- See Key Performance Indicators
- Return to Departments
- Department of Education and Early Development website
To ensure quality standards-based instruction to improve academic achievement for all students. Alaska Constitution Article 7, Sec. 1; AS 14.17
- Distribute Public School Funding to school districts and other educational institutions
- Provide Fiscal Accountability, Compliance and Oversight
- Develop, implement and maintain School Effectiveness Programs
- Maintain Active Partnerships for Pre-K through 20 and lifelong learning
|A: Result - Department Result|
|A1: Core Service - Distribute Public School Funding to school districts and other educational institutions|
Target #1: Calculate and distribute state entitlement funding based on the Base Student Allocation and formula calculations per AS 14.17.
Analysis of results and challenges: The annual Base Student Allocation (BSA) amount can only be adjusted by an enacted statute change. The Department of Education and Early Development distributes Public School Funding to 53 school districts and Mt. Edgecumbe High School, the state boarding school.
There is no change from the FY2017 BSA to the FY2018 BSA.
Target #2: Distribute Public School Funding according to legislative appropriations based on formula calculations
Distribution of Public School Funding
Analysis of results and challenges: FY2017 and FY2018: The Foundation Program is fully funded.
FY2016: Ch23, SLA2015, HB72 and Ch1, SLA2015, HB2001 (Operating Budget); Ch38, SLA2015, SB26 (Capital Budget). FY2015 does not include the FY2016 and FY2017 Foundation Program appropriations included in the FY2015 Authorized budget ($32,243.7 and $19,904.2, respectively). These FY2015 appropriations were repealed in Ch38, SLA2015, SB26.
FY2015 - FY2019 include an additional Charter School Grant appropriation of $168.8 under Foundation as a result of HB278, CH15, SLA2014, though this is technically an appropriation within the Student and School Achievement component.
Effective January 1, 2014 the Alaska Challenge Youth Academy (ACYA) was transferred to the Department of Military and Veterans Affairs and is no longer a budgeted component within the Department of Education and Early Development.
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 include funding appropriated within the formula and 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.
|A2: Core Service - Provide Fiscal Accountability, Compliance and Oversight|
Target #2: Limit the number of state and federal audit findings
Analysis of results and challenges: All federal and state findings are considered resolved.
For each fiscal year, the Division of Legislative Audit conducts an audit of the State of Alaska’s basic financial statements and the State’s compliance with federal laws and regulations in the administration of federal financial assistance programs. The audit is conducted in accordance with auditing standards generally accepted in the United States of America, Government Auditing Standards issued by the Comptroller General of the United States, and complies with the federal Single Audit Act Amendments of 1996 and the related OMB Circular A-133 issued by the U.S. Office of Management and Budget.
Findings occur when non-compliance has been discovered during the audit process. An audit finding can be related to an individual program or multiple programs and are categorized by the degree of deficiency in the internal controls of an organization. A material weakness is a deficiency or combination of deficiencies in internal controls, such that there is a reasonable possibility that a material misstatement of an entity’s financial statements will not be prevented or detected and corrected in a timely basis. A significant deficiency, or a combination of deficiencies, in internal controls is less severe than a material weakness yet important enough to merit attention by those charged with governance.
During the FY2016 Statewide Single Audit, the Division of Legislative Audit selected two federal programs / program clusters that the Department of Education and Early Development administers to audit for compliance with accounting standards and applicable federal compliance standards as outlined in Uniform Guidance (2 CFR 200). As a result of the audit, the department was issued four federal findings that affected one of the two federal programs audited along with one state finding. The federal findings were concerned with compliance with federal guidelines and two were a significant deficiency. The state finding was concerned with insufficient procedural documentation for the Grants Management System. The department has developed and implemented a corrective action plan to resolve these findings.
The following federal programs were audited as part of the FY2016 Statewide Single Audit:
CFDA / Program Name / Program Affected by Finding
84.027 / Special Education - Grants to States /
84.173 / Special Education - Preschool Grants/
84.041 / Impact Aid
FY2017 data will be available when the audit is complete. The final audit report is due to the Legislative Budget and Audit Committee by March 31, 2018.
|A3: Core Service - Develop, implement and maintain School Effectiveness Programs|
Target #1: Increase the numbers and percent of high school graduates qualifying for the Alaska Performance Scholarship (APS).
Analysis of results and challenges: FY2017 information in the table and chart is based on the fall term only, and numbers rise during the remainder of the academic year. Analyses to date reflect that APS is producing positive results, as those who earn the APS excel in their postsecondary studies, taking more credit hours and requiring fewer developmental or remedial classes than their peers. They are more likely to continue in postsecondary education and to persist in their studies than their ineligible peers. With six years having elapsed since program inception, ACPE is also now able to report that APS recipients are more likely to stay in Alaska than their non-eligible peers. The 2017 program report, scheduled for release in January 2018, will reflect the first two cohorts of APS college graduates, and include information on their participation in the Alaska workforce. Note that the increase in 2015-2017 high school graduates is at least partially attributable to elimination of Alaska’s graduation exam requirement (the High School Graduation Qualifying Exam (HSGQE)) and includes students who completed their studies in both AY14 (academic year) and AY15 but had not previously passed the HSGQE. Detailed information about program outcomes is available in ACPE's annual APS Outcomes Reports, which can be found online at http://acpe.alaska.gov/REPORTS/Reports/APS_Outcomes_Report
Target #2: Assist school districts to improve the statewide graduation rate
Analysis of results and challenges: The preliminary 2016-2017 rate is 78.2%, or 7,681 graduates out of 9,817 cohort members. This count of graduates does not represent all students graduating from a public high school during the 2016-2017 school year, just the graduates in the 2016-2017 four-year cohort.
The High School Graduation Qualifying Exam (HSGQE) requirement was repealed effective July 1, 2014. The College/Career-Ready Assessment (CCRA) requirement, adopted in its place, was repealed effective June 30, 2016.
Under the Four-Year Adjusted Cohort Graduation Rate Method, a cohort year is assigned to each first-time 9th grade student with the expectation that the student will graduate within four years. For example, a student who entered 9th grade in the 2013-2014 school year is considered part of the 2016-2017 cohort. A student may be added to the cohort via a transfer into the public school system or removed from the cohort upon death or upon transfer to an education program with a secondary school diploma track.
A graduate is defined as a student who received a diploma from a state- or district-approved education program as evidenced by receipt of a secondary school diploma from school authorities. Former students who eventually receive a GED certificate are not considered graduates.
The calculation of the statewide four-year graduation rate complies with current federal regulations.
Note: The inverse of the graduation rate is not the dropout rate.
Target #3: Provide a Statewide System of Support to facilitate school effectiveness measures
Professional Learning Support to Educators for Implementation of Statewide Initiatives
Analysis of results and challenges: In the past, the Department of Education and Early Development (DEED) measured performance for this target through attendance at professional development presented by the Division of Teaching and Learning Support. In 2017, the department re-organized the divisions and divided the work of Teaching and Learning Support into the functional Division of Student Learning and the Division of Educator and School Excellence. The numbers for the Division of Educator and School Excellence are lower than the overall numbers of prior years because the professional development work of the special education team, the child nutrition team, and the Elementary and Secondary Education Act (ESEA) federal programs team are no longer included in this reporting. The numbers for FY2017 are for the newly formed Division of Educator and School Excellence. These supports are related to the implementation of statewide initiatives provided by DEED to educators across Alaska. Support to districts and organizations includes conference presentations, on-site and distance district in-service presentations, webinars, and facilitation of work groups, constituting some of the primary work conducted within DEED’s Divisions of Student Learning and Educator and School Excellence. DEED’s continuing challenge is to provide relevant, timely, and targeted support to educators across Alaska effectively meeting their varied, unique needs. The Division of Educator and School Excellence also includes the E-module courses provided for all district staff to meet state mandated trainings. The number of participants reached in FY2017 was 16,448.
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: The Alaska Department of Education and Early Development (DEED) works with school districts, community partners and families to ensure that Alaska’s youngest students are ready to succeed in school. To do that, Early Learning identified key priorities that help make early education successful and contribute to the overall performance of this target. Those priorities and the 2017 activities are:
• Priority 1: Target support through school districts or Head Start programs to assist with the implementation of innovative, locally designed early childhood programs for children ages 3-5.
o In 2017 DEED provided support for 13 districts serving 358 pre-elementary students and 15 Head Start programs serving approximately 3500 three and four-year olds in locally designed programs.
• Priority 2: Ensure all pre-elementary programs supported by DEED use research based practices (ie. curriculum, child assessment, and developmentally appropriate training) and meet Alaska’s Early Childhood program quality indicators to demonstrate effectiveness.
o Early Learning provided monthly support for all grantees on curriculum implementation and assessment. Teachers received coaching and support to guide quality practices within their classrooms. Early Learning also supported grantees with the implementation of Teaching Strategies GOLD®, an observation based assessment aligned to curriculum and professional learning. 38 Alaskan programs (15 Head Start and 19 district pre-elementary programs) participate in the Teaching Strategies GOLD® assessment. Data obtained through GOLD® are used to describe children’s progress across specific developmental and educational domains. The growth outcomes shown above illustrate the growth of all children across four domains, in the years 2015 and 2016.
|A4: 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 a year of graduation.
Analysis of results and challenges: Alaska's postsecondary education participation rates are of significant concern with the state remaining at the lowest performance level for this measure.
The Alaska Commission on Postsecondary Education's (ACPE) 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 incentivize 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 capacity to report on the state’s return on investment of public funding for education/workforce training 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 meet the state’s workforce demands of the future and leverage a strong economy through attracting business and industry investment in our state.
Target #2: Collaborate and coordinate with public and private entities for educational purposes
Department of Education and Early Development Active Partnerships
Analysis of results and challenges: FY2018: Reorganizational efforts converted the previous Division of Teaching and Learning Support into two new divisions: Division of Student Learning and Division of Educator and School Excellence. Totals included here are all within the new Division of Student Learning.
FY2017: The increase in ACPE reflects a technical adjustment that reports a previously unbudgeted RSA from the Loan Servicing component
FY2016: Online with Libraries and Live Homework Help transferred to the Division of Libraries, Archives and Museums (LAM). Statewide unallocated reduction in LAM, ASCA, TLS - S&SA.
FY2015: HB278 (Education Bill) initiatives - TLS received STEM Pilot Project funding and Library Operations received Broadband support funding for school districts. Additional increases include funding for the Alaska Performance Scholarship and Alaska Education Grant, and ASCA received additional SDPR authorization for Rasmuson Foundation grants.
FY2014: Three new components were created under TLS: Online With Libraries, Live Homework Help and Alaska Learning Network; ASCA received additional SDPR authorization for Rasmuson Foundation grants; MEHS received an increase to support Dormitory Management Services; ACPE received an increase in Interagency Receipts authorization for the Longitudinal Data System project.
FY2013: The S&SA 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.
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 Alaska Education Grant program and federal receipt authorization for the College Access Challenge Grant program.
FY2011: The Student and School Achievement (S&SA) component received general fund base funding for the partnership with the University of Alaska for the Alaska Native Science and Engineering Program (ANSEP).
Current as of January 2, 2019