ISER researchers Matt Berman and Dayna DeFeo have released a new report updating their previous analyses of Alaska’s current per-pupil education spending. The report is available here: http://hdl.handle.net/11122/15717
In 2022, K-12 schools in Alaska spent $20,191 per student for current operations, which was […]
This is a list of recent publications and reports by CAEPR and ISER focused on school finance, teacher workforce issues (recruitment, retention, and turnover),and related topics. This represents only a small portion […]
On Thursday, December 7th, ISER hosted a Helen and Edward Gorsuch Public Policy Forum titled “Public Education Funding in Alaska: What we know, what we don’t and how other states do it”. The event, moderated by Larry Persily, included presentations by ISER […]
A new generation of ISER researchers discuss the questions that fascinate them and the challenges of conducting social science and policy research in Alaska. Lee Gorsuch, ISER director between 1976 and 1994, joined to provide a perspective from the past. Read more about > A conversation with ISER researchers
This 2022 update to a 2019 report analyzes Alaska’s per-pupil spending compared to that of other U.S. states, using 2019 and 2017 figures respectively. After adjusting for Alaska’s higher living costs, and accounting for differing per-pupil spending costs across the state, the figures show that Alaska’s 2019 per student spending was only 93% of the national average, compared to 98% in 2017. Read more about > Alaska spending on K-12 education falls below US average
"We are in a perfect storm where we don't have enough teachers," said Dayna DeFeo, director of the Center for Alaska Education Policy Research (CAEPR). DeFeo and ISER director Diane Hirshberg discussed CAEPR's research on teacher turnover issues in rural Alaska with Steve Heimel, of KYUK Bethel. Read more about > Alaska is in a perfect storm for teacher turnover
New research from ISER’s Trang Tran and Dayna DeFeo examined how relationships influence rural Alaska students’ transitions from home communities to postsecondary institutions. Their analysis identified characteristics of the transition processes that seem particular to rural students—in navigating urban places and cultural norms, seeking institutional supports, advocating for self, and forming new social relationships. In all of these experiences, rural identities and community-oriented values emerged as a guiding force for students’ goal-setting, decision-making, interactions, and adjustment. Read more about > Improving rural Alaska students’ transition to postsecondary institutions
[…]
[…]
[…]