Bill Text: HI HB377 | 2019 | Regular Session | Amended
Bill Title: Relating To The University Of Hawaii.
Spectrum: Moderate Partisan Bill (Democrat 15-2)
Status: (Introduced - Dead) 2019-02-14 - Passed Second Reading as amended in HD 1 and referred to the committee(s) on FIN with none voting aye with reservations; none voting no (0) and Representative(s) Aquino, Nakamura excused (2). [HB377 Detail]
Download: Hawaii-2019-HB377-Amended.html
|
HOUSE OF REPRESENTATIVES |
H.B. NO. |
377 |
|
THIRTIETH LEGISLATURE, 2019 |
H.D. 1 |
|
|
STATE OF HAWAII |
|
|
|
|
|
|
|
|
||
|
|
||
A BILL FOR AN ACT
RELATING TO THE UNIVERSITY OF HAWAII.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
SECTION 1. The Filipino community in the State has grown significantly since the first immigrants arrived from the Philippines in 1906. In the most recent United States Census Bureau's American FactFinder, people of Filipino ancestry were identified as the second-largest ethnic group in Hawaii, with fifteen per cent of residents identifying themselves as Filipino alone and twenty-six per cent of residents identifying themselves as Filipino and another race. The legislature finds that in Hawaii, only seventeen per cent of residents of Filipino ancestry have a postsecondary degree, compared with forty-two per cent of residents of Caucasian ancestry and thirty-five per cent of residents of Japanese ancestry.
The legislature further finds that at twenty-three per cent of the State's student population, students of Filipino ancestry are the second-largest ethnic group in the department of education. These students represent more than half of the student population at Farrington high school, Waipahu high school, Lanai high school, and Lanai elementary school.
The legislature also finds that despite their high representation in the general population and in schools within the department of education, students of Filipino ancestry are underrepresented in the University of Hawaii system. While students of Filipino ancestry are well-represented at the University of Hawaii, west Oahu, and the University of Hawaii's community colleges at thirty-two per cent and twenty-five per cent of the student population, respectively, students of Filipino ancestry are severely underrepresented at the University of Hawaii at Manoa, constituting only ten per cent of undergraduate students and four per cent of graduate students. While students of Filipino ancestry outperform their non-Filipino peers in degree attainment at the University of Hawaii's community colleges and at four-year degree campuses, their transfer rate from the community colleges to four-year campuses is low. Furthermore, only five per cent of the University of Hawaii system's faculty are of Filipino ancestry, and only three per cent of faculty at the University of Hawaii at Manoa are of Filipino ancestry.
In 2008, the legislature adopted Senate Concurrent Resolution No. 120, requesting the University of Hawaii and the department of education to submit a report to the legislature on a plan to develop, offer, and expand Philippine language courses at public schools and university of Hawaii campuses. More than twenty Filipino community and student groups supported S.C.R. No. 120, in addition to the Filipino legislative caucus in the house of representatives, the university of Hawaii, and the department of education.
In response to S.C.R. No. 120, the University of Hawaii submitted a report recommending the establishment of a committee to consider the following tasks:
(1) Surveying Philippine language courses and courses with significant Philippine or Filipino ethnic content;
(2) Identifying and supporting public schools and University of Hawaii campuses interested in offering new classes or expanding access to existing courses in Ilokano and Tagalog and related areas;
(3) Incorporating appropriate language and culture in pre-college and college recruitment and retention activities;
(4) Offering workshops, mentoring, and other professional development activities for Ilokano and Tagalog language teachers;
(5) Seeking funds for student support, co-curricular activities, and Philippine language courses; and
(6) Requesting advice and resources from San Diego Philippine language experts, Hawaii organizations, such as KNDI radio and the Filipino Community Center, and other resources.
The legislature further finds that the University of Hawaii Pamantasan Council, with representation from Filipino students, faculty, and administrators, organizes annual conferences and periodic workshops on the status and aspirations of Filipinos at the University of Hawaii. The Pamantasan Council was established in 1987 to address:
(1) Filipino student, faculty, and staff representation and success;
(2) Philippine and Filipino-American courses in the curriculum;
(3) Filipinos in the department of education;
(4) Filipinos in jobs, careers, and community service; and
(5) Relations between institutions of higher education in the Philippines and United States.
Furthermore, the Pamantasan Council has the capacity to engage in substantive discussions with and reach out to community groups, private organizations, and state agencies to improve the status of Filipino education at the University of Hawaii and the department of education.
The activities proposed by the different campuses require funds and positions to ensure adequate faculty, student service personnel, lecturers, graduate assistants, and student staff. Over the years, the Pamantasan Council has identified priority activities to increase access and diversity by supporting annual conferences, workshops, curriculum development, exchange programs, internships, neighbor island travel, library material, distance education units, and community partnerships. As part of its duties, the Pamantasan Council multicampus program supports the University of Hawaii's Hawaii graduation initiative to "increase the educational capital of the state by increasing the participation and completion of students . . . and preparing them for success in the workforce and their communities."
Increased coordination, additional resources, and expansion of Philippine studies, Philippine language courses, and content on the Filipino-American experience in the University of Hawaii system and the department of education will increase academic interest, student success, and graduation among Filipino students.
The legislature further finds that support from the Filipino community will increase the representation of Filipino students and professionals in the fields of education, health, law, business, science, technology, engineering, and mathematics. In particular, the Pamantasan Council will provide insight to University of Hawaii administrators and other policy makers on programs and policies related to Philippine courses and Filipino students.
Accordingly, the purpose of this Act is to provide additional resources to the University of Hawaii Pamantasan Council to help the State and the University of Hawaii meet strategic goals for access, diversity, and workforce development.
SECTION 2. There is appropriated out of the general revenues of the State of Hawaii the sum of $ or so much thereof as may be necessary for fiscal year 2019-2020 and the same sum or so much thereof as may be necessary for fiscal year 2020-2021 to fund four full-time equivalent positions (4.0 FTE) for the University of Hawaii system-wide Pamantasan Council, including instructional faculty, student personnel, and graduate assistantships.
The sums appropriated shall be expended by the University of Hawaii for the purposes of this Act.
SECTION 3. This Act shall take effect on July 1, 2050.
Report Title:
UH; Hawaii Pamantasan Council; Appropriation
Description:
Appropriates funds to the University of Hawaii Pamantasan Council for 4 full-time equivalent positions to promote access, diversity, and workforce development, including programs and policies related to Philippine courses and Filipino students. (HB377 HD1)
The summary description
of legislation appearing on this page is for informational purposes only and is
not legislation or evidence of legislative intent.
