MINUTES OF THE
SENATE COMMITTEE ON HUMAN RESOURCES AND FACILITIES
Sixty-seventh Session
May 26, 1993
The Senate Committee on Human Resources and Facilities was called to order by Chairman Raymond D. Rawson, at 1:45 p.m., on Wednesday, May 26, 1993, in Room 226 of the Legislative Building, Carson City, Nevada. Exhibit A is the Meeting Agenda. Exhibit B is the Attendance Roster.
COMMITTEE MEMBERS PRESENT:
Senator Raymond D. Rawson, Chairman
Senator William R. O'Donnell, Vice Chairman
Senator Randolph J. Townsend
Senator Joseph M. Neal, Jr.
Senator Bob Coffin
Senator Lori L. Brown
COMMITTEE MEMBERS ABSENT:
Senator Diana M. Glomb
GUEST LEGISLATORS PRESENT:
Assemblyman Wendell Williams, Clark County, District No. 6
STAFF MEMBERS PRESENT:
Pepper Sturm, Research Analyst
Susan Henson, Committee Secretary
OTHERS PRESENT:
Dr. Robert Dickens, Director, Governmental Relations, University of Nevada, Reno (UNR)
Suzann Dragecevich-Marrazzo, Teacher, Horizon High School
Brently Feazell, Student, Horizon High School
Kontiki Crossley, Student, Horizon High School
Talitha Manning, Student, Horizon High School
Kelly Schneider, Student, Horizon High School
Becky Albiston, Clark County School District, Program Evaluator for Alternative Education
Carolyne Edwards, Lobbyist, Clark County School District
Lindsey Jydstrup, Lobbyist, Nevada State Education Association (NSEA)
Roberta Gang, Lobbyist, Nevada Women's Lobby and American Association of University Women (AAUW)
Elsie Manning, Regional Director, Rocky Mountain Region, American Association of University Women (AAUW)
Alicia Smalley, Licensed Social Worker
Carole Gribble, Sex Equity Consultant, Nevada Department of Education
Chairman Rawson opened the hearing on Assembly Bill (A.B.) 191 as a subcommittee, due to the absence of a quorum.
ASSEMBLY BILL 191: Requires board of regents of University of Nevada System to report to director of legislative counsel bureau concerning certain activities of police department for University of Nevada System. (BDR 34-308)
Assemblyman Wendell Williams, Clark County, District No. 6, testified A.B. 191 came about because of an incident which transpired at the University of Nevada, Las Vegas (UNLV), involving a number of young people and the university police. At the time, the university police were shorthanded and hired some part-time help to assist them. Assemblyman Williams reported that an unfortunate incident occurred wherein a young student was handcuffed and sprayed in the face with mace. The Chief of Police at UNLV indicated this was not part of their policy and he did not agree with such tactics. During discussions with the university police chief, it was determined there were no strong standards regarding the university police, and as state employees, the legislature should have some interest in how they operate.
Assemblyman Williams stated the assembly worked out a situation with both universities that would allow those particular police departments to submit to the legislature, and to the legislative counsel bureau, their policies in dealing with maintaining good relationships with students on campus, as well as programs they use for carrying out their policies. He asserted it is not the goal to put anything into place that is an undue burden on the officers, but at the same time, the legislature would be informed on policy and policy making decisions in reference to reports filed at the university system. Assemblyman Williams pointed out the language in A.B. 191 was agreed upon by all parties involved.
Dr. Robert Dickens, Director, Governmental Relations, University of Nevada, Reno (UNR), representing UNLV and the respective police departments, spoke in favor of A.B. 191. He stressed this bill brings the Nevada legislature and the board of regents into the communication loop. The university is required to provide campus crime information, as consumer information, to parents and students.
Chairman Rawson questioned if the university officers were Peace Officers Standards and Training (P.O.S.T.) trained. Dr. Dickens replied, yes, they are Category I police officers. He pointed out the legislature has allowed them power to engage in inter-local agreements to protect the neighborhoods around the campus.
Chairman Rawson closed the hearing on A.B. 191 and opened the hearing on A.B. 527.
ASSEMBLY BILL 527: Authorizes school districts to establish alternative programs for education of pupils at risk of dropping out of high school.
(BDR 34-1976)
Assemblyman Williams explained A.B. 527 was authored by students from Horizon High School South High School in Las Vegas, an alternative program for pupils at risk of being high school dropouts. He visited with the students in December of last year and discussed with them the problems many of the students are facing due to society and lifestyle changes, particularly in a 24 hour city such as Las Vegas. He found that oftentimes circumstances in a young person's life prevent them from accomplishing things in the amount of time allowed. The education system in Nevada lacks the flexibility needed for some students. As a result, not because of academic shortcomings or ability, but because of circumstances beyond their control, the students are not able to attend classes, and become dropouts. Assemblyman Williams remarked that unfortunately, not many efforts have been made to make changes. The curriculum and policies in education are geared toward students going to college, when in fact most of the students do not go on, but seek other alternatives.
Assemblyman Williams said during his conversations with the students in December, they accepted the challenge to draft legislation to present to the legislature offering their point of view on many educational issues. The students then, along with their teachers, drafted legislation from their frame of reference. Assemblyman Williams explained the Assembly Committee on Education held a hearing in Las Vegas on A.B. 527, the students testified, and as a result the bill passed out of the assembly. Assemblyman Williams called attention to a student he had in his junior high school class who will be graduating this year from Horizon High School, after 3 years, as valedictorian of her class, and who is also the mother of an 18 month old baby. She took the initiative to go forward and overcame the odds, even though her lifestyle was disrupted by responsibilities.
Chairman Rawson asked Assemblyman Williams if there was a fiscal note on this bill. Assemblyman Williams replied there is no cost and pointed out the language is quite permissive. He reiterated the dropout rate is not because of lack of ability of many of the students, but the challenges they face.
A brief discussion ensued between the chairman and Assemblyman Williams regarding transportation and child care addressed in the bill. Chairman Rawson stressed he did not want to raise expectations if the schools do not have the ability to financially handle the requirement. Assemblyman Williams stated the school districts are testifying in favor of A.B. 527, and the language is permissive enough to allow them to address some of the issues.
Chairman Rawson pointed out a subcommittee has been rewriting some of the welfare plan, directing money into child care, occupational education and alternative programs, and this piece of legislation fits nicely into that scheme.
Senator Brown voiced her support of the bill as a matter of policy, but questioned if the schools were permitted to do the things set out in the bill. Assemblyman Williams stressed the schools are permitted to do most of the things, and in fact many of the things are already being done.
Suzann Dragecevich-Marrazzo, Teacher, Horizon High School, remarked that Assemblyman Williams, during his visit in December, challenged the students. He told them the best way to change the system is to become a part of the system, and A.B. 527 came out of that challenge. She stressed the need for alternative education and her support of the bill. Ms. Dragecevich-Marrazzo briefly introduced the four students speaking before the committee, all of them experts in at-risk situations. She highlighted their special talents, Brently Feazell, entertainment, Talitha Manning, creative and artistic, Kontiki Crossley, entertainment, and Kelly Schneider, a teen mother of an 18 month old son, graduating early from high school in 3 years at the age of 17, class valedictorian, and bound for college on a scholarship. In her opinion, traditional education is failing at least 25 percent of their clientele, and the time has come to listen to the students and address their needs.
Chairman Rawson noted for the record the committee now had a quorum present.
Brently Feazell, Student, Horizon High School, and co-author of A.B. 527, explained he was referred to Horizon High School because he was credit deficient, with little hope of catching up in a traditional school. Mr. Feazell stated he could not afford summer school. Mr. Feazell credits Horizon High School for its personal touch and counseling which encouraged him to study and stay in school. He pointed out in a traditional high school, if a student has a poor attendance record they are kicked out, rather than the school attempting to find out the source of the problem. Mr. Feazell commented that Horizon High School creates an incentive for students to work harder, and thus the more work they do, the faster they can get out of school. He briefly explained independent study which allows temporary placement of students in a program should there be circumstances which prevent them from attending class on a daily basis. The student can attend class for a shorter period of time, take the work home, and turn it in for a grade. He feels there should be more than one way to get an education and acknowledged Horizon High School offers that flexibility.
Senator Brown noted Brently's statement that the school offers more student-teacher interaction and questioned the size of classes at Horizon High School. Ms. Dragecevich-Marrazzo replied the ratio at Horizon High School is 25 to 1 versus Valley High School which is 36/40 to 1. She stated Valley High School houses 3,000 students, whereas Horizon High School houses 250 students per campus and creates a small family-like setting. Some students are looking for relationships, someone to listen, leadership, and role modeling, in addition to the instruction found at Horizon High School.
Senator Neal asked if Horizon High School was the same as opportunity school. Ms. Dragecevich-Marrazzo explained the two schools are different in concept in that a student is invited to attend opportunity school, in most cases for a disciplinary reason. Horizon High School is for students who are deemed to be at risk of graduating due to some extenuating circumstance, such as being a teen parent, recovering from major surgery, moving 10 times during the year, credit deficient, homeless, etc. In response to Senator Neal's question, Ms. Dragecevich-Marrazzo gave a brief description of the physical locations of the Horizon High School campuses, pointing out there will be four campuses open by next year.
Kontiki Crossley, Student, Horizon High School, co-author of A.B. 527 told the committee why he thought alternative high school is important. He reiterated that the small size and personal attention creates a better relationship between the teacher and students. This relationship allows the student to ask more questions, learn more, and builds self-confidence. He stated the friendship between the teachers and the students goes beyond the educational aspect. Mr. Crossley acknowledged independent study, which allows the student who might be forced to miss class due to circumstances beyond his control, to continue to go to school, pick up his work and take it home without having to face disciplinary action for missing school. Some students have jobs to help the parent maintain a home, or have to help take care of smaller brothers and sisters. Alternative high school has the flexibility to give the nontraditional student a chance to succeed.
In response to Chairman Rawson's question, Mr. Crossley stated he was 18 years old, would be graduating June 3rd from Horizon High School and would be attending college in the fall to become an emergency medical assistant.
Talitha Manning, Student, Horizon High School, co-author of A.B. 527, explained she moved several times during the past year, which caused her to fall behind in her studies. The traditional school was not able to address her needs, and as she did not want to drop out of school she was referred to Horizon High School. Ms. Manning remarked that since entering Horizon High School she has done well, her grades are up, she was voted student-of-the-month, and now stands before this committee. In response to Chairman Rawson's query, Ms. Manning stated she hopes to purse her interest in architectural design and photography through the community college system.
Kelly Schneider, Student, Horizon High School, co-author of A.B. 527, told the committee in her freshman year of high school she got pregnant, but wanted to continue on with her education. She found out about Horizon High School and in the 10th grade enrolled in independent studies and continued her school work at home through the end of her pregnancy and while her son was a newborn. Ms. Manning testified the following year Horizon High School opened a day care program which allowed her to pursue her studies more vigorously. She will be graduating from Horizon High School with a 3.9 grade point average (GPA), has earned a scholarship to UNLV, and earned 11 credits while at Horizon High School which, in her opinion, would not have been possible in a traditional high school setting.
Senator Neal asked how long Horizon High School has been in existence? Becky Albiston, Clark County School District, Program Evaluator for Alternative Education, replied the school is going into its third year. She declared the school started with a single classroom, a single teacher, and a single counselor, and is now up to four campuses with 300 students per campus. The idea originally came from the school district's strategic planning in 1988. Originally, the plan was to house students with behavioral, disciplinary and attendance problems. Ms. Albiston stated from that strategy, the concept for an alternative high school evolved, which has grown into its current size.
Ms. Albiston stated she has been involved with the program from the start as she did research for a doctoral dissertation, and has been the program evaluator for the past 1 1/2 years. In that capacity, Ms. Albiston said she gathers data on the effectiveness of the program and makes program recommendations. Ms. Albiston emphasized the program is a challenge and extremely satisfying. She pointed out the Horizon High School program has served over 1,200 students, all of them deemed at risk. Although most of the students may have considered dropping out, they chose to stay because of the assistance they received in the program. Ms. Albiston remarked that over 4,200 students dropped out of Nevada high schools last year, 2,771 from the Clark County School District alone. Clark County referred 4,300 students to alternative programs because of attendance problems, as policy dictates students be referred out after 10 absences. Ms. Albiston said there are currently 14,000 credit deficient students in the Clark County School District and most of these students will have to make up classes through alternative means in order to graduate. Ms. Albiston emphasized high school dropouts have a great impact on society. They suffer higher levels of crime, poorer levels of health, higher unemployment, and poor chances of advancement in the workplace.
Senator Townsend asked Ms. Albiston if there were statewide or Clark County statistics on why students choose to drop out. Ms. Albiston replied the number one reason that students drop out in the Clark County School District is not enough credits to graduate. The student gets behind and sees insurmountable odds in finishing. Students come into the Horizon High School program as much as 1, 2 or 3 years behind. She pointed out this happens when the student fails a class and is allowed to go on without addressing the problem at the time. In addition, the attendance policy hurts many of the at-risk students. Some of the students who are put in an alternative program for a semester cannot attend the make up classes after school as they have no transportation, or some other uncontrollable circumstance. At this point, if they sit out that semester, and do not attend the alternative program, they are three credits behind. At this point, many students become dropouts.
Ms. Albiston listed a variety of reasons these problems arise, the large size of the high schools, and the students feel they have no identity or personal contact, the student has moved a number of times during the year and gets behind, the student is from a single parent home and must babysit the younger sisters or brothers, or the students are teen parents. Traditional schools have a program the student must fit into, and 80 percent of the students do well in that program. She pointed out 20 percent of the students do not fit into the program for personal and/or academic reasons.
Senator Neal asked if increasing the number of credits required in order to graduate would have an impact on the alternative program. Ms. Albiston stated this will definitely impact the at-risk student, although it will probably not impact the student going on to college. She pointed out currently there are 3,500 students in the Clark County School District who are four or more credits behind. Ms. Albiston said when the graduation requirements were 20 1/2 credits, students had a 3 1/2 credit leeway. By raising the graduation requirements to 23 1/2 credits, a fiscal impact has been created. When a student fails a class, the student must take that class again, which costs more money. Alternative programs are being forced to serve not only the at-risk student with personal problems, but those with attendance and credit deficiency problems, who should probably be better served in the traditional high school, which offers more opportunities.
Senator Neal wondered if growth would jeopardize the Horizon High School program. Ms. Albiston noted the program chose to have four campuses instead of one large campus, as small class size is a necessary component for at-risk students. Because there are 130,000 students in the Clark County School District and the at-risk population is growing, there is a definite push for Horizon High School to take over where the traditional schools have failed. Consequently, Horizon High School is constantly full. Ms. Albiston pointed out in order for Horizon High School to remain effective, they must maintain the standards of an alternative program, one of which is small size. If alternative programs are not funded, or given the legislation they need to adapt to the needs of the students, Horizon High School will become just another traditional school.
Ms. Albiston told of the state audit by the Department of Education wherein Horizon High School had to scramble to have the program fit into state regulations. Independent study allows students to meet with their teacher once a week, their hours are flexible, they take the work home, and the students do not attend class on a daily basis. The current state regulations require that students attend a certain number of minutes per day, and thus there was discussion about funding for these students. Ms. Albiston emphasized Horizon High School needs legislation so it has flexibility, such as independent study, and does not become another traditional program.
Chairman Rawson drew attention to the public's concern about lessening the standards for graduation, which meets with criticism. The trend is to raise the credit requirements; however, this does not address the problem. Chairman Rawson asked Ms. Albiston about funding. Ms. Albiston replied currently they are trying to fund Horizon High School like a traditional school. Originally, Horizon High School was to be a temporary placement. As the students did not want to go back to the traditional high school, the program evolved into a permanent program. Ms. Albiston explained state regulation currently provides for temporary placement of students, but the students need a permanent placement. The program would like the flexibility to offer both the traditional high school and the adult education diploma. The students come into the program at least 1 year behind and are generally older. Fiscally, the program is funded on student count. She pointed out the program grows during the school year. At the local level, when the student leaves the traditional school the goal is to have funds follow that student to Horizon High School. Ms. Albiston noted costwise Horizon High School compares favorably with the traditional school, administration and teachers are comparable, counselors are more, there are extra services for child care, as well as for social workers. Available federal money allows the program to add extra components. She stressed Horizon High School does not fund sports programs or fine art programs.
Chairman Rawson wondered if the program works well for at-risk students, might it also work well for regular students. Ms. Albiston commented that alternative versus traditional will be an ongoing controversy, and generally traditional schools work for 80 percent of the students. However, some students require more flexibility and individualization, which the alternative programs offer.
Senator O'Donnell discussed the graduation standards and questioned the alternatives should this legislation not pass. Ms. Albiston stated if the alternative program did not exist, the 1,200 students currently enrolled at Horizon High School probably would not be in school. Research indicates the lifetime earnings of those students who drop out of school will be substantially less, they become a drain on society and the tax rolls, they have poor levels of health, they are affected by unemployment and underemployment, and poor job advancement potential. Ninety percent of prisoners are high school dropouts. In our society today, two out of three jobs require post secondary education. Ms. Albiston stressed the Horizon High School students feel good about themselves and are starting to feel successful. When the students arrive at Horizon High School they are having personal and academic problems, and it takes a lot of work to get them back on track and to turn around the negative experiences from the traditional schools. However, Ms. Albiston pointed out one-third of the students enrolled in the program do not graduate, as their needs are not met.
Ms. Albiston encouraged passage of A.B. 527 as it gives the alternative programs recognition and stability.
Chairman Rawson threw out some rough calculations for thought, 1,200 prisoners would cost $16 million per year and 1,200 people on welfare would cost $6 million per year. Ms. Albiston commented that research has shown every $1 put in education now will save $5
in the long run.
Ms. Dragecevich-Marrazzo pointed out the 1990s are presenting a whole new set of problems and unfortunately the traditional schools have been using the same recipe for many years, which appears to be failing. The schools need to concentrate on raising self-esteem,
creating more personalized experiences, and giving positive options to the students.
Senator O'Donnell agreed with the importance of raising a child's self-esteem, but stressed the legislature must do something, or the students will be worse off. Ms. Dragecevich-Marrazzo agreed it is a crisis situation.
Senator Townsend stated he recognizes the importance of A.B. 527 and insisted it needs to be flexible to meet the individual needs. He commented that American education has failed to meet the needs of those students in the middle. There are special programs for the geniuses, and programs for the retarded, without addressing the 80 percent in the middle, which aids in denigrating their value. Senator Townsend stressed the alternative approach has tremendous value, even if it only proves to be the first step in breaking the traditional institutional mentality, which is in need of some fine tuning.
Carolyne Edwards, Lobbyist, Clark County School District, urged committee support of A.B. 527. She clarified this legislation comes entirely from the students, and declared the students were before the committee due to the generosity of the teachers organization. The Nevada State Education Association (NSEA) and the Clark County Teacher's Association (CCTA) paid plane fare for the students, which demonstrates the cooperative efforts being put forth. Ms. Edwards pointed out this program is being done within the Clark County School District as part of their strategic plan, and will be continued regardless of the passage or failure of the this legislation. However, passage of A.B. 527 is an immediate goal for the students, and also a vote of encouragement for the work of the board of trustees in looking at alternative education.
Lindsey Jydstrup, Lobbyist, NSEA, strongly urged passage of A.B. 527.
SENATOR BROWN MOVED TO DO PASS A.B. 527.
SENATOR O'DONNELL SECONDED THE MOTION.
THE MOTION CARRIED. (SENATORS COFFIN AND GLOMB WERE ABSENT FOR THE VOTE.)
* * * * *
SENATOR BROWN MOVED TO DO PASS A.B. 191.
SENATOR O'DONNELL SECONDED THE MOTION.
THE MOTION CARRIED. (SENATORS COFFIN AND GLOMB WERE ABSENT FOR THE VOTE.)
* * * * *
Chairman Rawson opened the hearing on Assembly Concurrent Resolution (A.C.R.) 23.
ASSEMBLY CONCURRENT RESOLUTION 23: Urges state board of education, board of regents and boards of trustees of school districts to end gender bias in educational system. (BDR R-1505)
Chairman Rawson suspended the hearing on A.C.R. 23 to present an amendment to Senate Bill (S.B.) 96 for committee review and discussion while a quorum was present. This bill was passed out of committee with an amend and do pass, and re-referred to finance because of the fiscal note.
SENATE BILL 96: Requires Nevada commissioners for veteran affairs to take actions that are necessary to establish veterans' homes and authorizes employment of coordinator to carry out this duty. (BDR 37-252)
Pepper Sturm, Research Analyst, stated that on March 15th, the committee, after hearing testimony from the Commissioner for Veteran Affairs, thought it best to combine all the veteran affair proposals into one large bill. This particular amendment rolls seven different concepts into one, and includes the proposed amendment from state lands to hold title on land donated to veterans' homes. The second concept permits the University of Nevada system to establish teaching nursing homes, to work cooperatively with the Commissioner of Veteran Affairs for the establishment of a veterans' teaching nursing home, directs the office of the Nevada Commissioner of Veteran Affairs to coordinate planning for veterans' homes project, and includes provisions of S.B. 95 within this measure to allow people who are exempt from the motor vehicle privilege tax to waive their exemptions and designate the amount be credited to the funds for the veterans' home.
SENATE BILL 95: Authorizes certain persons to waive their exemptions from motor vehicle privilege tax and designate additional amount paid to be credited to fund for veterans' homes. (BDR 32-250)
This amendment also authorizes veterans who are exempt from local property tax to waive their exemptions and designate any amount paid to be credited to the county assessor to the fund for the veterans' home. Lastly, the amendment earmarks a percentage of future bonding capacity for the bond redemption fund as states pledged to construct a veterans' home. Mr. Sturm pointed out the federal government requires some sort of minimal commitment from the state in order to provide matching funds for the planning and construction, and this would constitute that commitment.
Mr. Sturm felt this amendment is consistent with the committee's discussions.
Senator Coffin pointed out, at the first meeting on S.B. 96, there was a fiscal note of $104,000 for the biennium. Chairman Rawson referred to the fiscal note which allows no more than $300,000 for the selection of the site and design of the facility, with $7.7 million for an authorization, which will not be appropriated at this time. The chairman announced there is another bill which allows a veteran license plate. The money collected from the license plates will go into this fund, once it is created, and will produce the money for that.
As there was no further discussion, Chairman Rawson indicated he would report the amendment to the floor.
The chairman introduced amendments to S.B. 408.
SENATE BILL 408: Makes various changes concerning protection of Indian burial sites. (BDR 33-1483)
Chairman Rawson explained he incorporated the suggested amendments into the bill as shown in Exhibit C.
SENATOR NEAL MOVED TO AMEND AND DO PASS S.B. 408.
SENATOR O'DONNELL SECONDED THE MOTION.
Chairman Rawson clarified the amendments and referred the committee to page 1, section 1.1, line 7 (Exhibit C), which adds the language, "and the division."
The chairman reminded the committee the native American representatives expressed concern regarding the scientific study language, finding it offensive. The newly drafted language on page 3, section 5, line 16 shall now read, "Nothing in this chapter shall prohibit the anthropometric [which means measuring, used to determine sex and stature] and forensic evaluation of the nature of any human remains to determine whether they are the result of a recent criminal act or are part of a Native American burial, subject to the provisions of this chapter. Every effort shall be made to make a timely determination of the status of the remains, and in all cases the remains are to be handled in a sensitive and respectful manner." Chairman Rawson noted he reviewed this language with the archaeological community. In furtherance thereof, the chairman submitted a letter received from the Nevada Archaeological Association, expressing their support of the amendments (Exhibit D). Although the amendments were provided to the native American community, there has been no feedback.
Chairman Rawson pointed out page 3, section 4(c), line 17 (Exhibit C) which states, "Additional study of the burial site. . . may be conducted by a professional archaeologist. . . ." This is premised on having made arrangements with the tribe and the creation of an agreement.
Senator Brown expressed concern at the lack of response from the native Americans in that she felt it would be hard to determine, in their culture, whether the new language would be offensive, or not.
Chairman Rawson stated he spoke with Ronald James, State Historic Preservation Officer, who feels these amendments meet the ideas expressed. He pointed out if the committee waits it could take several weeks for approval and he had hoped to move the bill along.
THE MOTION CARRIED. (SENATORS TOWNSEND AND GLOMB WERE ABSENT FOR THE VOTE.)
* * * * *
Chairman Rawson commenced the hearing on A.C.R. 23.
Roberta Gang, Lobbyist, Nevada Women's Lobby and American Association of University Women, read a statement from Assemblywoman Chris Giunchigliani introducing A.C.R. 23 (Exhibit E) and asking for support of this legislation.
Ms. Gang stated the bill is based on the American Association of University Women's (AAUW) report which cites three goals they would like to see achieved by the State Board of Education, the Board of Regents of the University of Nevada, and the Board of Trustees of each school district of Nevada. In addition there are 30 points which AAUW would like the boards to consider when they are implementing their educational programs. Ms. Gang introduced Elsie Manning, Regional Director, Rocky Mountain Region, AAUW, for further remarks.
Ms. Manning read her statement (Exhibit F) to the committee, urging passage of A.C.R. 23.
Senator O'Donnell wondered if boys were noisier and more apt to misbehave in a classroom than girls. Ms. Manning stated she found that to be the case in her experience as an educator, and because of this the girls would be overlooked because they were behaving. She emphasized girls must be given every opportunity to succeed.
Senator O'Donnell wondered who is doing the gender biasing. Ms. Manning stated she felt everyone is guilty to a degree.
Senator Brown remarked, that as a teacher, she was not aware of her gender bias until after viewing Jane Pauley's presentation of inadvertent gender bias in the elementary classroom. She wondered if the AAUW would be looking at cultural differences, as she experienced bias in that area also.
Ms. Manning stated the AAUW hopes to give young girls an opportunity to develop self-esteem, to go into the maths and sciences and eventually to succeed, monetarily as well as professionally. The AAUW is concerned with all aspects of gender bias. Ms. Manning told the committee the AAUW would be coming out with a second publication regarding their study of sexual harassment, entitled Hostile Hallways.
Senator Coffin expressed his support of this resolution, acknowledging that discrimination exists in the university system.
Alicia Smalley, Licensed Social Worker, Certified Rehabilitation Counselor in the State of Nevada, member of the National Association of Social Workers, Legislative Co-Chair for the State of Nevada, National Board of Directors for National Association of Social Workers (NASW), and currently serving a third term on the Douglas County School Board, spoke in support of A.C.R. 23. She stated gender equity is a major issue for both social workers and the school board. Ms. Smalley noted in her capacity as a school board member, the schools are beginning to address the gender bias issue. In high schools, when female teachers are hired and become positive role models for female students, math and science enrollment for females increases. Oftentimes when women enter math and science programs at the university level, they drop out due to the inequitable treatment received. Ms. Smalley stated the NASW and the AAUW believe when girls and women are shortchanged, America is shortchanged.
Carole Gribble, Sex Equity Consultant, Nevada Department of Education, testified there are 52 other people in the United States with her job. This program is funded through the Carl D. Perkins Vocational Education Funds and every state is required to have a sex equity consultant at the State Department of Education level who spends his/her time trying to do exactly what A.C.R. 23 is introducing, and that is to provide and encourage gender equity for boys and girls in the classroom. Ms. Gribble provided the committee with her statement (Exhibit G) and a copy of the Nevada Equity Newsletter (Exhibit H) which comes out twice a year. She pointed out the sex equity program also funds, through federal funds, the child care center at Rancho High School, in addition to other programs. Horizon High School has asked Ms. Gribble, the administrator of the Carl D. Perkins money for the Clark County School District, to fund some child care programs. The program is set up to address gender equity and to help prevent dropouts. Ms. Gribble pointed out the testimony heard earlier today regarding alternative education has a lot to do with gender equity. Ms. Gribble urged the committee to consider A.C.R. 23 which would promote gender and cultural equity. The funding is set up not only for secondary students but also adult students at the community college level, as can be seen in her handout Wanna Hear a Secret? (Exhibit I).
Debbie Cahill, Lobbyist, Nevada State Education Association (NSEA), stated she would like to go on record as being in support of A.C.R. 23. NSEA has been involved in the roundtable discussions with the AAUW and appreciates the support system. She pointed out they are cognizant of the need for training of teachers and hopes this legislation will move that along.
Chairman Rawson closed the hearing on A.C.R. 23 and explained he would wait for a full committee prior to processing the resolution.
There being no further business, Chairman Rawson adjourned the meeting at 3:27 p.m.
RESPECTFULLY SUBMITTED:
Susan Henson,
Committee Secretary
APPROVED BY:
Senator Raymond D. Rawson, Chairman
DATE:
??
Senate Committee on Human Resources and Facilities
May 26, 1993
Page 1