Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District

There are many ways a child in the Anchorage School District (ASD) can access advanced course offerings. To a parent these pathways may seem complex. ASD offers options for gifted and highly gifted students at the elementary and middle school level, and accelerated, and enriched learning opportunities such as honors and advanced placement courses at the secondary level. These opportunities, though linked, are not the same, nor do they necessarily follow from one to another in a straight path. Moreover, pathways to and through these opportunities can be quite different. Offerings are different at the elementary, middle and high school levels, with differing qualifications and eligibility. And, some of the programs are only offered in a few particular schools. This variety provides lots of flexibility. It also creates a complex path of choices and decisions. In all of these pathways and choices, active advocacy by a parent is necessary to ensure that their child receive the best and most appropriate opportunities. In this report we describe the many advanced and accelerated learning opportunities available in Anchorage elementary, middle and high schools, and the ways students can access these opportunities. We provide visuals including figures, tables and text to highlight the pathways to and through advanced offerings from Kindergarten to 12th grade. This document is based upon publicly available information. We have combined information from the ASD gifted program website the ASD High School Handbook, the ASD High School Program of Studies guide, and minutes of the ASD Board meetings. We also spoke with staff in the gifted program at ASD. Individual school-level issues that are outside of ASD policy and procedures have not been included. This report focused on the services, programs and schools within the Anchorage School District that service as pathways to college preparation and advance academic course offerings. As we describe in more detail in this report, there are very different offerings and paths at the elementary, middle and high school. In general, there are gifted and highly gifted programs at the elementary and middle school level, and a highly gifted program at the high school level. At all school levels, the highly gifted programs are offered at a limited number of schools. In high school, all students (including those in the highly gifted program) have the opportunity to take honors and advanced placement classes. Math is not included in the middle and high school gifted program. Math instead is a curriculum progression. Advanced math opportunities usually start in 6th grade, when students can choose placement into math courses that are a higher than the usual level. Opting for advanced math in 6th grade puts a student on track to reach Algebra I in 8th grade and calculus in 12th. At the elementary school level ASD operates gifted programs in all schools and a highly gifted program in one. There are also alternative and optional schools, which offer accelerated and enriched learning environments. If a student is in the highly gifted or gifted program in elementary school, he or she usually transitions to gifted and highly gifted middle school programs. In middle school these programs 3 include gifted language arts and science classes. Students who were not a part of the gifted program in elementary school can access the middle school gifted program, by testing in. Many optional and alternative programs provide enriched and accelerated classes to all students in them. For high school students there is a greater variety of advanced offerings. Starting in 9th grade there are honors and Advanced Placement (AP) courses, Credit-by-Choice options, and optional programs within the high schools and alternative schools. Students in the middle school gifted and highly gifted program have the opportunity to transition into the high school Highly Gifted Program. The following table provides a look at advanced offerings at different school levels. Each of these offerings is discussed in the report.Introduction / Glossary of Terms / Elementary Level / Middle School Level / High School Level / Highlights / Future Research Question

Alaska Veterans Needs Assessment

The Institute of Social of Economic Research conducted a needs assessment of Alaska Veterans starting in the spring of 2014. Our goal was to identify and measure areas for improvement in providing services and determining the methods to achieve improvement. Our approach consisted of three methods: ‐ Survey of Alaska veterans using a list of 2,950 veterans who have requested veteran designation on their driver’s license. ‐ Focus groups: one consisting of women and one of disabled veterans. ‐ Key informant interviews with individuals responsible for helping veterans navigate the benefits available to them. Our findings are far ranging and details can be found in the report below. One of the most important lessons was the difference in needs across age groups. Younger veterans were concerned about education and employment while their older counterparts valued health care and navigating the application process. Consistent with these differences, the focus groups made it clear that targeted reminders that take into account the veteran’s life stage may be more effective. As things stand, the amount of information one is exposed to at separation can be overwhelming and intimidating. Awareness and use of federal benefits was high for health care, housing, and education benefits. Employment services were less utilized but most of our respondents were aware of their existence (Table 19). Across the board, lack of knowledge/awareness of specific benefits does not seem to be systemic. The three most claimed benefits were Health Care, Disability Compensation, Home Loans, and Education and Training. At the state level, the most commonly claimed benefits by the survey respondents are the veteran driver’s license, veterans license plates, hunting and fishing licenses, property exemption, education benefits, and veterans housing and residential loans. Of note is that only 9% claimed Veteran employment services and awareness about state benefits seems to be more of an issue than in the federal case. A third of our respondents had a disability rating of 50% or higher. Disability payments are very important across the board but seem to be essential for veterans with higher disability ratings. These payments were also more important to younger veterans who potentially have had less time to accumulate savings over their lifetime. Health care use is very much associated with age as older respondents were more likely to have applied for Health Care Services. Additionally, disability rating is also associated with frequency of health care use and utilization of VA services. Thirty percent of our respondents think they will use VA as their primary source of healthcare.Younger veterans are considerably more likely to use education benefits. The majority of our respondents used education benefits after active duty. However, more than ten percent have used education benefits both before and after and another seven percent used them only during active service. When asked about living arrangements in case a veteran could not care for themselves, it was clear that proximity to friends and family was paramount. Anchorage was chosen as the location most of them would prefer.Prepared for: Alaska Department of Military and Veterans Affairs Alaska Office of Veterans AffairsExecutive Summary / Introduction / Characteristics of Alaska Veterans and our Survey Respondents / What are the Most Critical Needs for Alaska Veterans? / What do Veterans Know about Benefits - Federal and State? / How are Veterans Using their Benefits? / What Recommendations do Veterans Have for Improving Benefits? / What are our Conclusions

Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District

Prepared for: CITC’s Anchorage Realizing Indigenous Student ExcellenceThere are many ways a child in the Anchorage School District (ASD) can access advanced course offerings. To a parent these pathways may seem complex. ASD offers options for gifted and highly gifted students at the elementary and middle school level, and accelerated, and enriched learning opportunities such as honors and advanced placement courses at the secondary level. These opportunities, though linked, are not the same, nor do they necessarily follow from one to another in a straight path. Moreover, pathways to and through these opportunities can be quite different. Offerings are different at the elementary, middle and high school levels, with differing qualifications and eligibility. And, some of the programs are only offered in a few particular schools. This variety provides lots of flexibility. It also creates a complex path of choices and decisions. In all of these pathways and choices, active advocacy by a parent is necessary to ensure that their child receive the best and most appropriate opportunities. In this report we describe the many advanced and accelerated learning opportunities available in Anchorage elementary, middle and high schools, and the ways students can access these opportunities. We provide visuals including figures, tables and text to highlight the pathways to and through advanced offerings from Kindergarten to 12th grade. This document is based upon publicly available information. We have combined information from the ASD gifted program website the ASD High School Handbook, the ASD High School Program of Studies guide, and minutes of the ASD Board meetings. We also spoke with staff in the gifted program at ASD. Individual school-level issues that are outside of ASD policy and procedures have not been included. This report focused on the services, programs and schools within the Anchorage School District that service as pathways to college preparation and advance academic course offerings. As we describe in more detail in this report, there are very different offerings and paths at the elementary, middle and high school. In general, there are gifted and highly gifted programs at the elementary and middle school level, and a highly gifted program at the high school level. At all school levels, the highly gifted programs are offered at a limited number of schools. In high school, all students (including those in the highly gifted program) have the opportunity to take honors and advanced placement classes. Math is not included in the middle and high school gifted program. Math instead is a curriculum progression. Advanced math opportunities usually start in 6th grade, when students can choose placement into math courses that are a higher than the usual level. Opting for advanced math in 6th grade puts a student on track to reach Algebra I in 8th grade and calculus in 12th. At the elementary school level ASD operates gifted programs in all schools and a highly gifted program in one. There are also alternative and optional schools, which offer accelerated and enriched learning environments. If a student is in the highly gifted or gifted program in elementary school, he or she usually transitions to gifted and highly gifted middle school programs. In middle school these programs 3 include gifted language arts and science classes. Students who were not a part of the gifted program in elementary school can access the middle school gifted program, by testing in. Many optional and alternative programs provide enriched and accelerated classes to all students in them. For high school students there is a greater variety of advanced offerings. Starting in 9th grade there are honors and Advanced Placement (AP) courses, Credit-by-Choice options, and optional programs within the high schools and alternative schools. Students in the middle school gifted and highly gifted program have the opportunity to transition into the high school Highly Gifted Program.Introduction / Glossary of Terms / Elementary Level / Middle School Level / High School Level / Highlights / Future Research Question

Policy Implications of Freestanding Emergency Departments

Policymakers have a responsibility to look at both the short- and long-term implications of their decisions. The state’s current fiscal situation, coupled with rising health-care costs makes “budget neutrality” highly desirable in decision-making. In spite of efforts to bend the cost curve, health expenditures have grown inexorably in Alaska. As of 2009 our health expenditures per capita were the second highest in the nation. This means that the state spends a larger portion of its budget on health costs, employers allocate more of employees’ compensation to health premiums, and households spend more of their disposable income on out-of- pocket costs, premiums, and co-pays. The evidence we provide in this analysis consistently shows that freestanding emergency departments charge higher prices for services that are available for considerably less in traditional settings. Allowing freestanding emergency departments to enter the Alaska market goes against the many efforts being undertaken to contain health-care costs. Markets forces explain a significant portion of the high health-care prices charged in Alaska, but in this case the state has an opportunity to use its regulatory authority to help prevent even higher prices in the future. Putting costs aside, in considering emergency services one needs to rationalize the hospital and clinical capacity across a region and the needs of the population. In the Alaska health-care system there are problems with coordinating the delivery of care. Freestanding emergency departments pose the risk of exacerbating that lack of coordination, if people use them in lieu of seeing their primary physicians—which can disrupt the continuum of care and potentially hurt outcomes for patients.Providence Alaska Medical Cente

Improving Health Care Access for Older Alaskans: What Are the Options?

This report focuses on the problem older Alaskans who rely on Medicare face getting access to primary care, and discusses some of the options policymakers are considering to resolve the problem. But older Americans across the country also report difficulty getting the primary care they need. The discussion here sheds light on the problem and potential solutions nationwide. Most Americans 65 and older use Medicare as their primary health insurance. Medicare is federal health insurance for people 65 and older, people under 65 with certain disabilities, and people of any age with end-stage renal disease—but this report looks only at access issues for Medicare beneficiaries 65 and older. Doctors don’t have to participate in the Medicare program. But those who do participate have to accept, as full payment, what Medicare pays for specific services. Many primary-care doctors say Medicare doesn’t pay them enough to cover their costs—so growing numbers are declining to see new Medicare patients. Among primary-care doctors nationwide, 61% accept new Medicare patients.1 National surveys sponsored by the Medicare Payment Advisory Commission have found that 17% of Medicare patients in the U.S. had “a big problem” finding family doctors in 2007—up from 13% in 2005.2 In Alaska, a 2008 survey by the Institute of Social and Economic Research (ISER) found that just over half of Alaska’s primary-care doctors were willing to treat new Medicare patients.3 The situation was worse in Anchorage, where 40% of all older Alaskans live. Only 17% of primary-care doctors in Anchorage were willing to treat new Medicare patients as of 2008 (Figure 1).4The Harold E. Pomeroy Public Policy Research EndowmentIntroduction / How Medicare Works / Closed Doors / Older Anchorage Residents and Primary Care / Options for Changing Access to Primary Care: What is Alaska Considering? / Conclusions / Appendi

UA Research Summary No. 14

In the past few years, Alaskans have been hearing reports that some primary-care doctors won’t see new Medicare patients. Medicare pays these doctors only about two-thirds of what private insurance pays—and that’s after a sizable increase in 2009. But most Americans 65 or older have to use Medicare as their main insurance, even if they also have private insurance. Just how widespread is the problem of Alaska’s primary-care doctors turning away Medicare patients? ISER surveyed hundreds of doctors to find out—and learned that so far there’s a major problem in Anchorage, a noticeable problem in the Mat-Su Borough and Fairbanks, and almost no problem in other areas.University of Alaska Foundation

Alaska Employer Health-Care Benefits: A Survey of Alaska Employers

The majority of Alaskans and Americans who have health insurance coverage get it through an employer—either their own employer or the employer of a family member. The U.S. Census Bureau estimates that 55.4% of all Alaskans got health insurance through an employer in 2012—and 68.4% of those with health insurance got it through an employer. But those census estimates also suggest that the share of Alaskans and other Americans who get health insurance from their employers has been gradually declining (Figures I-1a and I-1b). Figure I-1a. Figure I-1b. Source: U.S. Census Bureau, Health Insurance Historical Tables-HIB Series, Table HIB-4: Health Insurance Coverage Status and Type of Coverage by State--All Persons: 1999 to 2012, http://www.census.gov/hhes/www/hlthins/data/historical/HIB_tables.html. Because employer-sponsored insurance is so important to Alaskans, the Alaska Health Care Commission sponsored a survey of businesses, local governments, and school districts statewide, asking whether they offer employees insurance or other health benefits, which employees are eligible, and what types of plans and rates they offer.Alaska Health Care Commission.Introduction / Study Methodology / Employers and Employees Covered by Survey / Alaska Firms and Health-Care Benefits / Employee Coverage, Eligibility, and Participation / Cost of Health Insurance and Funding / Wellness Programs and Consumer Information / Comparing 2006 and 2013 Surveys / Conclusions / References / Appendix A. Survey Questionnaire / Appendix B. Open-Ended Survey Response

Characteristics of the Frontier Extended Stay Clinic: a new facility model

Purpose. In 2004, 5 remote clinics – 4 in rural frontier communities in Alaska and 1 in Washington – were funded to pilot and examine the effectiveness and appropriateness of a new facility model. Transporting patients from these locations to higher levels of care is not always possible requiring these facilities to expand their scope of services and provide care for extended periods. The Frontier Extended Stay Clinic (FESC) model is staffed and equipped to provide the combined services usually found in the separate settings of an outpatient primary-care clinic, inpatient acute care hospital and emergency room. This is a descriptive study of the characteristics of these pilot facilities and an analysis of patient utilization and outcomes. Methods . The 5 clinics collected outcome data for 2,226 extended-stay encounters of 4 hours or longer from 15 September 2005 to 14 September 2010. Data from these extended-stay encounters were summarized, and descriptive statistics were used to describe: number and duration of encounters, when the encounters started, chief compliant, discharge diagnoses, transfer destination, Medicare and Medicaid eligibility, and type of encounter. Findings . From 2005 to 2010, the mean duration of an extended-stay encounter was 9.1 hours. All of the clinics experienced many extended-stay encounters that were initiated or continued after normal business hours. The 5 most frequent diagnoses at discharge for extended encounters were cardiovascular, gastrointestinal, injury, substance abuse and pneumonia/bronchitis. Almost half, 47.6%, of extended-stay encounters resulted in discharge of the patient without a need for either non-urgent follow-up referral or transport. Extended-stay encounters that ended in a patient being transported to another medical facility were 43.7% of the total. More than a quarter (26.9%) of extended-stay encounters were eligible for Medicare payment. Conclusion . While many of communities can support a facility for primary care, there is an on-going need for facilities in remote frontier areas to also provide emergent and extended-stay care. The FESC can provide access to primary, emergent and extended-stay services in these locations

The Impact of Anchorage's 2000 and 2007 Smoke-Free Policies on Select Restaurants and Bars

The American Lung Association in Alaska (ALAA) asked the Institute of Social and Economic Research (ISER) to investigate the impact of the Anchorage 2000 and 2007 Clean Indoor Air (CIA) municipal ordinances on selected restaurants and bars. As previous U.S. studies have been conducted that speak to the economic and health impacts of CIA laws, ALAA also requested that ISER synthesize results of these existing studies and conduct a survey on restaurant and bar representatives’ perceptions of the impact of the ordinances.The American Lung Association in AlaskaExecutive Summary / Introduction / Anchorage Municipal Ordinances / Policy Enforcement / Literature Review: Impact of Smoke-Free Laws on Employment and Air Quality / Methodology / Key Informant Interview Findings / Survey Findings / Limitations / References / Appendice