Anchorage, 2018-06-22)
      A total of 412 registered voters in the Bethel, Dillingham, and Kusilvak Census Areas completed surveys with ISER interviewers in March and April of 2018. The majority (74%) of respondents reported their race as Alaska Native and 13% were White. Near the beginning of the survey, interviewers asked respondents how they preferred to receive their ballot and 60% said they preferred to get it in person on Election Day, 21% would prefer to receive it by mail, and 17% would prefer to receive their ballot online. After respondents heard a description of three voting methods being considered: 1) keep voting the way it is now; 2) mail out and mail back; and 3) receive ballot in the mail and have different ways to return it their preferences changed somewhat. Of the three methods, keep voting the way it is now was the first choice by 49% of respondents, followed by 36% for option 3, and 14% for option 2. Respondents had little experience with voting methods other than in-person. When asked what made it difficult for them and other members of their community to vote, personal reasons, such as being sick or out of town, was the most frequent (37%) response. About two-thirds (64%) reported personal reasons made it difficult for people in their community to vote followed by 46% saying that the ballot being written in English made it difficult for people in their community. Over half (56%) of respondents reported they are satisfied with their mail service, only 17% of those who were satisfied said they would prefer to receive or return their ballot by mail.
    • Perceptions of Universal Ballot Delivery Systems

      Hanna, Virgene; Passini, Jessica (Institute of Social and Economic Research, University of Alaska Anchorage, 6/22/2018)
      A total of 412 registered voters in the Bethel, Dillingham, and Kusilvak Census Areas completed surveys with ISER interviewers in March and April of 2018. The majority (74%) of respondents reported their race as Alaska Native and 13% were White. Near the beginning of the survey, interviewers asked respondents how they preferred to receive their ballot and 60% said they preferred to get it in person on Election Day, 21% would prefer to receive it by mail, and 17% would prefer to receive their ballot online. After respondents heard a description of three voting methods being considered: 1) keep voting the way it is now; 2) mail out and mail back; and 3) receive ballot in the mail and have different ways to return it their preferences changed somewhat. Of the three methods, keep voting the way it is now was the first choice by 49% of respondents, followed by 36% for option 3, and 14% for option 2. Respondents had little experience with voting methods other than in-person. When asked what made it difficult for them and other members of their community to vote, personal reasons, such as being sick or out of town, was the most frequent (37%) response. About two-thirds (64%) reported personal reasons made it difficult for people in their community to vote followed by 46% saying that the ballot being written in English made it difficult for people in their community. Over half (56%) of respondents reported they are satisfied with their mail service, only 17% of those who were satisfied said they would prefer to receive or return their ballot by mail.
    • Potential Improvements to National Park Service Visitor Surveys and Money Generation Modeling in Alaska

      Colt, Steve; Fay, Ginny; Hanna, Virgene (Institute of Social and Economic Research, University of Alaska Anchorage, 2013-12)
      This study presents options for improving the use of the Money Generation Model in National Park Service (NPS) land units in Alaska. The Money Generation Model (MGM) is used nationwide to model economic impacts of visitation to public lands, including National Park Units. This analysis identifies potential improvements to the application of the MGM model and visitor survey processes for use in Alaska. Improvements include changes to visitor intercept methods to improve statistical reliability of the sampling process and a more representative sample, changes in the survey instrument to more accurately reflect Alaska visitor travel and expenditure patterns, and better identification of the economic sphere of influence of Alaska national park units.
    • Southeast Rural Outreach Programs and Education Business Survey

      Hanna, Virgene; Marbourg, Ann (Institute of Social and Economic Research, University of Alaska Anchorage, 2008-06)
      The Rural Outreach Programs and Education (ROPE) is designed to strengthen community and small business competitiveness. It is a multi-pronged business development effort to support economic stability and capacity-building in Southeast Alaska. The program will bring together different entities across the state in a collaborative effort, so the program recipients will have increased levels of technical assistance, training, and communication. One component in this process was to conduct a phone survey of businesses in Southeast Alaska. The survey was designed to determine the specific training and assistance needs of participating communities in Southeast Alaska. By focusing on 13 specific communities and gathering extensive information on each one, ROPE will offer targeted training and workshops, one-on-one confidential counseling, need-specific consultants and seminars, and business training. In May and June of 2008, 128 structured interviews were completed in the 13 communities. The majority of these interviews—88—were with businesses in the private sector, and the remaining 40 were with non-profit, tribal, or municipal organizations. Businesses were asked detailed questions about employees, customers, business expenses, and start-up costs and experiences. The questionnaire was designed to gather information about where employees were from, where customers were from, and the percentage of sales that were to local versus non-local customers. Both businesses and organizations were asked about training they felt would be beneficial and to offer advice to organizations trying to help businesses in Southeast.
    • Toward Universal Broadband in Rural Alaska

      Hudson, Heather E.; Hanna, Virgene; Hill, Alexandra; Parker, Khristy; Sharp, Suzanne; Spiers, Kent; Wark, Kyle (Institute of Social and Economic Research, University of Alaska Anchorage, 2012-11)
      The TERRA-Southwest project is extending broadband service to 65 communities in the Bristol Bay, Bethel and Yukon-Kuskokwim regions. A stimulus project funded by a combination of grants and loans from the Rural Utilities Service (RUS), TERRA-Southwest has installed a middle-mile network using optical fiber and terrestrial microwave. Last-mile service will be through fixed wireless or interconnection with local telephone networks. The State of Alaska, through its designee Connect Alaska, also received federal stimulus funding from the National Telecommunications and Information Administration (NTIA) for tasks that include support for an Alaska Broadband Task Force “to both formalize a strategic broadband plan for the state of Alaska and coordinate broadband activities across relevant agencies and organizations.” Thus, a study of the impact of the TERRA project in southwest Alaska is both relevant and timely. This first phase provides baseline data on current access to and use of ICTs and Internet connectivity in rural Alaska, and some insights about perceived benefits and potential barriers to adoption of broadband. It is also intended to provide guidance to the State Broadband Task Force in determining how the extension of broadband throughout the state could contribute to education, social services, and economic activities that would enhance Alaska’s future. Results of the research could also be used proactively to develop strategies to encourage broadband adoption, and to identify applications and support needed by users with limited ICT skills.
    • Trends in Age, Gender, and Ethnicity Among Children in Foster Care in Alaska

      Vadapalli, Diwakar; Hanna, Virgene; Passini, Jessica (Institute of Social and Economic Research, University of Alaska Anchorage, 2014-11-01)
      In Alaska, as in every other state, people who suspect children are being abused or neglected can contact the designated child protection agency. In Alaska, that agency is the Office of Children Services (OCS). It is responsible for investigating all reported incidents and determining the level of risk to the health, safety, and welfare of children. In a number of instances, children will be removed from their families and homes due to unsafe conditions, and they are often placed in foster care. 1 Being taken away from their families is of course traumatizing for children. The number of American children in foster care at any time, and the length of time they spend in foster care, has been closely watched over the last several decades. Several changes in policy and practice were introduced in the last 20 years, at national and state levels, to reduce both the number of children in foster care and the length of time they stay in foster care. These changes caused some dramatic trends at the national level: the number of children in foster care in the U.S. declined by almost a quarter (23.7%) between 2002 and 2012, with the decline being most pronounced among AfricanAmerican children (47.1%). As of 2012, African-American children made up 26% of all children in foster care nationwide, down from 37% a decade earlier. But during the same period, the proportion of children in foster care classified as belonging to two or more races almost doubled. And American Indian/Alaska Native children are the highest represented ethnic group among foster children—13 of every 1,000 American Indian/Alaska Native children in the U.S. were in foster care in 2012. In contrast, no such dramatic changes happened in Alaska in recent years. This paper reports on foster children in Alaska by age, gender, race, and region over the period 2006-2013. This information is important for state policymakers working to better protect abused and neglected children. At the end of the paper we discuss questions the data raise and describe additional data needed to better help children in foster care in Alaska. We compiled data for this analysis from monthly reports of key indicators on foster children in the state. OCS publishes monthly data on select indicators (Alaska State Statutes 2011, Monthly reports concerning children, AK. Stat. § 47.05.100), in PDF format on its website (http://dhss.alaska.gov/ocs/Pages/statistics/default.aspx). Data presented here are snapshots in time and do not follow unique children over time.
    • Trends in Allegations and Investigations of Child Abuse and Neglect in Alaska

      Vadapalli, Diwakar; Hanna, Virgene (Institute of Social and Economic Research, University of Alaska Anchorage, 2013-08)
      Rates of child abuse and neglect in Alaska have been high for years, compared with national averages and under various measures. To find ways of better protecting children in our state, it’s important for Alaskans to understand more about child maltreatment —which includes neglect, mental injury, physical abuse, and sexual abuse. Neglect is by far the most common type of maltreatment, in Alaska and across the country. This is the first in a series of papers that will examine child abuse and neglect in Alaska, to focus more attention on this very serious problem and uncover potential reasons why rates are so high. Here we discuss trends in allegations of child abuse and neglect and subsequent investigations, from 2006 through 2012. We use publically available data from the Office of Children’s Services (OCS), the state agency that deals with most reported child maltreatment in Alaska.