• 2009 Alaska Health Workforce Vacancy Study

      Landon, Beth; Doucette, Sanna; Frazier, Rosyland; Wilson, Meghan; Silver, Darla; Hill, Alexandra; Sanders, Kate; Sharp, Suzanne; Johnson, Kristin; DeRoche, Patricia; et al. (Institute of Social and Economic Research, University of Alaska Anchorage, 2009-12)
      Alaska continues to experience health professional shortages. The state has long had a deficient “supply side” characterized by insufficient numbers of key health workers whose recruitment, retention, and training have been impeded by Alaska’s remoteness, harsh climate, rural isolation, low population density, and scarce training resources. Alaska is the only state without a pharmacy school and lacks its own dental and physical therapy schools as well. Health professional shortages can be decreased through the start of new training programs, the expansion of existing programs, and the improvement of the effectiveness of recruitment and retention efforts. However, strategic planning and the execution of such programs require valid and accurate data. To this end, stakeholders such as the Alaska Mental Health Trust Authority (AMHTA) and Alaskan's For Access to Health Care (ACCESS), along with schools and departments within the University of Alaska Anchorage (UAA), funded the Alaska Center for Rural Health-Alaska’s AHEC (ACRH) and the Institute of Social and Economic Research (ISER) to conduct a comprehensive health workforce study during winter and spring of 2009. This report highlights employers’ needs for employees to fill budgeted positions. This is different from a needs assessment that would take into account population demographics and disease incidence and prevalence. This health workforce study is an assessment of health manpower shortage based on budgeted staff positions and their vacancies in organizations throughout the state. Respondents included part-time positions, which resulted in our counting full-time equivalent (FTE) rather than individuals (“bodies”). In situations where a position was divided among more than one occupation (e.g., Dental Assistant and Billing Clerk), we asked the respondent to count the position under which they considered the position’s “primary occupation.” This was a point-in-time cross-sectional study. Recently filled vacancies or imminent vacancies were not counted. Positions filled by relief/temporary/locum/contract health workers were counted as vacancies only if these workers were temporarily filling a currently vacant, budgeted position. Due to budget and time constraints, we were not able to conduct a trend analysis that is a comparison of this study’s findings and the prior 2007 study. The key questions this study sought to answer were (1) How many budgeted positions, either full- or part-time, existed in organizations providing health services in Alaska? (2) How many of these budgeted positions were currently vacant? (3) What was the vacancy rate? (4) How many of the organizations that employ these occupations hired new graduates of training programs? (5) How many of the currently vacant budgeted positions (#2) could be filled by new graduates of training programs? (6) What were the mean and maximum length of time, expressed in months, that the vacancies have existed? (7) What were the principal, underlying causes of vacancies? The study was designed in consultation with an advisory group that included AMHTA, ACCESS, and UAA. The study targeted 93 health occupations. The unit of analysis was the employment site by organization type, which allowed for the allocation of positions and vacancies by geographic region. For each employer, we identified the staff person most knowledgeable about hiring and vacancies. In large organizations this meant that one employer might provide information about multiple sites and organization types; smaller employers were responsible for only a single site.
    • After Broadband: A Study of Organizational Use of Broadband in Southwest Alaska

      Hudson, Heather E.; Sharp, Suzanne; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2015-06-01)
      The purpose of this research was to gain a preliminary understanding of how organizations including large and small businesses, Native corporations and organizations, and local and regional governments are using broadband that is now available in much of southwest Alaska. To learn about community access to broadband, interviews were also conducted with library and school staff in communities where broadband had been installed under the OWL (Online with Libraries) program. Further, the study identifies research from other sources that could help to predict what socio-economic impacts the availability and adoption of broadband may have in rural Alaska. Financial institutions use online connections for teller services and credit and debit card processing, and stated that more people in rural communities now have debit cards that they can use for online purchases and bill paying. Large retailers use online services for payroll, for pointof-sale (POS) transactions, and online ordering. Seafood processors rely heavily on connectivity with their head offices (generally in the lower 48) for administrative services including payroll, accounting, shipping and receiving, purchasing, and ERP (enterprise resource planning), and access data base software to track fish tickets. Seafood processors also provide Internet access for their employees, most of whom are seasonal and from other states or countries. Tourism businesses use broadband for online reservation systems and for guests, who increasingly demand connectivity even for remote vacations. Village corporations and tribal councils use online services to help their residents obtain hunting and fishing licenses and fishing permits, to learn about funding opportunities, and to file reports on grants. Local Governments connect online for interoffice communications and for payroll and other administrative functions. Other online applications and services include providing remote desktop access from other agency sites, use of online tools for land management and mapping, training including webinars for workforce development, and providing access to social services for clients. An economic development organization sends newsletters to communities electronically and packets of documents to its board members rather than relying on fax or courier. Websites are important for tourism-related businesses to advertise and promote their businesses and for nonprofits and local governments to provide information about their services. 5 Broadband now plays many roles in rural education. Most students are required to use the Internet for class assignments. High school students can connect to classes in advanced subjects in other communities, and may complete online courses for college credit. Libraries remain important locations for community access, with residents going online to connect with friends on Facebook, as well as to download content for e-books, file income tax, and apply for jobs and government benefits. School and library Wi-Fi provides access inside and near the buildings for residents with smartphones. Despite enthusiasm for broadband and the adoption of many broadband-based applications and services, most organizations interviewed identified problems with broadband, particularly with the pricing, stating that the terrestrial broadband network is too costly for them to take full advantage of online services and applications. While the scope of this study was too limited to estimate long-term benefits, it found that broadband is highly valued and increasingly important to businesses and nonprofit organizations and local governments in southwest Alaska. Broadband helps businesses to be more efficient in their operations and to extend their reach to new customers and suppliers. It also helps to improve the effectiveness of public sector services such as those provided by borough and city governments and extends access to education and training. Broadband is also likely to be an important component of strategies to develop ecotourism and other ecosystem services.
    • Alaska Civic Learning Assesment Project: Final Report and Policy Brief

      Fickel, Letitia; Hirshberg, Diane; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2006)
      In late 2002, the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and Carnegie Corporation of New York, in consultation with the Corporation for National and Community Service, convened a series of meetings involving some of the nation’s most distinguished and respected scholars and practitioners in the area of civic education. The purpose was to determine, based on solid data and evidence, the components of effective and feasible civic learning programs. Representing a diversity of political views, a variety of disciplines, and various approaches, these individuals shared a common vision of a richer, more comprehensive approach to civic education in the United States, notwithstanding some disagreement about aspects of how civic education should be conducted. Their final report, entitled The Civic Mission of Schools, is a compelling statement of the national landscape regarding civic learning and the critical role that schools play in fostering citizenship education. The goal of the ACLA Project is to better understand the current state of K-12 civic learning in Alaska and to assess the civic knowledge and experiences of Alaska's youth. The project has focused on both civics topics common across the United States and those unique to Alaska, with the goal of informing efforts to improve civic education in the state. After a brief overview of national research on civic education, this report presents findings from the ACLA Project research on the current status of civic education in Alaska, the civic knowledge of youth and adults, and the attitudes about civic education held by educators, youth and elders.
    • Alaska High School Graduation Rate Trends

      Tran, Trang; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2019-08-05)
      This paper examines trends in Alaska public high school graduation rates from academic year 2010-11 to 2015-16 and explores differences across demographic groups. We focus specifically on students from public neighborhood high schools. These are publicly-funded schools run by district or Regional Educational Attendance Area school boards serving all residents within school attendance boundaries. These schools represent about 88% of Alaska’s high school students.
    • Alaska School District Cost Study (2005 Update)

      Hill, Alexandra; Berman, Matthew; Tuck, Bradford (Institute of Social and Economic Research, University of Alaska., 2005)
      The Legislative Budget and Audit Committee of the Alaska Legislature has asked The Institute of Social and Economic Research (ISER) at the University of Alaska Anchorage to make certain changes and adjustments to the Geographic Cost of Education Index (GCEI) that the American Institutes for Research (AIR) constructed and reported on in Alaska School District Cost Study (January 2003). The requested changes address a number of the questions and criticisms that were raised by ISER in its review of the AIR study (A Review of Alaska School District Cost Study, January 29, 2004). The specific tasks included updating data sets, adjusting the index for actual energy costs, and reviewing travel and budget share assumptions. The most significant task was to address deficiencies in AIR’s certificated personnel compensation component that had been identified in ISER’s initial review. ISER was also asked to re- estimate the overall cost index, once other tasks were accomplished.
    • Alignment of Alaska’s Educational Programs from Pre-School through Graduate Study: A First Look

      McDiarmid, G. Williamson; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2010-01)
      Too many Alaska students leave formal education unprepared for their next steps in life. Too many drop out of high school; too few high-school graduates go on to post-secondary education; and too few of those who do enroll in post-secondary education graduate in a timely manner. Employers report that a substantial number of young people who enter the work world directly after graduating from high school (or after dropping out) lack the reading, writing, and math skills necessary for many of today’s jobs, even at entry level. Ideally, the various components of the education system would be structured so that as children or young people complete each step, they would be adequately prepared for the next. In practice, this is often not the case. Students arrive at kindergarten and again at college, vocational training, or work unprepared for the challenges they face and without the skills their teachers, professors, or employers expect. Alaska is not alone in these problems, and many states are focusing on alignment as a possible response. Policymakers and others are studying how students progress through the entire education system—from pre-school through college, graduate study, or career training. As defined above, alignment would coordinate the work of institutions providing different levels of education. Educators in K-12 and early childhood programs would agree on what children should know and be able to do when entering kindergarten (or first grade)—and on how those skills and abilities would be taught and assessed. Likewise, employers, institutions of higher education, and K-12 schools would work together to reach similar agreements on what young people need to know to enter the workforce or college. Alignment efforts bring together policymakers and practitioners from all levels of education to identify what needs to be done to achieve this coordination and to oversee the work. The first section of this report looks at alignment of early childhood programs and K-12 education. Why is it important to begin alignment at the level of early childhood education? Research has demonstrated the strong effect of quality early childhood education on later educational outcomes. Among the best-known research is the High/Scope Perry Preschool study, which followed 120 children from the time they attended that preschool in the 1960s, at ages 3 or 4, until they were age 40.1 Schweinhart, et al. (1993) looked at program participants through age 27 and estimated that the program had produced savings to taxpayers of over $7 for each dollar spent. Program participants were less likely to need special education services throughout their school careers, less likely to commit crimes, and less likely to receive welfare—and they alsoearned more and paid higher taxes than non-participants. Other studies have found that children who participate in quality early childhood education programs are less likely to be retained in grade, placed in special education, or drop out of high school (Schweinhart 1994). In Alaska, public early childhood education is limited to federally mandated special education and federally funded (with state supplemental funding) Head Start programs. These programs together enroll about 16% of 3-year-olds and 22% of 4-year-olds in the state. Many more students in urban areas are enrolled in some form of private pre-school. Head start programs exist in more than 75 Alaska communities and are run by 16 different grantees, which have varying degrees of coordination with their local K-12 districts and with each other. The second focus of this report is readiness of Alaska high-school graduates for post-secondary education or work. Alaska’s colleges and universities find that many of their entering students— even those with good grades in high school—aren’t ready for college-level work. Again, national research affirms that Alaska’s problems are not unique. Callan, Finney, Kirst, Usdan, and Venezia (2006) report “The more difficult challenge for students is becoming prepared academically for college coursework. Once students enter college, about half of them learn that they are not prepared for college-level courses. Forty percent of students at four-year institutions and 63 percent at two-year colleges take remedial education. Additionally, high-school students face an incredibly complex system of placement tests and college admissions requirements.” A national survey of 431 employers about workforce readiness found that “When asked to assess new workforce entrants, employers report that many of the new entrants lack skills essential to job success… Over 40 percent (42.4 percent) of employer respondents rate new entrants with a high school diploma as ‘deficient’ in their overall preparation for the entry-level jobs they typically fill. Almost the same percentage (45.6 percent) rate the overall preparation of high school graduate entrants as ‘adequate,’ but almost no one (less than ½ of 1 percent—0.2 percent) rates their overall preparation as ‘excellent.’ ” 2 Anecdotal information from Alaska employers indicates that many young people entering the workforce in Alaska aren’t prepared for work, either. This report brings together available data on the scope of these problems in Alaska and discusses what other states have tried and what we can tell so far about what has worked. We identify areas that need more research and where there may not even be data to conduct research. Finally, we suggest steps the state can undertake now, while conducting research, to fill in the gaps.
    • Benefits of Alaska Native Corporations and the SBA 8(a) Program to Alaska Natives and Alaska

      Institute of Social and Economic Research, University of Alaska Anchorage; Haley, Sharman; Fay, Ginny; Ainsworth, Joel; Angvik, Jane; Hill, Alexandra; Martin, Stephanie (Institute of Social and Economic Research, University of Alaska Anchorage, 2009-07-07)
      Senator Begich’s office asked ISER for assistance assembling information to document the social and economic status of Alaska Natives and the benefits of the 8(a) program. His purpose is to brief Missouri Senator McCaskill and her committee which is reviewing the status of ANC contracts awarded under SBA’s 8(a) program. This review was triggered by a 2006 GAO report recommending increased SBA oversight to 8(a) contracting activity. Highlights of the GAO report are provided in Tab A.1; a letter dated May 15, 2009, from Senators Begich and Murkowski to Sentaor McCaskill, outlining their concerns is provided in Tab A.2. As the Congressional Research Service report (Tab A.3) explains, the Small Business Administration’s 8(a) program targeting socially and economically disadvantaged individuals was operating under executive authority from about 1970, and under statutory authority starting in 1978. A series of amendments from 1986 to 1992 recognized Alaska Native Corporations (ANCs) as socially and economically disadvantaged for purposes of program eligibility, exempted them from limitations on the number of qualifying subsidiaries, from some restrictions on size and minimum time in business, and from the ceiling on amounts for sole-source contracts. Between 1988 and 2005, the number of 8(a) qualified ANC subsidiaries grew from one to 154 subsidiaries owned by 49 ANCs. The dollar amount of 8(a) contracts to ANCs grew from $265 million in FY 2000 to $1.1 billion in 2004, approximately 80 percent of which was in sole-source contracts. (GAO Highlights, Tab A.1) The remainder of this briefing book is divided in three sections. Section 2 addresses changes in the social and economic status of Alaska Natives from 1970--the year before the enactment of the Alaska Native Claims Settlement Act and the subsequent creation of the ANCs--to the present. ISER’s report on the “Status of Alaska Natives 2004” (Tab B.1) finds that despite really significant improvements in social and economic conditions among Alaska Natives, they still lag well behind other Alaskans in employment, income, education, health status and living conditions. A collection of more recent analyses updates the social and economic indicators to 2008. There were many concurrent changes throughout this dynamic period of Alaska’s history and we cannot attribute all the improvements to the ANCs, though it is clear that they play an important catalyst role. In the final part of section 2 we attempt to provide some historical context for understanding the role ANCs have played in improving the well-being of Alaska Natives. Section C. documents the growth in ANCs and their contributions to Alaska Native employment, income, social and cultural programs and wellbeing, and their major contributions to the Alaska economy and society overall. Section D. Looks specifically at the 8(a) program. Although there are a handful of 8(a) firms with large federal contracts, the majority are small, village-based corporations engaged in enterprise development in very challenging conditions. A collection of six case studies illustrate the barriers to business development these small firms face and the critical leverage that 8(a) contracting offers them.
    • Capping Property Taxes: What's Likely to Happen?

      Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2000)
      On November 7, Alaskans will vote on whether to cap property taxes at 1 percent of assessed value—which would cost local governments 20 percent of property tax collections in the first year and 40 percent as time passed. Supporters of the tax cap say property taxes are too high, property owners pay an unfair share of local government costs, and government is inefficient. Yet local spending in Anchorage and elsewhere hasn’t changed much in recent years, if you take inflation and population growth into account. And Anchorage’s local government employs fewer workers per resident than almost any U.S. metropolitan area. So what’s going on? Like most fiscal matters in Alaska, it relates to the rise and fall of oil wealth.
    • The Case for Strengthening Education in Alaska

      Hill, Alexandra; Gorsuch, Lee; Cravez, Pamela (Institute of Social and Economic Research, University of Alaska., 2006)
      Alaska’s public education system has been transformed since Alaska became a state. Opportunities for education have been expanded in many ways and many places. But at every level, from pre-school on up, the education systems in Alaska and the U.S. have serious troubles. Many American children don’t have access to early education; can’t do math and science as well as those in other countries; can’t pass basic reading, writing, and math tests; and don’t finish high school. Boys are less likely than girls to go on to college. And in Alaska, there are fewer early-education programs than nationwide. Elementary and high-school students— especially Alaska Natives and those from low-income families—are falling below U.S. averages. Since statehood, Alaska’s education system has grown and improved enormously. But the remaining challenges are also very big. Alaska has the resources to deal with those challenges, and some efforts are in fact already underway. The question now for all Alaskans—not only educators and parents—is this: how do we come together to create what our state and our children need?
    • The Changing Economic Status of Alaska Natives, 1970-2007

      Martin, Stephanie; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2009-07)
      Forty years ago—when the discovery of North Slope oil was about to transform Alaska’s economy— Alaska Natives had among the lowest income, employment, and education levels in the U.S. Today their economic conditions are better, but they still fall considerably below averages among other Alaskans and other Americans. This note first reports how current economic conditions among Alaska Natives compare with U.S. averages, and then looks at changes since 1970 in poverty, employment, income, and education levels among Alaska Natives. We relied mainly on data from federal censuses in 1970, 1980, 1990, and 2000 and from the annual American Community Survey for 2005 to 2007. We also used the most recent population estimates from the Alaska Department of Labor and Workforce Development.1
    • Connecting a Disjointed System: A First Look at Aligning Education in Alaska

      McDiarmid, G. Williamson; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2008-11)
      We’ve heard it before, but it’s still true: too many Alaska students don’t have the skills they need to move on to the next stage of education or to get good jobs. Too many drop out of high school, and too few of those who graduate go on to college or other post-secondary education—and among those who do go on to post-secondary education, many don’t graduate within four or even six years. Employers report that young people entering the work world directly after they graduate from high school (or right after they drop out) don’t have the reading, writing, and math skills necessary for many of today’s jobs, even entry-level ones. Alaska is not alone in these problems, but the high-school dropout rate is higher than the U.S. average and fewer graduates go to college. A third of Alaska’s high-school students don’t even graduate, and only about a third graduate and start college right away (Figure 1).
    • The Economic Contributions of the Kenai Peninsula Borough School District

      Pitney, Kim; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 2011-06)
      The purpose of this study was to evaluate the economic significance of the Kenai Peninsula Borough School District within the Kenai Peninsula Borough. We use an Alaska-specific Input-Output (I-O) model created by Dr. Scott Goldsmith of ISER, which is custom designed for the Alaska economy to “relate changes in spending in a particular industry to total changes in jobs and income in the Alaska economy.1” In the 2009/2010 school year, the school district directly created 1468.4 jobs, and about $109 million dollars was spent in south central Alaska. Based on the results of the model, this created 628.6 jobs, mostly in the borough, but with some located in Anchorage. These figures highlight the school district's role in the private as well as the public sector of the Kenai Peninsula Borough economy.
    • The Economic Significance of the Kenai Peninsula Borough School District in the Kenai Peninsula Borough

      Pitney, Kim; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska, 2011)
      The Kenai Peninsula Borough School District is the largest single employer in the borough, providing over 1,200 jobs in the 2009-2010 school year. In addition to employment, school district purchases of goods and services directly supported an additional 250 jobs (Direct employment in Table 1). Those 1450 jobs supported over 600 more jobs (indirect and inducedimpact in Table 1) when employed households spent their income locally. The total payroll from district, direct, indirect and induced employment is almost $100 million. This paper (and the numbers in Table 1) report on the economic significance of the KPBSD. Economic significance analysis models how money is spent and re-spent within the economy, and how much leaks out of the economy (e.g., money spent while on vacation in Hawaii). Based on this modeling, the analysis calculates how much economic activity in the borough can be traced to the school district, as the district and the borough economy currently exist.
    • Effectiveness and Fiscal Impact of Homeward Bound

      Haley, Sharman; Killorin, Mary; Hensley, Priscilla; Hill, Alexandra; Martin, Stephanie; Wiita, Amy Lynn; Ungadruk, Ben (Institute of Social and Economic Research, University of Alaska., 2001)
      The Rural Alaska Community Action Program and the Homeward Bound program contracted with ISER to evaluate Homeward Bound, which began in February 1997. This analysis is based on limited data and a small sample - 33 Homeward Bound clients and 35 people who were referred to the program but did not enter. We found a wide variation in how often people use services and which services they use - and the small sample and wide variation limit the ability of statistics to say whether apparent difference are real of chance variations....There are only an estimate 300 chronic, homeless alcoholics in Anchorage (defined as people who have been picked up by the Community Service Patrol at least 30 time in one year). But they're expensive to the community - because they so frequently use state and city rescue and protection services, emergency medical care, and alcohol treatment facilities, among other things. This report finds that the clients of the Homeward Bound program cost the justice system less, use some city services less frequently, and are less likely to need advanced life support services when an ambulance is required.
    • Effects of the 2002 Chignik Cooperative: A Survey of Chignik Salmon Permit Holders

      DeRoche, Patricia; Hill, Alexandra; Knapp, Gunnar; Silver, Darla (Institute of Social and Economic Research, University of Alaska., 2003)
      This report presents the results of a survey of Chignik Salmon Purse Seine permit holders about management changes in the Chignik salmon fishery and the effects of the 2002 Chignik salmon cooperative. In January 2002, the Alaska Board of Fisheries passed regulations that established criteria and management measures for a cooperative fishery in the Chignik purse seine salmon fishery. Under the regulations, if 51 or more Chignik permit holders chose to join a cooperative, the cooperative would receive an allocation of a percentage of the Chignik sockeye salmon harvest. The purpose of the regulations was to allow permit holders the opportunity to fish cooperatively to reduce costs, improve quality and increase value by reducing the number of vessels fishing and slowing down the fishery. Permit holders who chose not to join the cooperative could fish in an “open” or “independent” fishery with a separate allocation. Subsequently the Chignik Seafood Producers Alliance (CSPA) formed as a cooperative in accordance with the new regulations. In 2002, 77 Chignik permit holders joined the Co-op, 22 permit holders chose to fish independently in the open fishery, and 1 permit holder did not join the cooperative and also did not fish. This report is based on the 89 survey responses that we received by January 15, 2003. (An earlier report was based on the 80 responses received by December 3, 2002.)
    • Effects of the Chignik Cooperative: What the Permit Holders Say

      Hill, Alexandra; Knapp, Gunnar (Institute of Social and Economic Research, University of Alaska., 2003)
      The value to fishermen of the 2002 Alaska salmon harvest was $141 million—less than one-third of the $481 million average value of catches in the first half of the 1990s. Many factors contributed to this decline, including not only competition from farmed salmon, but also lower sockeye salmon harvests, changes in consumer demand, and a worldwide economic slowdown. These changes have created discussions throughout the salmon industry—among fishermen, processors, fishery managers, and government officials—about how to restore profitability to the salmon industry. Part of the discussion has been about options for “restructuring” the management of salmon fisheries to lower costs, increase value, or steer more of the benefits to Alaskans and their communities.
    • Enrollment Trends at University of Alaska Community Campuses

      Killorin, Mary; Goldsmith, Scott; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2005)
      The level of tuition is only one of many determinants of participation. For example, in recent years strength in job growth, reduced grant funding, and a more restrictive residency requirement for instate tuition have all also negatively impacted participation. Conditions specific to individual campuses, such as consistency of leadership and the natural maturation cycle associated with the introduction of new programs, have also been important. Some of these factors, such as the size and composition of the population and the structure and health of the economy, are beyond the control of the University. However, other factors such as financial aid, program offerings, and marketing can be managed to not only maximize participation but, more importantly, to obtain the best possible balance between access and program availability within the fiscal constraints of the University budget.
    • Evaluation of the Alaska Interagency Aviation Safety Initiative

      Berman, Matthew; Martin, Stephanie; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2005)
      Aviation crashes are the leading cause of occupational fatalities in Alaska. From 1990 through 1999, aviation crashes in Alaska caused 106 work-related pilot deaths. This rate is nearly five times the rate for U.S. pilots as a whole.1 In 2000, Congress passed legislation aimed at reducing the number of occupational aviation fatalities in Alaska by 50 percent for the years 2000 through 2009. This legislation created an interagency initiative—the Alaska Aviation Safety Initiative—to improve safety in Alaska through the combined efforts of the Federal Aviation Administration (FAA), the National Transportation and Safety Board (NTSB), the NOAAs National Weather Service (NWS), and the National Institute for Occupational Safety and Health (NIOSH). The final Initiative tasks require the agencies to evaluate the programs created to promote aviation safety in Alaska. To that end, NIOSH contracted with the Institute of Social and Economic Research (ISER) at the University of Alaska Anchorage (UAA). The following report looks at programs, infrastructure changes, accidents and accident rates between 1997 and 2004. It addresses the following questions: • Has flying become safer in Alaska? • Which types of flying (e.g., general aviation, commuter vs. air taxi flights) are the most risky, and which have shown changes in safety? • Where in Alaska is it most risky to fly? Has this changed? • To what extent can the data show that specific programs are associated with improved safety?
    • An Evaluation of the Economic Impacts of the September 2001 Kodiak Star Launch

      Hill, Alexandra (Institute of Social and Economic Research, University of Alaska., 2002)
      This summary describes the economic impacts on Kodiak and Alaska of the launch of the Kodiak Star (four satellites) on September 29th, 2001 launch from the Alaska Aerospace Development Corporation’s Kodiak Launch Complex at Narrow Cape on Kodiak Island. The launch facility is a basic high-tech industry, bringing money into Alaska that otherwise would be spent elsewhere. This contrasts with support industries (such as retail trade), which largely re-spend money already in the state.
    • FAA Capstone Program: Phase II Baseline Report (Southeast Alaska)

      Berman, Matthew; Daniels, Wayne; Brian, Jerry; Hill, Alexandra; Kirk, Leonard; Martin, Stephanie; Seger, Jason; Wiita, Amy (Institute of Social and Economic Research, University of Alaska., 2003)
      This report provides the Federal Aviation Administration (FAA) with information on air safety and aviation infrastructure in southeast Alaska as of December 31, 2002. The data will establish a baseline to enable the University of Alaska Anchorage (UAA) to conduct an independent evaluation of how the Capstone program affects aviation safety in the region. The FAA contracted with UAA’s Institute of Social and Economic Research and Aviation Technology Division to do a variety of training and evaluation tasks related to the Capstone program. The program is a joint effort of industry and the FAA to improve aviation safety and efficiency in select regions of Alaska, through government-furnished avionics equipment and improvements in ground infrastructure.