• Effect of Alaska Fiscal Options On Children and Families

      Berman, Matthew; Reamey, Random (Institute of Social and Economic Research, University of Alaska Anchorage, 2017-02-01)
      Alaska’s state government faces an unprecedented challenge, with the need to close an estimated $3 billion gap between projected revenues and expenditures in fiscal year 2017. Total unrestricted state General Fund revenue in fiscal year 2016 (the 12 months ending June 30, 2016) was $1.3 billion, or about $1,800 per resident. That was barely more than the state dispenses annually to Alaska school districts, to support public education (Alaska Office of Management and Budget, Enacted Fiscal Summary). Despite low oil prices and declining production, petroleum revenues still accounted for 72 percent of these funds (Alaska Revenue Sources Book, Fall 2016, Alaska Department of Revenue, Tax Division). Alaska is the only state that does not have either state income or sales taxes. It is clear that Alaskans will soon have to accept some form of broad-based revenue measure to enable continued funding of basic public services. A 2016 analysis by ISER researchers discussed the potential effects on Alaska’s economy and households of various options to reduce expenditures and increase revenues.1 That study examined how the effects of revenue measures varied for Alaska households with different levels of income. These same revenue measures and expenditure cuts are also likely to have a much bigger effect on some households than others, depending on the presence and number of children in the family. This study extends the previous analysis by specifically examining how different options would be likely to affect families and children. Many large expenditures in the state budget can easily be identified as specifically benefiting children. These include state-funded programs such as the Alaska Public School Foundation program and the Division of Juvenile Justice and Office of Children’s Services, for example, as well as joint federal-state programs such as Medicaid and Denali Kidcare. Less obvious are the effects on children of potential measures to fund these and other state expenditures. This study focuses on describing and quantifying the effects of alternative state revenue options on Alaska families and children. In addition to considering how the revenue measures might affect families with children compared to households without children, we also consider how the burden of each measure might differ for rural and urban families.
    • ISER Review 1994-1996

      Leask, Linda (Institute of Social and Economic Research, University of Alaska., 1996)
      Alaska has seen rapid and dramatic change since 1959, when it became a state. The Institute of Social and Economic Research (ISER)-which was established in 1961-has studied that change, examining virtually all the major public policy issues along the way. This Review reports on ISER's research between 1994 and 1996. It discusses recently completed and ongoing work. Faculty and staff are profiled on page 7, and page 8 lists selected recent publications. This summary includes Fishery Studies, Social Studies, Community Studies and Economics/Fiscal Studies.
    • Kids Count Alaska 1996

      Dinges, Norman; Lampman, Claudia; Reilly, Fay; Jackson, Genee; Kruse, Jack; Frazier, Rosyland; Larson, Eric; Atlis, Mera; Hill, Alexandra; Minton, Barbara; et al. (Institute of Social and Economic Research, University of Alaska., 1996)
      Between 1990 and 1995 the total population of Alaska increased about 12 percent, growing from 550,043 to 615,900. However, the number of children (18 and under) only grew about 9 percent, from 179,939 to 196,037. So the share of children in the population dropped slightly in the first half of the 1990s, from 32.7 percent to 31.8 percent. It was slower growth in the number of White children that caused the decline; numbers of children in other ethnic groups increased faster than the general population between 1990 and 1995.
    • Kids Count Alaska 1998-1999

      Dinges, Norman; Lampman, Claudia; Ragan, Shawna (Institute of Social and Economic Research, University of Alaska., 1999)
      How are Alaska’s children doing at the end of the twentieth century? Many are doing just fine—growing up healthy and safe. But others are not so fortunate. They live in poverty; they grow up without their fathers; they drop out of school; they have babies when they are children themselves. Too many—and even one is too many—die accidentally or intentionally. To help Alaska’s children, policymakers and others need reliable information about conditions affecting children. In the past decade or so, scientists have discovered that babies are born with the raw materials for brain development—about 100 million brain cells—but that most brain development happens after birth. What babies see, hear, touch, smell, and taste causes connections to form between brain cells. These connections are the wiring of the brain, allowing children to learn. Overall, scientists point out that we still have much to learn about the brain. But there is strong evidence about both the potential and the vulnerability of young children’s minds. To give children the best chance at life, adults must try to create safe, loving, interesting worlds for them.
    • Kids Count Alaska 2000

      Dinges, Norman; Lampman, Claudia; Ragan, Shawna (Institute of Social and Economic Research, University of Alaska., 2000)
      Children living in small isolated places lead much different lives from those in bigger communities on the road system. Many villages still lack adequate water and sewer systems, and some still rely on honey buckets. In the past 20 years, state and federal agencies have built sanitation systems in many rural places–but it’s an enormous and ongoing job. Part of the problem is that many areas of Alaska require specially adapted systems that are very expensive to build and operate. In this data book, we look at (1) the indicators of children’s well-being the Kids Count program uses nationwide; and (2) other measures that reflect conditions Alaskan children face—and that illustrate the sharp differences among regions of a state twice the size of the original 13 American colonies.
    • Kids Count Alaska 2013-2014

      Frazier, Rosyland; Wheeler, John; Spiers, Kent; Kirby, Daniel; Mielke, Meg (Institute of Social and Economic Research, University of Alaska Anchorage, 2015-03-26)
      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, to give Alaskans and others a broad picture of how well 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, but also presenting additional indicators relevant for Alaska