Collections in this community

Recent Submissions

  • Salary & Benefits Schedule and Teacher Tenure Study

    Berman, Matthew; Hill, Alexandra; Hirshberg, Diane; DeFeo, Dayna (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2015-11-01)
  • Will they stay, or will they go? Teacher perceptions of working conditions in rural Alaska

    Hill, Alexandra; Hirshberg, Diane; Kasemodel, Craig (Center for Alaska Education Policy Research, University of Alaska Anchorage, 6/1/2014)
  • Alaska Teacher Turnover, Supply, and Demand: 2013 Highlights

    Hill, Alexandra; Hirshberg, Dian (Center for Alaska Education Policy Research, University of Alaska Anchorage, 6/1/2013)
  • Alaska career pathways: A baseline analysis

    Hirshberg, Diane; DeFeo, Dayna (Center for Alaska Education Policy Research, University of Alaska Anchorage, 6/1/2014)
  • Quality Teacher Evaluation in Alaska: Voices from the Field

    Laster, Martin (Center for Alaska Education Policy Research, University of Alaska Anchorage, 10/1/2013)
  • Alternative Certification: A Research Brief

    Hirshberg, Diane (Center for Alaska Education Policy Research, University of Alaska Anchorage, 10/1/2011)
  • Why Aren't They Teaching? A study of why some University of Alaska teacher education graduates aren't in classrooms

    Hill, Alexandra; Hirshberg, Diane; Shaw, Donna Gail (Center for Alaska Education Policy Research, University of Alaska Anchorage, 1/1/2013)
  • Growing Minds and Strengthening Communities: An Economic Valuation Study of the Anchorage Public Library

    Ralph, Kelsey (Institute of Social and Economic Research, University of Alaska Anchorage, 2008-06-01)
  • Anchorage Housing in 1989

    Leask, Linda; Berman, Matthew; Hill, Alexandra (Institute of Social and Economic Research, University of Alaska Anchorage, 1988-12-01)
  • Good collaborations: A case study of the Health Information Technology partnership

    Defeo, Dayna (Center for Alaska Education Policy Research, University of Alaska Anchorage, 1/1/2016)
  • Growing our own: Recruiting Alaska�s youth and paraprofessionals into teaching

    Defeo, Dayna; Tran, Trang (Center for Alaska Education Policy Research, University of Alaska Anchorage, 9/12/2019)
    Good 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.
  • Retention and Turnover of Teachers in Alaska: Why it Matters

    Hirshberg, Diane (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2/21/2019)
  • Dual Enrollment in Alaska: A 10-year retrospective and outcome analysis

    Defeo, Dayna; Tran, Trang (Center for Alaska Education Policy Research, University of Alaska Anchorage, 5/24/2019)
    This 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.
  • How much does Alaska spend on K-12 education?

    Defeo, Dayna; Berman, Matthew; Hill, Alexandra; Hirshberg, Diane (Center for Alaska Education Policy Research, University of Alaska Anchorage, 9/30/2019)
    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.
  • Alaska High School Graduation Rate Trends

    Tran, Trang; Hill, Alexandra (Center for Alaska Education Policy Research, University of Alaska Anchorage, 8/5/2019)
    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.
  • Whitepaper reports to the Municipality of Anchorage - Education

    Cueva, Katie; DeFeo, Dayna (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2020-05-05)
  • What drives the cost of education in Alaska?

    DeFeo, Dayna (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2019-04-15)
  • Dual Enrollment in Alaska: A 10-year retrospective and outcome analysis

    DeFeo, Dayna; Tran, Trang (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2019-05-24)
    This 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.
  • Good collaborations: A case study of the Health Information Technology partnership

    DeFeo, Dayna Jean (Center for Alaska Education Policy Research, University of Alaska Anchorage, 2016-01-01)
    The 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.

View more