RSS 1.0Center for Alaska Education Policy Research (CAEPR)
Recent Submissions
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How much does Alaska spend on K-12 education?In 2019, ISER analyzed Alaska’s per-pupil spending compared to that of other U.S. states, using 2017 figures. In this update, we use the same methods to contextualize Alaska’s 2019 spending. Alaska still ranks 6th highest in nominal per-pupil spending among states. However, the 2019 figures show that per-pupil spending in raw dollars was 39% higher than the U.S. average, compared to 46% higher in 2017. After adjusting for Alaska’s higher living costs, and accounting for differing per-pupil spending costs across the state, the figures show that Alaska’s 2019 per student spending was only 93% of the national average, compared to 98% in 2017 (see table below).
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Growing Minds and Strengthening Communities: An Economic Valuation Study of the Anchorage Public LibraryAs one of the oldest educational and research institutions in the community, the Anchorage Public Library has been an important resource for enriching the daily lives and empowering the future of the people of Anchorage for many generations. While it has long been recognized that the Anchorage Public Library is an important part of the community, this study is the first to provide an economic valuation for the many benefits offered by APL. This report was commissioned by the Anchorage Public Library to determine the benefits of the library, and where possible, assign a dollar value to those benefits. The report proves that not only is APL still an irreplaceable resource for education and research, it contributes many substantial benefits that are not replicated anywhere else in the community.
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Growing our own: Recruiting Alaska�s youth and paraprofessionals into teachingGood teachers are critical to student success, and Alaska faces significant challenges in staffing its public schools. About 200 new teachers graduate from Alaska colleges every year, but the state needs to hire many more than that to fill open positions. This paper explores two key Grow Your Own (GYO) initiatives: education career exploration courses for high school students and career pathways for paraprofessional educators. It reviews the current literature on these initiatives, outlines Alaska's efforts in these areas, and makes policy recommendations.
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Dual Enrollment in Alaska: A 10-year retrospective and outcome analysisThis paper explores University of Alaska dual enrollment (DE) offerings from 2008 to 2017. It details the distribution of programs across geographic and demographic groups, examines student participation and academic outcomes over this 10-year period, and describes how current DE activities compare to the decade prior. DE enrollments have increased by 85% in the past 10 years, while headcount has increased by 49%, indicating that, on average, students are taking more DE courses while in high school. DE students complete 93% of their courses satisfactorily; 66% apply to a UA institution when they graduate high school and 41% attend. Though the program is more representative than it was 10 years ago, our analysis notes a persistent participation and performance gap for rural and Alaska Native students.
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How much does Alaska spend on K-12 education?Education funding in Alaska, as in most states, is one of the largest allocations in the state operating budget. In 2017, Alaska�s K-12 per-pupil spending was $17,838, which is 46% higher than the national average. However, a lot of things in Alaska are expensive relative to national averages: healthcare, food, and energy, to name just a few. In this paper we adjusted Alaska�s data from the US Census Bureau 2017 Annual Survey of School System Finances to state and national cost indices, and find that Alaska�s per-pupil expenditures are on par with national averages. As many drivers of Alaska�s education costs extend beyond education policy, we caution against cuts that leave districts with few choices but to diminish the teacher workforce by eliminating positions or hiring lower quality teachers with less competitive salaries.
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Alaska High School Graduation Rate TrendsThis 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.
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Dual Enrollment in Alaska: A 10-year retrospective and outcome analysisThis paper explores University of Alaska dual enrollment (DE) offerings from 2008 to 2017. It details the distribution of programs across geographic and demographic groups, examines student participation and academic outcomes over this 10-year period, and describes how current DE activities compare to the decade prior. DE enrollments have increased by 85% in the past 10 years, while headcount has increased by 49%, indicating that, on average, students are taking more DE courses while in high school. DE students complete 93% of their courses satisfactorily; 66% apply to a UA institution when they graduate high school and 41% attend. Though the program is more representative than it was 10 years ago, our analysis notes a persistent participation and performance gap for rural and Alaska Native students.
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Good collaborations: A case study of the Health Information Technology partnershipThe Health Information Technology grant was a collaborative partnership between the Cook Inlet Tribal Council (CITC), the University of Alaska Community & Technical College (UAA CTC) and the University of Alaska Southeast (UAS) to establish the infrastructure for a distance-delivered Occupational Endorsement in Health Information Technology. This document describes a case study research project that explored the activities of the collaboration, specifically as they pertain to student services and outcomes. Student eligibility criteria included: Alaska Native, low-income, GED or high school diploma, and a 10th grade TABE test score; many of the student participants exhibited demographic characteristics that placed them at high risk for noncompletion. Ultimately, 10 of 25 (40%) completed the credential, and of these graduates, five are continuing their postsecondary studies for an associate’s or bachelor’s degree. These success rates that exceed national averages for community college students prompted the team to explore the program elements that contributed to student success. A qualitative case study collected interview data from student completers, program staff, and faculty. It also reviewed program documents, and included visits to the physical spaces where the program was delivered. Tangible or material resources that contributed to the program’s success included stipends for student tuition and fees plus hourly compensation for time spent in class; the provision of laptops; adequate technology; staff and services that supported college transitions, social and personal needs, and academic success; a face-to-face kickoff event; and a cohort model. Qualitative aspects of the program that fostered success include staff commitment and positive attitude; clear roles for partners with a distributed workload; alignment of program objectives to each of the partners’ missions; communication; and student perseverance. Program elements that need to be revised, expanded, or improved prior to a second iteration include course sequencing, recruitment, technology, class times, and additional stipends. Opportunities for additional programming include industry involvement, career exploration, options for students who “change majors” or decide that the HIT field is not a good fit for their interests, job seeking and career planning support, additional attention to college readiness and soft skills, and incorporation of Alaska Native culture. A review of program elements that worked and need improvement identified opportunities to better align theory and philosophy, and to strengthen communication between staff and faculty who have complementary responsibilities to one another and to students. These discussions are recommended in order to develop more intentional and focused recruiting, to strengthen communication, and to develop a more culturally responsive curriculum. Though the program does not yet present itself as a best practice model, the program strengths and lessons learned were used to develop considerations for other programs and partnerships wishing to develop similar delivery methods.
