Educational Adequacy in Alaska
What the facts show
August 2004

Definition of adequacy 
All Alaska students receiving an education that ensures:

• Meaningful employment
• Full participation in civic life
• Appreciation for cultural heritages

Assumptions

• All students can learn
• Education is preparation for work & civic responsibilities
• Highly qualified teachers are essential
• Money DOES make a difference
• At-risk students need help to pass the reading, writing or math achievement tests

The adequacy study at a glance

• Field work began in spring 2003
• Conducted by nationally recognized experts experienced in school finance litigation, working in conjunction with Nat Cole, Alaska's leading expert on school financeAll districts invited to participate in study
• Data received from 30 of 53 school districts, accounting for 72% of all students
• Statistically valid sampling of large, medium sized and small districts
• 95% of data variables are similar for districts in the study and those not in the study
• More at-risk students in study districts:
  ü High percentage of free/reduced lunch
  ü More LEP (Limited English Proficiency) students
  ü More non-proficient scores on benchmark & exit exams

Highlights of findings

• 26% of schools do not offer geometry—yet students must know geometry to pass the exit exam.
• Only 13% of elementary schools in large districts have a mentoring program for at-risk students.  In K-12 schools in smaller districts, that number drops to 2%.
• Only 27% of elementary schools in large districts offer summer programs for at-risk students.  In K-12 schools in smaller districts, that number drops to 20%.
• 58% of schools do not have a trained librarian on staff.  Librarian is an essential component in helping children learn to read and grow in their reading skills.  35% of 3^rd graders score below proficiency in reading; 43% of 6^th graders; 26% of 8^th graders; 31% cannot pass the high school exit exam.  Clearly schools must provide additional support to help children with their reading.
• 76% of secondary schools do not offer Advanced Placement (AP) courses.
• 58% of secondary schools do not offer music/band/orchestra.
• 80% of schools do not have a health professional on staff to assist with sick children, giving prescription medicine or monitoring children with health problems.
• 62% of secondary schools (middle schools & high schools) do not offer economics.
• 40% of secondary schools do not offer geography.

 Fairness, or equity

• Drop-out rates for students in REAA*s is 7% vs. 3% in borough/city schools.
• About 4% of all Alaska teachers are not considered highly qualified under federal “No Child Left Behind” law.  Of those, 59% teach in districts with fewer than 500 students.
  Teacher turnover in districts with fewer than 500 students is almost three times higher (31%) than turnover in larger districts (12%).
• 82% of schools do not have access to a psychologist to help in the diagnosis of learning disabilities.  Consequently, the number of special needs children may be under-represented because the schools lack staff to diagnose & identify the students.  Districts have minimal, if any, access to counselors, nurses, social workers, or psychologists.

* REAA = Rural Education Attendance Area, school districts outside organized cities or boroughs.