Performance Details
Department of Education and Early Development
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Mission
To ensure quality standards-based instruction to improve academic achievement for all students. Alaska Constitution Article 7, Sec. 1; AS 14.17
Core Services
- Public School Funding
- Fiscal Accountability, Compliance and Oversight
- School Effectiveness Programs
- Active Partnerships
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ResultsPerformance Detail
| A: Result - Ensure school districts and other educational institutions receive formula funding as mandated in statute |
| A1: Core Service - Distribute Public School Funding to school districts and other educational institutions |
Target #1: Distribute Public School Funding according to legislative appropriations based on formula calculations
Distribution of Public School Funding
Analysis of results and challenges: Public school funding distributions to school districts, the state boarding school and centralized correspondence study are expended out of the Public Education Fund (AS 14.17.300). The amounts reflected above are formula-based calculations and do not include funding appropriated outside the formula. AS 14.17.300 Public Education Fund (a) The public education fund is established. The fund consists of appropriations for (1) distribution to school districts, to the state boarding school, and for centralized correspondence study under this chapter; and (2) transportation of pupils under AS 14.09.010. (b) Money appropriated to the fund may be expended without further appropriation. Money appropriated to the fund does not lapse. The money in the fund may be expended only in aid of public schools and for centralized correspondence study programs under this chapter and for transportation of pupils under AS 14.09.010. Interest earned on money held in the fund before expenditure may be appropriated to the fund by the legislature. |
Target #2: Distribute Public School Funding to school districts according to legislative appropriations outside the formula
Analysis of results and challenges: FY2013: Ch17, SLA2012, SB160 (Capital Budget) FY2012: Ch3, SLA2011, HB108 (Operating Budget) FY2008: Ch30, SLA2007, SB53 (Capital Budget) FY2008: Ch28, SLA2007, HB95 (Operating Budget) |
| B: Result - Comply with the terms and conditions associated with the responsibility to receive and expend state, federal and other grant funding |
Target #1: Limit the number of state and federal audit findings
Analysis of results and challenges: Results of FY2012 state and federal audit findings will not be available until January 2013. |
| B1: Core Service - Provide Fiscal Accountability, Compliance and Oversight |
Target #1: Ensure the Department of Education and Early Development maintains adequate staffing to implement policies and procedures to effectively manage state, federal and other grant programs
Department Fiscal Accountability, Compliance and Oversight
Analysis of results and challenges: The state costs for staffing to provide department-wide fiscal accountability, compliance and oversight to state, federal and other funding continues to be less than one percent of the department's total budget. |
Target #2: Provide efficient fiscal accountability, compliance and oversight for the Department of Education and Early Development's operating and capital budgets and programs
General Fund Cost of Fiscal Accountability, Compliance and Oversight Per ADM
Analysis of results and challenges: The change from FY2007 to FY2008 reflects reductions based on department efficiencies. There was also a decrease in the FY2008 ADM count. Increases from FY2008 - FY2012 are results of salary and health insurance bargaining unit adjustments. |
| C: Result - Improve Statewide Graduation Rate |
Target #1: Assist school districts to improve the statewide graduation rate
Analysis of results and challenges: The calculation of the Statewide Graduation Rate complies with current federal regulations. Note: The inverse of the graduation rate is not the dropout rate. |
| C1: Core Service - Develop, implement and maintain School Effectiveness Programs |
Target #1: Provide a Statewide System of Support to facilitate school effectiveness measures
Curriculum and Alignment Institute Attendance
Analysis of results and challenges: The Department of Education and Early Development (EED) sponsored Curriculum & Alignment Institute (CAI) conferences, which are two-day events held twice annually to provide assistance and support to district-level staff in aligning their curriculum and instructional materials to the adopted Alaska Standards. Districts across the state voluntarily participate in the event. The focus of the last two institutes has been on implementing the newly adopted English, Language, Arts and Math Standards and EED has seen interest in CAI conferences grow as statewide attention on the new standards has increased. As indicated in the graph, the number of attendees and number of districts who have at least one representative has increased over the last three events with an increase of over 50% in both indicators at the 2012 Fall institute. |
Target #2: Increase the number and percentage of high school graduates qualifying for the Alaska Performance Scholarship (APS)
Analysis of results and challenges: 2011 was the inaugural Alaska Performance Scholarsip (APS) year. The Alaska Commission on Postsecondary Education (ACPE) partnered with the Alaska Department of Education and Early Development, the Alaska Department of Labor and Workforce Development, and the University of Alaska to ensure postsecondary institutions statewide were prepared to offer the APS to their students, and that high school students statewide, including private and home-schooled students, had access to the informational tools and resources needed to prepare for APS eligibility. Particularly successful was the deployment of aps.alaska.gov website, the state’s one-stop online resource center, managed by ACPE on behalf of the APS partner agencies. Additional information about program outcomes will be available at the end of this first year of program operation. Related links:
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Target #3: Increase the teacher retention rate through the Alaska Statewide Mentor Program
Analysis of results and challenges: The goals of the Alaska Statewide Mentor Project (ASMP) are to increase teacher retention and improve student achievement through quality mentoring to first- and second-year teachers new to the profession (called early career teachers). Mentors are experienced Alaska teachers who receive formal training in 8, 3-day Mentor Academy sessions held over two years. Academies focus on how to support the accelerated growth of early career teachers’ classroom practice. Mentors communicate with the early career teachers on a weekly basis with monthly in-class visits. Average retention rates for teachers served by ASMP are shown in the chart based on location of district (rural, urban) and years of teaching experience (first, second). Overall, ASMP-mentored teachers average a year-to-year retention rate of 80% from 2004-2005 through 2011-2012. Research has also shown promising results of closing the student achievement gap between early career teachers and veteran teachers through ASMP mentoring. In FY2012, this program was reduced by $750,000 in general funds, which was $1,350,000 less than the Governor’s budget. In FY2013 this program was reduced by an additional $150,000 in general funds from the Governor’s budget. The total authorization removed over the two year period equals $1,500,000 with $900,000 being general funds which previously supported this effective program. Related links:
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Target #4: Provide support to school districts for Early Learning programs to assist communities, parents and caregivers in preparing children for school
Analysis of results and challenges: Pre-Kindergarten: Alaska Pre-K Three Year Comparisons: FY2010 - FY2012 Early Childhood Environment Rating Scale-Revised Edition (ECERS-R) The ECERS-R is a 43 item scale designed for use in classroom-based early childhood care and education programs serving children aged two to six years. It is organized into seven scales: Space and Furnishings; Personal Care Routines; Language-Reasoning; Activities; Interaction; Program Structure; and, Parents and Staff. Each scale has additional subscales, with multiple items that must be passed to receive a given score. Each subscale is scored on a seven point scale, with benchmarks established for 1 = Inadequate, 3 = Minimal, 5 = Good, and 7 = Excellent. Programs that pass some of the items that are part of the benchmark for a 3, but not all of them, are scored a 2 on that subscale. Similarly programs that fall between good and excellent are scored a 6. Each program site varied in their strengths and areas of improvement, but there were some trends common across all of the programs. While all programs showed improvement through the Pre-Kindergarten program, may showed dips or fall back in some areas reflecting the specific changes seen at each particular assessment. At the end of FY2012 all but one site showed gains. The programs began the project near, at, or above minimal and ended with six sites approaching excellent or above good, five approaching good, and two above minimal. |
Target #5: Facilitate the Work Ready / College Ready curriculum and the WorkKeys assessment program
Career Readiness Certificates Issued
Analysis of results and challenges: The 2011-2012 school year was the second year that all grade 11 students were required by regulation to participate in the WorkKeys assessment. The three WorkKeys tests given to students are: Applied Math, Locating Information and Reading for Information. Completion of all three tests with a minimum score of WorkKeys Level 3 is required to earn a National Career Readiness Certificate. The Department of Education & Early Development (EED) is working continuously to address implementation challenges including technology, student and staff scheduling concerns, as well as providing comprehensive training to teachers and school counselors. EED continues to build partnerships with businesses, industries, and postsecondary providers to ensure the certificates are meaningful and useful to students, and assist them in educational and workforce achievement. Students can qualify for the Alaska Performance Scholarship (APS) by using WorkKeys scores. The Career and Technical Education (CTE) APS can be used for attendance in a CTE certification program, but not for an associate’s or other degree program in Alaska. To be eligible for the CTE APS a student must receive a combined WorkKeys score of 13 or above, with no score below four for each of the three tests required for the National Career Readiness Certificate. A CTE APS qualifying student must also meet the minimum curriculum and grade point average (GPA) requirements that are required for the academic APS. Related links:
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| D: Result - Establish partnerships to promote effective educational programs for school districts, students and lifelong learners statewide |
Target #1: Collaborate and coordinate with public and private entities for educational purposes
Department of Education and Early Development Active Partnerships
Analysis of results and challenges: FY2011: The Student & School Achievement component received general fund base funding for the partnership with the University of Alaska for the Alaska Native Science and Engineering Program (ANSEP). FY2012: The Library Operations component received federal and statutory designated program receipt authorization for the ARRA Broadband Technologies Opportunities Program. The Alaska Commission on Postsecondary Education (ACPE) received general fund base funding for the AlaskAdvantage Education Grant program and federal receipt authorization for the College Access Challenge Grant program. FY2013: The Student & School Achievement component received general funds for Best Beginnings, Parents as Teachers, year three of three of the Iditarod theme-based learning project, and one-time funds for a grant to the North Slope Borough School District for curriculum alignment, integration and mapping. |
| D1: Core Service - Maintain Active Partnerships for Pre-K through 20 and lifelong learning |
Target #1: By 2020, growth to equal the national average of Alaska high school graduates continuing on to postsecondary education within twelve months of graduation
Analysis of results and challenges: Alaska's postsecondary education participation rates are of significant concern. Alaska's students' enrollment in college the Fall following graduation is reported by the National Student Clearinghouse at 53% compared to national data reflecting a rate of 68%, placing the state at the lowest performance level for this measure. ACPE's mission is to provide Alaska's students, parents, and teachers/mentors with the information and financial aid resources necessary to access, and successfully complete higher education. ACPE mission-related services include 1) outreach to increase public awareness of the importance of postsecondary education and training and the critical steps leading to success, 2) statewide programs that incent students to aspire to education beyond high school that leads to a well-paying career in the Alaska workforce, 3) financial aid programs for Alaska students pursuing higher education, and 4) building Alaska's statewide longitudinal data capacity to facilitate analysis of the return on investment of public funds appropriated for educational programs and services. The desired end results from these strategies are more than an increase in the numbers; they are development of a trained, competitive Alaska citizenry who are well-prepared to take the place of a graying workforce and leverage a strong economy through attracting business and industry investment in Alaska. By primarily targeting programs and services to elementary and secondary student, ACPE intends to provide families with the information they need to successfully plan for career and college. |
Target #2: Maintain a high graduation rate for Mt. Edgecumbe High School students
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Target #3: Increase website access for the Alaska State Libraries, Archives and Museums
Website Visits to the Alaska State Libraries, Archives and Museums
Analysis of results and challenges: The Libraries, Archives and Museums (LAM) webpages cover resources available for cultural interest, show items in the various collections, highlight special programs, offer online exhibitions, point students to resources for study or homework assistance, assist state employees with resources that help them do their jobs, provide grant applications for libraries, archives and museums statewide, and much more. Web visits to the Division pages show a generally upward trend over the years. Although located physically in Juneau, the web’s very wide reach is a vital tool in the LAM mission to reach out statewide, nationally and internationally with Alaskan information. Student access to the Library-supported Live Homework Help is available from the Library's website and to any Alaskan student at any level, including college. Live Homework Help allows students to log on from anywhere and provides help with any subject via chat from a live tutor. Math is the most tutored subject. |
Target #4: Provide students opportunities to receive arts education as a result of strong grant investments from state, federal and partner funding for Arts Education
Analysis of results and challenges: In FY2008 the Alaska State Council on the Arts partnered with the Rasmuson Foundation and continues to receive support for ASCA Arts Education programs for statewide participation. Further, in order to increase the opportunities for Alaska students to receive arts education, ASCA has implemented the following programs: New Visions Arts Education initiative, with three targeted rural school districts working toward designing new arts education models, including the development of arts curriculum. Teaching Artist Roster, Teaching Artist Academies, and Artists in Schools: This tripartite program consists of 1) vetting Alaskan Artists for inclusion in ASCA’s Teaching Artist Roster, which is a resource for schools to find artists to fit their residency and arts education needs. Currently, 56 artists are included in the statewide roster; 2) Teaching Artists, or those interested in becoming one, can attend Teaching Artist Academies. These high-level professional development sessions provide artists with training and tools to strengthen their effectiveness in the classroom. In FY2012, four academies were held, in Juneau, Anchorage, Homer and Fairbanks; 3) Schools, school districts or arts organizations working in partnership with the schools can apply for ASCA Artists in Schools funds, which support teaching artists residencies. In FY2012, 28 Artists in Schools grants were awarded. ASCA also organizes a curriculum development workshop, which convenes school administrators from across the state to work on writing arts curriculum for their schools or districts. In addition, through a partnership with the Alaska Arts Education Consortium, ASCA supports 1) Basic Arts Institutes, two-week long convenings where non-arts teachers learn how to maximize their effectiveness by integrating arts and creativity into their daily classroom teaching, and 2) School Administrators Retreats, annual professional development convenings of school administrators, policy makers, teachers and teaching artists. |
Target #5: Maintain the integrity of certificated educators in Alaska's Public School system
Analysis of results and challenges: In FY2012 19 educators were sanctioned by the Commission in accordance with AS 14.20.370-14.20.510. The increase from FY2011 is the result of the Commission’s emphasis on outreach with the purpose of informing practicing educators about professionalism and ethics. |
Target #6: Continue to support the Alaska Native Science and Engineering Program with the University of Alaska
Analysis of results and challenges: Since inception in 1995, the Alaska Native Science and Engineering Program (ANSEP) has evolved into a longitudinal education model that provides a continuous string of components that begins with students in sixth grade and continues on through high school, into undergraduate degree programs, and through graduate school to earn PhDs. ANSEP inspires students to complete the preparatory science and math coursework necessary for success in BS degree programs in science and engineering at the University of Alaska. The focus at each level is to provide excitement and empowerment around these careers. ANSEP’s objective is to effect systemic change in the hiring patterns of Alaska Natives in science and engineering by placing students on a career path to leadership. By successfully completing ANSEP components, every student in Alaska can become eligible for the Alaska Performance Scholarship regardless of where they live. ANSEP works with students from 95 communities. ANSEP University Success: There are 475 Alaska Native students enrolled in science and engineering BS degree programs at University of Alaska campuses. Thirty-two Alaska natives earned BS degrees in science and engineering in May 2012. There have been 250 Natives awarded BS degrees in science and engineering since 2002. There are 16 Alaska Native students enrolled in MS and PhD programs in science and engineering, and three Alaska Natives graduated with advanced degrees in May 2012. All ANSEP graduates have successfully transitioned to careers in the science or engineering professions. Analysis provided by the University of Alaska. |
Current as of January 22, 2013