Alaska’s Education Crisis: Declining Funding and Rising Class Sizes

Alaska’s education system faces significant challenges as funding declines and class sizes increase, negatively impacting student performance. Under the leadership of Governor Mike Dunleavy, who has been in office since 2018, serious concerns have emerged regarding the state’s educational landscape. Over the past two decades, funding for schools has decreased by approximately 22% when adjusted for inflation, resulting in the loss of around 1,800 teachers and a deterioration in academic outcomes for tens of thousands of students.

Funding Challenges and Academic Outcomes

Despite Governor Dunleavy often citing educational data in his discussions about schools, the reality is that class sizes have expanded while student achievement in reading and math has declined. Critics argue that the state’s approach to education funding does not adequately consider the higher costs associated with delivering quality education in Alaska.

Academic experts from the East Coast have suggested that Alaska appears to allocate a generous portion of its budget to education relative to its state gross domestic product (GDP). However, this perspective may not fully capture the unique financial challenges faced by Alaskan schools. The earnings from the Permanent Fund, which are excluded from GDP calculations, can lead to misleading assessments of funding adequacy. Research conducted by local scholars indicates that when adjusted for Alaska’s higher living costs, per-student spending presents a different picture.

Recent data show that in areas such as Anchorage and the Kenai Peninsula, the gains in academic performance do not consistently favor charter schools over traditional neighborhood schools. Furthermore, the state data highlights that family income plays a more significant role in student proficiency levels than the type of school attended.

Participation Rates and Testing Limitations

According to the state’s education statistics, alternative education programs, including correspondence and homeschooling, participate in statewide assessments at significantly lower rates than other schools. This disparity limits the conclusions that can be drawn from proficiency results. Additionally, Alaska’s overall participation in academic assessments averages around 80%, with some programs reporting even lower rates. Unlike several other states, Alaska does not adjust proficiency rates to account for nonparticipation, which raises questions about the reliability of reported outcomes.

“Data matter. But data do not speak for themselves,” stated Mike Bronson, a former building contractor and resident of Old Turnagain. “When funding erodes, staffing shrinks and class sizes grow.”

With the implementation of the new educational act in 2023, there has been an effort to report on within-year reading growth. However, early results do not provide concrete evidence of improvement, particularly since third-grade reading proficiency rates have remained stagnant.

The current state of Alaska’s education system highlights the urgent need for a re-evaluation of funding strategies and educational priorities. As class sizes increase and resources dwindle, the implications for student performance and overall educational quality remain a pressing concern for educators, parents, and policymakers alike. Without significant changes, the future of Alaska’s students hangs in the balance, underscoring the critical importance of addressing these long-standing issues.