MINUTES OF THE

      ASSEMBLY COMMITTEE ON EDUCATION

 

      Sixty-seventh Session

      April 30, 1993

 

 

 

The Assembly Committee on Education was called to order by Chairman Wendell P. Williams, at 3:22 p.m., on Friday, April 30, 1993, at the Clark County School District, Las Vegas, Nevada.  Exhibit A is the Meeting Agenda.  Exhibit B is the Attendance Roster.

 

 

COMMITTEE MEMBERS PRESENT:

 

      Mr. Wendell P. Williams, Chairman

      Mr. William D. Gregory

      Mr. Roy Neighbors

      Mr. Michael A. Schneider

      Mrs. Gene W. Segerblom

      Ms. Sandra Tiffany

 

COMMITTEE MEMBERS ABSENT:

 

      Mr. Ken L. Haller       (excused)

      Mrs. Vonne Chowning           (excused)

      Mr. Tom Collins, Jr.    (excused)

      Mrs. Marcia de Braga    (excused)

      Mr. James W. McGaughey

     

 

GUEST LEGISLATORS PRESENT:

 

      None.

 

STAFF MEMBERS PRESENT:

 

      Donald Williams, Research Analyst

 

OTHERS PRESENT:

 

      See Attendance Roster, (Exhibit B)

 

ASSEMBLY BILL 527 -     Authorizes school districts to establish alternative programs for education of pupils at risk of dropping out of high school.

 

Chairman Williams explained the bill had been drafted by a teacher and several students from Horizon High South School.

 

Suzann Dragecevich Marrazzo, teacher at Horizon High South, emphasized the importance of alternative education and the opportunity it provided potential high school dropouts.  Mrs. Marrazzo urged the committee to support the bill.

 

Kon Crossley, student from Horizon High South, referred to line 12 of AB 527 relating to a "personal basis."  Mr. Crossley acknowledged in traditional high schools the classrooms were overcrowded and individual instruction was very unlikely.  The small classrooms in alternative education offered the students and teachers the opportunity to develop strong relationships on a one-to-one basis along with the capability of advancing at a faster pace. 

 

Mr. Crossley alluded to page 2, line 2 of the bill regarding "independent study" which allowed students to work at their own pace and earn credit if an extenuating circumstance prevented them from attending the alternative program on a daily basis.  Mr. Crossley concluded due to the alternative program at Horizon High School, he would be graduating as a senior.

 

Talitha Manning, student from Horizon High South, stressed the great need for alternative education.  Ms. Manning explained her family had moved several times during the past year which had resulted in changing schools various times.  Due to the continuous relocation, Ms. Manning had personally felt neglected in the conventional schools causing her to become rebellious.  

According to Ms. Manning, since entering Horizon High, she had completed half a credit in two classes and had received a B+ in her advanced English course along with being voted "Student of the Month" by her teachers.

 

Brentley Feazell, student from Horizon High South, presented testimony in support of AB 527.  Mr. Feazell emphasized while he attended traditional high school, he became credit deficient and was in jeopardy of dropping out of school.  Since attending Horizon High, Mr. Feazell commented he was able to catch up on his studies because the harder and faster a student worked, the faster he attained credit.

 

Mr. Feazell stressed he felt extremely comfortable at Horizon since the staff made a vigorous effort to work with the students to "keep you there" rather than look for ways to "kick you out" which, in his opinion, was occurring at traditional schools.  Mr. Feazell indicated there was a family atmosphere at Horizon High where the students were able to relate closely with each other.

 

Kelly Schneider, teen mother and student from Horizon High South, spoke in support of the bill.  Ms. Schneider explained she had been attending Horizon for the past two years and was the current class Valedictorian with a 3.98 GPA.  In addition, Ms. Schneider was recently awarded a $10,000 scholarship and she was able to accomplish her goals while raising an 18 month old son.  Ms. Schneider concluded students who were unable to conform to traditional high schools should have the opportunity of alternative education.

 

Becky Albiston, Program Evaluator for the Horizon Project, clarified the project was designed for dropout prevention.  Mrs. Albiston emphasized the students who previously testified had chosen to "tough it out" and obtain their high school diplomas and were able to do so because they were offered alternative education at Horizon High.

 

Mrs. Albiston acknowledged during 1992 the state of Nevada had 4,239 students drop out; 2,771 were from the Clark County School District.   Mrs. Albiston mentioned the school district had referred 4,371 students to alternative programs due to attendance in 1992.  Currently, over 15,000 students in Clark County were credit deficient, having failed one or more classes.

 

According to Mrs. Albiston, the impact dropping out of school had on high school students was increasing.  Three out of four jobs required postsecondary training and dropouts had a more difficult time retaining skilled jobs, learning new skills, or adapting to a changing work environment. 

 

Mrs. Albiston pointed out there were societal costs relating to dropouts including a decrease in national earnings due to unemployment.  In addition, there was an increase in the costs of social services such as welfare, along with an increase in crime, which led to an increase in the cost of law enforcement. 

Mrs. Albiston remarked the Horizon program currently served 700 students.   There were an additional 100 students enrolled in traditional high schools who were taking concurrent classes with Horizon due to credit deficiency.  Mrs. Albiston stated the Horizon program provided small classes, individualized attention, child care, and a staff who were dedicated to the students.  The students enrolled in the Horizon program had many different needs and problems and many were beyond their control.  Mrs. Albiston concluded by urging the committee to support the bill in order to continue the expansion of alternative education.

 

Mrs. Segerblom asked Mr. Crossley to explain independent study.  Mr. Crossley replied it pertained to students who were unable to attend classes for various reasons.  The students were allowed to complete the work at home at their own pace and still receive credit.  Mrs. Segerblom questioned if Horizon was a four year high school.  Mrs. Marrazzo responded there were ninth, tenth, eleventh, and twelfth graders; however, the average age was 17 and priority was given to juniors and seniors who were not succeeding in traditional high schools. 

 

Ms. Tiffany asked if the intent of the bill was to hold alternative education classes inside traditional schools or externally, but within the school district.  Mrs. Marrazzo replied in the smaller counties the schools could be maintained within the traditional schools; however, in the larger districts it would be preferable for the classes to be independent of the traditional schools.   Mrs. Marrazzo pointed out in alternative education the most important thing was to work upon a student's self-esteem.  Mrs. Marrazzo emphasized the staff at Horizon were well-rounded individuals with good hearts and minds who contributed to the welfare of the students.

 

Sid Franklin, Assistant Superintendent of Alternative Education, reiterated it was the "caring people" who made the Horizon program successful.  Mr. Franklin pointed out the use of independent study helped keep the students engaged and the teachers with a hands-on-approach.

 

Ms. Tiffany questioned how long the students were allowed to attend the Horizon program and whether there was any age limit.  Mr. Franklin replied there was no anticipation of students remaining in the program until they turned 20 or 21 since the productive student could receive a diploma quickly.  Mrs. Albiston emphasized there was no encouragement for students to remain past 18 years; however, if a particular student was credit deficient, there were alternatives such as the GED program in adult education.

 

Mrs. Segerblom asked if other high schools offered at least one alternative education class per school.   Mrs. Marrazzo responded she was aware of a program at Las Vegas High School 

but she did not think every high school offered the same program.

 

Mr. Gregory mentioned he had an opportunity to spend time with Mr. Franklin and many alternative education students and he commended the testifiers since the issue was very valuable.

 

Mr. Schneider referred to the small classes which alternative education offered, and he asked what the student-teacher ratio was.  Mrs. Albiston replied Horizon attempted to maintain a 25:1 ratio although the funding was 20:1; however, there was a tremendous need for the program and the staff did not want to turn students away.  Mrs. Albiston pointed out there were approximately 300 to 400 on the two campuses in operation, and by the fall of 1993 there would be two additional campuses. 

 

According to Mrs. Albiston, Horizon operated without many things offered at traditional high schools such as sports, fine arts, etc.  The counseling costs at Horizon were slightly higher due to the counselor/pupil ratio requirements.  Mrs. Albiston added the cost of building a new facility was $2.6 million as compared to the average cost of an elementary school which was $6 million.

 

Chairman Williams asked if there had been any discussions of integrating the concept of the program into the junior high level.  Mrs. Marrazzo responded the idea had been discussed at the elementary school level, but there was a concern with the lack of funds.  Mrs. Albiston pointed out the program had received a federal dropout demonstration grant of which a portion had been applied toward a "linkage activity" involving elementary, junior, and senior high schools.

 

Jim Hammond, Job Developer, presented testimony in support of the bill.  Mr. Hammond explained over the past year he had been working with the students from Horizon whom he highly admired.  In addition, Mr. Hammond clarified English, math, and computers were extremely important and the students in alternative education were learning faster due to more individual attention.

 

Mr. Hammond commended the four teachers from Horizon High for their outstanding commitment, and he emphasized the positive effect the program had on the students who had been fortunate enough to attend Horizon High.  Mr. Hammond referred to the issue of "immediate credit" which the students could earn and he indicated it was a tremendous motivator.  

 

Kris Snider, senior from Sunset High School, spoke in favor of the bill.  Mr. Snider alluded to the importance of alternative education since his situation involving his family required him to work 45 hours per week in order to support his mother.  The alternative education program at Sunset High during the evening was affording him the opportunity to complete his education.

 

Christopher Phillips, senior from Horizon High South, pointed out the difficulties and adversities students were facing in today's world.  Mr. Phillips was "thankful" for the Horizon High program so he would have the chance of becoming a productive citizen.  Mrs. Marrazzo clarified she was Mr. Phillips' English teacher, and he was an exceptionally talented English student who might be able to utilize the G.I. bill after graduation.

 

Rudeana Gallaway, senior from Sunset High School, presented testimony in support of AB 527.  Ms. Gallaway stated the majority of her high school education had been through Western High School; however, currently she was enrolled in a class at Sunset.  Due to severe family problems during her sophomore year, Ms. Gallaway was unable to maintain the requirements for her GPA, and she lacked the support of teachers and staff due to the large student enrollment at Western High.

 

Ms. Gallaway indicated she had learned more at Sunset than in her standard classes at Western High.  According to Ms. Gallaway, certain students would adapt and excel in alternative education better than at a traditional high school and she urged the committee to pass the bill.

 

Mrs. Segerblom asked if Sunset was a day and evening school.  Ms. Gallaway replied during the day Sunset was a junior high but used for evening classes from 1:30 to 9:30 p.m.

 

Lindsey Jydstrup, Nevada State Education Association, spoke in support of the bill and commended the efforts of the staff and students at Horizon High South.

 

Bob Broniecki, President, Clark County Classroom Teachers Association, emphasized his support of the teachers and students who drafted AB 527 and he urged the committee to support the bill.

 

Chairman Williams stressed the need for the school districts and legislators to meet before the next legislative session to determine addressing other issues relating to alternative education and education as a whole.

 

      ASSEMBLYMAN GREGORY MOVED TO DO PASS AB 527.

 

      ASSEMBLYMAN TIFFANY SECONDED THE MOTION.

 

      THE MOTION PASSED UNANIMOUSLY.

 

Chairman Williams announced the bill would need to be ratified in Carson City. 

 

ASSEMBLY BILL 529 -     Requires board of trustees of school district to establish program of instruction relating to child abuse for younger pupils.

 

Chairman Williams stated Assemblyman Kenny who was the sponsor of AB 529, had asked if the bill could be rescheduled at a later date since the donors backing the funds for the bill could not attend the hearing in Las Vegas.

 

ASSEMBLY CONCURRENT RESOLUTION 9 -      Directs Department of Education to conduct study concerning tracking of academic histories of pupils in public schools.

 

Chairman Williams clarified ACR 9 was the result of an interim study from ACR 85 of the 1991 legislative session.

 

Don Williams, Principal Research Analyst, Legislative Counsel Bureau, explained the issue of tracking pupils by classifying each student into ability groups by schools was used in order to adjust instruction to the range of students needs, interests, and abilities.  Currently, criticism had been raised regarding tracking due to the negative esteem which it caused among students who were placed in lower ability tracks.  The lower tracks were usually assigned to the least experienced teachers with the least amount of resources.

 

Mr. Williams pointed out research indicated students assigned to the lower tracks had only a slight possibility of advancing to a higher track in the next grade level.  In addition, Mr. Williams justified the practice of tracking might be racist by separating minority students into average and below ability groups.  The proponents of tracking maintained it helped gifted students.

 

Mr. Williams justified the ACR 85 subcommittee of the 1991 session recommended the state department of education conduct a study regarding tracking which resulted in ACR 9. 

 

Chairman Williams emphasized, if passed, ACR 9 would only "direct" the department of education to determine all aspects involved with the pros and cons of tracking.

 

Mr. Williams pointed out in the western states, approximately 70 percent of the mathematics classes were grouped on a tracking system.

 

Toki Noricks, teacher from M.J. Christensen Elementary School, presented testimony in support of the resolution.  Mrs. Noricks clarified tracking was based on the results of a standardized test and based on such tests, from junior high and above for the following six years, students were prescribed what classes they could take.

 

Mrs. Noricks referred to two articles from Educational Leadership regarding tracking (Exhibit C).  The first article was written by Adam Gamoran titled, "Is Ability Grouping Equitable."  According to Mr. Gamoran's article, tracking could lead to inequitable outcome with little evidence tracking produced higher overall achievement.  Mrs. Noricks maintained ability grouping had no effect on achievement unless the teachers used it to provide different instruction to different groups.

 

Mrs. Noricks remarked high-tracked teachers were more enthusiastic and spent more time preparing for their classes.  Teachers who taught the lower-tracked classes were less motivated and had lower expectations due to the competition among teachers for the classes with the more academically talented students.

 

In her opinion, Mrs. Noricks believed there were no benefits to overall school achievement and tracking was a serious detriment to equity over a period of time.  Mrs. Noricks emphasized untracking strengthened the mainstream of school so all students could master complex material.  According to Mrs. Noricks, tracking was an "elitist, discriminatory, segregationist policy based on the belief certain individuals were unequal."

 

Chairman Williams closed the hearing on ACR 9 and clarified  another hearing would be held in Carson City.

 

There being no further business, the meeting was adjourned at 4:55 p.m.

 

     

                             RESPECTFULLY  SUBMITTED:

 

 

 

                                                                                                                              Marilyn Cole, Committee Secretary

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Assembly Committee on Education

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Assembly Committee on Education

Date:  April 30, 1993

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