Appropriates money to HO'OLANA for the expansion of program services for academically challenged students in grades 6 to 12 throughout the State.

A BILL FOR AN ACT

SECTION 1. While the legislature recognizes that the department of education is making every effort to ensure that the quality of education that is being provided is of the highest standards, with the financial constraints imposed upon this institution, other educational avenues must be developed to provide our children with every opportunity to succeed in life.

With rapidly progressing technology, it is in our best interests to provide our children with the means to appreciate the opportunities that are available to them through these technological advances. Recent reports further illustrate the frustration and disappointment from employers as well as advanced educational institutions with respect to the degree of educational deficiencies of many of our high school graduates.

Unfortunately, many auxiliary programs that would have enhanced the educational achievement for many students have been downsized and even eliminated by the department of education over the last few years. For example, for the year 1997-1998, the department of education eliminated after-school instructional program funds. In order to retain some degree of after-school tutoring services, each school must be able to identify and appropriate funds from general operational accounts, which primarily support the delivery of mandatory educational services. In so far as these general operational accounts are being adversely affected by the continuing decline of revenues accumulated by the State and appropriated to the department of education, the level of funding that can be diverted for after-school tutoring services is minimal at best. Unfortunately, many schools are not able to retain the provision of after-school tutoring services for their students.

In its annual survey and critique of academic standards of public school systems nationwide by Education Week, the State was given a D+ for funding adequacy and a D- for academic standards, assessments, and accountability.

In a report published by the American Legislative Exchange Council, Hawaii public schools ranked 47th among the 50 states in a study evaluating 100 measures of educational resources and student achievement. Both reports noted that the situation in Hawaii is further magnified by the depressed economic climate that has adversely impacted the level of funding necessary to address the demanding educational needs of its public school students.

From 1994 to 1998, the Stanford Assessment Test has consistently ranked Hawaii at or near the bottom of jurisdictions surveyed. The following illustrates the progressively declining performance of our 8th grade students:

1996 21.4% 51.1% 27.5%

1997 20.6% 46.1% 33.3%

1998 20.6% 47.3% 32.1%

1996 17.4% 46.3% 36.3%

1997 16.3% 48.8% 34.9%

1998 16.1% 48.8% 35.1%

As illustrated by these tables, the percentage of students that performed below the national average is significantly greater than those that performed above the national average. In particular, with respect to reading skills, the number of students that fell below the national average exceeds the number of students that scored above the national average by more than two to one.

SECTION 2. HO’OLANA, "to inspire with courage, spirit, and hope," is a nonprofit organization dedicated to the advancement of at-risk, alienated, and academically challenged students that are prevented from realizing their full academic potential. Incorporated in November 1997, HO’OLANA specifically provides adjunct, i.e., after-school, tutoring as well as career counseling services for students in grades 6 to 12, in coordination with the department of education, to enable these students to succeed in their chosen careers or goals in life.

Thus far, services have been well received by the students and faculty at these participating schools. Due to the impact and value of these services, the Superintendent of education, Paul G. LeMahieu, Ph.D., has endorsed the efforts of HO’OLANA to continue and expand its program.

For academic year 1999-2000, approximately 1,000 academically challenged students were provided with tutoring services at McKinley, Leilehua, Waianae, Kalani, Kaiser, and Waialua high schools.

For academic year 2000-2001, the program has expanded to twenty schools where no less than 21,000 students will have access to HO’OLANA’s program during this academic period. In addition to the schools listed above, program services have been initiated at the following schools for academic year 2000-2001: Kailua High, Campbell High, Farrington High, Nanakuli High, Roosevelt High, Aiea Intermediate, Jarrett Intermediate, Moanalua Middle, Wahiawa Middle, Dole Middle, Wai'anae High and Intermediate, Honoka'a High and Intermediate, Waipahu High and Intermediate, and Kohala High and Intermediate.

As opposed to utilizing a predetermined curriculum, HO’OLANA customizes its services to meet the individualized academic needs of the student by coordinating site-specific programs. HO’OLANA also maintains a low teacher-to-student daily ratio to ensure an environment conducive to learning and achieving. In addition to after-school tutoring services, HO’OLANA, as part of its academic enrichment program, also stresses character development and citizenship.

HO’OLANA strives to encourage its students to maximize their educational capacities as well as to motivate them towards advanced educational, technical, and employment endeavors. HO’OLANA firmly believes that students who value education will be contributing members to our community and the State of Hawaii, and will provide for a better way of life not only for themselves but for our future generations.

The following services are available to each HO'OLANA student:

To provide these services, HO’OLANA utilizes qualified and dedicated teachers, and peer tutors from both public and private schools.

SECTION 3. While HO’OLANA was formulated primarily to provide academic enrichment and career development services to academically challenged students in grades 9 to 12, the need for its services at an earlier level has become readily apparent. Therefore, HO’OLANA has been working towards extending its program to grades 6 to 8.

The following is a listing of schools that HO’OLANA shall target in the initial expansion of its program. These schools have a significant percentage of students that fell below the national average on the Stanford Achievement Test.

Aiea Intermediate 34% 39%

Central Intermediate 50% 46%

Dole Intermediate 53% 56%

Ilima Intermediate 39% 36%

Jarrett Intermediate 21% 37%

Kahuku Intermediate 33% 38%

Kalakaua Intermediate 43% 62%

King Intermediate 27% 35%

Nanakuli Intermediate 59% 66%

Wahiawa Intermediate 37% 37%

Waialua Intermediate 59% 52%

Waianae Intermediate 54% 57%

Waimanalo Intermediate 40% 61%

Waipahu Intermediate 41% 50%

Washington Intermediate 23% 30%

Additionally, HO’OLANA is seeking to develop and coordinate organized athletic activities, primarily for middle school students, as part of its program. HO’OLANA will develop a track and field program for participating middle schools, beginning with schools based on Oahu and eventually for neighbor island schools, that are equivalent to intermediate programs implemented through the Interscholastic League of Honolulu. Whereas, middle school students attending private schools have ample opportunities for organized athletic participation, there are limited opportunities for their public school counterparts.

To further enhance academic performance, athletic participation will be coordinated with educational accomplishments. However, students do not have to participate in HO’OLANA’s academic enrichment program in order to participate in its athletic program. Any student who is interested and meets the minimum grade point average eligibility criteria, i.e., 2.25 or higher, can participate in the athletic program.

In addition to promoting physical fitness, an equally important goal of HO'OLANA's athletic program is the development of leadership qualities to further enhance educational pursuits and school spirit. To accomplish this task, the program will stress the importance of a drug-free environment in enhancing one’s athletic and academic endeavors.

To assist with its program expansion, the City and County of Honolulu has provided $411,075 in Community Development Block Grant funds to HO’OLANA. However, these funds may only be used on the island of Oahu and for academically challenged students who are also economically disadvantaged.

Therefore, the legislature needs to provide matching funds to extend HO'OLANA's program services to those students who, while academically challenged, do not meet the federal income eligibility guidelines stipulated by the City and County of Honolulu.

At minimum, each participant will improve the student's grade point average (GPA) by no less than ten per cent or attain the minimum acceptable GPA for graduation by the end of the program.

Additionally, each participant will be pre- and post-tested on self-assessment ratings prior to and upon commencement of the personal development service component of the program. Changes in personal attitudes will be measured through pre- and post-test self-assessment surveys such as the Generalized Contentment Scale and Index of Self-Esteem.

In addition to the self-assessment instruments noted above, to prepare a post-secondary academic or vocational plan, students may be asked to complete the Comprehensive Career Guide as developed by the Career Occupational Preference System.

Evaluations of the program will be used to improve program design and delivery. This includes the revision and/or expansion of specific program components. Additionally, needs assessment surveys will be initiated to identify other service components that are responsive to the needs of the program participants.

SECTION 4. The purpose of this Act is to provide matching funds to assist HO’OLANA in expanding its academic enrichment program for challenged students in grades 6 to 12 throughout the State.

SECTION 5. There is appropriated out of the general revenues of the State of Hawaii the sum of $411,075, or so much thereof as may be necessary for fiscal year 2001-2002, as a matching grant for the expansion of HO’OLANA program services for academically challenged students in grades 6 to 12 throughout the State.

SECTION 6. The sum appropriated shall be expended by the department of education for the purposes of this Act.

SECTION 7. This Act shall take effect on July 1, 2001.