OPINION: Reforming Alaska’s education system

Alaska’s educational landscape stands at a crucial juncture, with some pushing for increased Base Student Allocation (BSA) funding but no expectations for change within the system. However, we diverge from the conventional narrative. Boasting a diverse coalition, our perspectives range from concerned students and parents to those actively engaged in the workings of public education. Our collective stance is grounded in a critical examination of the evidence: Credible data unequivocally demonstrates that Alaska’s public education system is sufficiently funded but funds are not being properly allocated in the ways they could have the most impact.

We believe that any BSA increase should only be considered alongside comprehensive reforms aimed at delivering more and better choices to families. Funding boosts must be contingent upon the implementation of reforms that prioritize effective resource allocation, strengthen teacher-student relationships, and ultimately produce superior outcomes for children.

One of the core tenets of this approach is the conviction that families don’t merely desire more educational choices; they crave better choices. The emphasis here is not solely on the quantity but on the quality of available options. Whether it be traditional neighborhood schools, charter schools, or some form of blended homeschooling, the goal is to ensure that every student has access to a valuable and high-quality education that suits their individual needs and aspirations.

Another central belief that we share is that what often makes a child excited to go to school is their relationships with their friends and their teachers. Advocates contend that fostering a positive and engaging learning environment hinges on investing in the interpersonal dynamics within classrooms. This implies a shift in focus from bureaucratic concerns to the facilitation of meaningful connections between students and teachers, fostering an environment where students thrive academically and emotionally.

Moreover, families place more trust in their child’s teacher than in the district school board when it comes to making decisions in the best interest of their child. School boards have to make unpopular but necessary decisions. For instance, when a school board opts to keep a school with low enrollment open rather than consolidating it with a nearby school, resources are diverted away from students in the rest of the district. A shift in focus is needed from maintaining low-enrollment schools to redirecting resources towards initiatives that benefit a larger portion of the student population, ensuring that funds reach the classrooms and teachers rather than being swallowed by bureaucracy.

The debate extends beyond the conventional dichotomy of charter schools versus neighborhood schools versus hybrid schooling. The primary goal is not to promote a particular educational model but to adopt an “all of the above” strategy. This approach acknowledges the diversity of student needs and preferences, aiming to provide a broad spectrum of educational choices that cater to the varied requirements of Alaska’s families.

Lawmakers must be willing to challenge the status quo, which has failed to meet the needs of thousands of Alaskan families. More than 23% of children have already opted out of traditional neighborhood schools in Alaska, indicating dissatisfaction with that system. It is not too much to ask for equal support for these alternative choices and a commitment to offering even more diverse options to better suit the needs of an always-changing student population.

The push for increased Base Student Allocation (BSA) funding in Alaska should only be considered hand in hand with a call for comprehensive educational reforms. Any financial boost must be contingent upon a commitment to delivering more and better choices for families, focusing on improving teacher-student relationships, empowering educators, and redirecting resources towards initiatives that benefit the majority of students. By challenging the status quo, we can create an educational landscape that is more responsive, adaptive and ultimately successful in meeting the unique needs of Alaska’s families.

Brandy Pennington, Thomas R. Daly, Michelle Hodel, Cheryl Markwood, Sami Graham, John and Beth Hillyer, Romney Taylor, Christine Robbins, Evelyn Dutton and Dee McKee are Alaska residents who are concerned about K-12 education.

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