Abstract
Alaska has struggled with high dropout rates, lack of funding, recruitment and retention of teachers, and other educational issues. These issues would be because Alaska is a unique place, geographically and culturally, and the largest state in the United States, with more than half of its land area located in the Arctic Circle, most parts being rural places where most teachers would not love to work. Students drop out due to poverty and stigma for Native American students. The problem would be rectified by providing educational resources, thus making it easy for all to access quality education. Lack of funding is an issue as schools have fewer resources due to budget cuts where the education sector is not allocated enough funds for resources and updating the systems. Alaska Performance Scholarship has been significant in helping students that account access education. Recruiting and retaining quality teachers is challenging in Alaska due to low teacher salaries, the remote location, and the harsh climate; many teachers are unwilling to move to and work there. The possible solutions to these issues include increased funding, teacher incentives, and improved access to resources. If these solutions are implemented, they could lead to improved educational outcomes and lower dropout rates in Alaska.
Keywords: Education, Alaska, funding, recruitment, retention, teacher turnover, programs, educational policies.
Introduction
Education is the foundation of any successful society and the cornerstone of progress and development. In Alaska, education is essential in preparing the state’s youth for the future and ensuring economic and social prosperity. Unfortunately, Alaska’s educational system has many issues that have hindered student academic achievement and the state’s ability to provide quality education to its citizens. Alaska has long been an education reform leader and has established a unique system of public schools, universities, and programs for its students. However, there are still areas in which the education system in Alaska needs to improve. Issues that pertain to education in Alaska include the inability to retain and recruit teachers, lack of education funding due to budget cuts, and high dropout rates.
Recruitment and retention of Teachers
DeFeo et al. (2017) indicate that the issue of teacher recruitment and retention in Alaska is challenged by retirement, leaving the profession, and teachers moving to a new district school. Due to its geography and remote location, Alaska faces a unique challenge in recruiting and retaining qualified teachers. Alaska’s geographic isolation in the rural areas, its harsh climate, and limited economic opportunities make it difficult for teachers to find long-term employment there (Munsch & Boylan, 2008). In addition, the high cost of living in Alaska makes it difficult for teachers to afford housing and other fundamental necessities. As a result, many teachers are forced to leave the state for better job opportunities and higher salaries. In addition to recruiting qualified teachers, Alaska faces a challenge in retaining them. The state’s weak economy, low salaries, and limited job prospects make it difficult for teachers to stay in Alaska once they have found employment (DeFeo et al., 2017). Teachers are also attracted to other states with higher salaries and lower living costs. As a result, Alaska has seen a steady decrease in the number of teachers employed in the state.
Alaska has addressed this issue, including increasing teacher salaries and incentivizing teachers to stay in Alaska. The state has also established programs to help teachers find housing and has partnered with local organizations to provide additional resources and support for teachers. These efforts have successfully recruited and retained teachers in Alaska, but much work still needs to be done to ensure that the state has a sufficient number of qualified teachers. DeFeo et al. (2017) explain the need for educational interventions, policy changes, and transparency in the governance of the educational sector. These strategies would improve teacher turnover patterns in Alaska, thus improving recruitment and retention and the entire education sector within the state.
Making predictions about recruiting and retaining teachers in Alaska can be challenging. However, the state will likely continue to face challenges due to the decline in population and the high cost of living. It is also likely that the state will continue to implement policies and incentives to attract and retain teachers, such as increasing the minimum wage and expanding the loan forgiveness program (Kaden et al., 2016). The recruitment and retention of teachers in Alaska is a complex issue that requires a comprehensive approach. The state’s current policies are one part of the solution, but many challenges remain to be addressed. The most pressing challenge is the overall decline in population in the state. The lack of a comprehensive approach has decreased the number of available teachers, making it harder for schools to recruit and retain faculty members. Additionally, the cost of living in Alaska is among the country’s highest, making it difficult for teachers to live and work there.
Education Funding
The Alaska State Legislature has made significant budget cuts over the past few years, significantly reducing educational funds (Mitchell et al., 2017). Inadequate funding has caused a great deal of strain on the state’s educational system, leading to overcrowding in classrooms, a lack of resources, and a decrease in the quality of education. Alaska has long been at the forefront of educational reform, but it is also one of the lowest-funded public school systems in the country. Alaska ranks last in the nation regarding per-student spending on public education. Lack of funding has led to overcrowded classrooms, outdated textbooks, and other issues that hinder students’ learning ability. In addition, the state’s educational funding formula is outdated and needs reform. The formula relies heavily on the state’s oil revenue, which has declined recently. Financial problems have left the state’s public school system vulnerable to budget cuts and other funding problems.
Rivlin (2012) explains that for infrastructural developments such as education, there is a need for shared responsibility because these are sectors that need much funding. The funding is not the case for Alaska, which has budget cuts to Alaska’s educational system, thus having a devastating effect on the quality of education in the state. With fewer resources available to schools, there is an increased burden on teachers and administrators, and the quality of education is suffering. Additionally, these budget cuts have resulted in fewer student opportunities, as the state cannot provide the necessary resources for students to reach their full potential. Some questions on this issue include; What strategies can the Alaska State Legislature employ to reduce the budget cuts to the educational system? How can the state availability of educational resources? How can the state work with local school districts to adequately fund them?
Alaska has taken steps to address this issue, including increasing funding for education and reforming the state’s funding formula. The state has also established several programs to help compensate for the lack of funding, such as teacher grants and free meals for low-income students. For example, Alaska’s Education Challenge is a program that aims to enhance all students’ education success. These efforts have successfully increased funding for education in Alaska. However, much must be done to ensure the state’s public school system has the resources to provide students with quality education. For the funding of students in secondary institutions, the state has also established several programs to help students pay for college, such as the Alaska Performance Scholarship and the Alaska Education Grant (Becker, 2018).
The funding issue is worsened by the inaccessibility of higher education in Alaska. Alaska has a relatively small population and is geographically isolated, making it difficult for students to access post-secondary education. In addition, the cost of attending college in Alaska is often higher than the national average due to the state’s remote location and limited economic opportunities (Mitchell et al., 2017). This makes it difficult for many students to afford higher education and often leads them to choose other options, such as entering the workforce instead of pursuing higher education.
High Dropout Rates
Alaska has high dropout rates, with students dropping out before graduating high school. School dropout is a significant issue for the state, as it leads to a decrease in the quality of education and fewer opportunities for students. Without a high school diploma, students cannot take advantage of the many opportunities, such as higher education and career advancement (Vedder, 2019). The high dropout rate also decreases the state’s education quality, as fewer students can complete their studies. Some questions that guide the analysis of this issue include; what factors lead to the high school dropout rates in Alaska? What strategies can the state employees use to reduce the dropout rate? How can the state work with local school districts to identify and address the underlying causes of the dropout rate? What programs and initiatives can the state implement to encourage students to stay in school?
Factors contributing to the high dropout rates in Alaska include a lack of access to quality education. In many rural areas of the state, there is a shortage of qualified teachers and resources, which can lead to students feeling disengaged and disinterested in their studies. Additionally, students from lower-income families may not have similar educational opportunities as their more affluent peers, leading to a lack of motivation to stay in school. Vedder (2019) explains that some students fail to access education because the fees and educational costs rise too high. In addition to educational issues, other social and economic factors can contribute to the problem. Students struggling with poverty, homelessness, abuse, or other difficult circumstances may find it challenging to remain in school, as they may focus more on survival than academics. Students struggle with mental health issues, making staying focused and motivated challenging.
Faircloth and Tippeconnic III (2010) explain that few students graduate in Alaska, with many Alaska Native students dropouts. This could be an issue of cultural expectations for students from Native American families; Alaska makes many of these families. In some communities, a stigma is attached to education, leading some students to believe it is not essential. This can lead to students feeling disconnected from school and dropping out. Besides, the school dropout rates in Alaska would result from poor education systems that do not offer them motivation. For instance, the high teacher turnover rates disrupt cooperation and trust between the students, teachers, and community (Proudfit & San Juan, 2012). Additionally, teachers with limited knowledge about indigenous cultures increase the number of dropouts. Thus, the lack of cultural dimensions in the education sector fails to support the teaching of specific groups, such as indigenous students.
To ensure that students remain in school, all students should have access to quality education. This can be done by increasing the number of qualified teachers and resources available in rural and low-income areas and providing additional support and services for students struggling with mental health issues or complicated home lives. The stigma attached to education should be reduced, and students should be encouraged to stay in school and pursue their educational goals. Faircloth and Tippeconnic III (2010) indicates that to avoid stigma, for example, for the native communities, the English language should be incorporated into school and honor traditional values and such as providing additional support services, like job training or counseling, to help them transition back into school or the workforce. Additionally, providing access to resources such as financial aid or mentorship programs can help former dropouts to gain the skills and credentials they need to be successful.
Conclusion
Alaska has long been an education reform leader and has established a unique system of public schools, universities, and programs for its students. However, there are still areas in which the education system in Alaska needs to improve. This essay discussed three critical issues related to education in Alaska: teacher recruitment and retention, educational funding, and high dropout rates. The state of Alaska has taken steps to address these issues, but much work is still required to ensure that all students have access to quality education.
References
Becker, G. (2018). Alaska Performance Scholarship Outcomes Report 2011–Fall 2017. Alaska Commission on Post-secondary Education.
DeFeo, D. J., Tran, T., Hirshberg, D., Cope, D., & Cravez, P. (2017). The cost of teacher turnover in Alaska.
Faircloth, S. C., & Tippeconnic III, J. W. (2010). The dropout/graduation crisis among American Indian and Alaska Native students.
Kaden, U., Patterson, P. P., Healy, J., & Adams, B. L. (2016). Stemming the revolving door: Teacher retention and attrition in arctic Alaska schools. Global Education Review, 3(1).
Mitchell, M., Leachman, M., & Masterson, K. (2017). A lost decade in higher education funding state cuts have driven up tuition and reduced quality.
Munsch, T. R., & Boylan, C. R. (2008). Can a week make a difference? Changing perceptions about teaching and living in rural Alaska. The Rural Educator, 29(2), 14-23.
Proudfit, J., & San Juan, S. (2012). The state of American Indian & Alaska Native (AIAN) education in California. San Marcos, CA: California State University, San Marcos, California Indian Culture and Sovereignty Center.
Rivlin, A. M. (2012). Rethinking federalism for more effective governance. Publius: The Journal of Federalism, 42(3), 387-400.
Vedder, R. K. (2019). Restoring the promise: Higher education in America. Oakland, CA: Independent Institute.
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