Day: January 28, 2026

By: Corinne Smith, Alaska Beacon

While Alaska school districts are seeing improvements in kindergarten to third grade students’ reading proficiency, which officials credit to the Alaska Reads Act, some districts are struggling to access state managed funds for a federal grant program aimed at supporting literacy programs, teacher development, and student learning.

School districts awarded CLSD grants in 2025

Alaska Gateway School District

Aleutians East Borough School District

Anchorage School District

Bering Strait School District

Bristol Bay Borough School District / Chugach School District

Copper River School District

Cordova City School District

Dillingham City School District

Galena City School District

Iditarod Area School District

Kake City School District

Kashunamiut School District

Kenai Peninsula Borough School District

Kodiak Island Borough School District

Kuspuk School District

Lake and Peninsula Borough School District

Lower Yukon School District

Mount Edgecumbe High School

North Slope Borough School District

Northwest Arctic Borough School District

Petersburg Borough School District

Pribilof School District

Southeast Island School District

Yakutat School District

Yukon Flats School District

Yukon–Koyukuk School District

Lawmakers with the House Education Committee heard from two district superintendents about the successes and challenges of the Comprehensive Literacy State Development grant program — which in 2024 awarded $50 million to Alaska schools over five years. 

In 2025, roughly half of Alaska’s districts, or 27 school districts, qualified for these grant funds administered through the Alaska Department of Education and Early Development, according to the department. 

The program is aimed at advancing literacy for children from birth through 12th grade students, including pre-literacy skills, reading and writing. The program focuses on districts with disadvantaged children, including those living in poverty, English language learners and students with disabilities.

While all Alaska districts are required by state law to implement the Alaska Read’s Act, the policy did not come with additional state funding, said Rep. Rebecca Himschoot, I-Sitka, co-chair of the education committee, in an interview on Monday. She said some districts are struggling to fund the kindergarten through third grade reading initiatives. “I would like to see us supporting schools so that everybody gets the support they need to implement the law the way it was written,” she said.

The program isn’t new, but it has more money and it’s funding more districts now. In 2019, nearly one third of Alaska districts were awarded $25 million over five years, according to DEED. 

“The literacy grant is a really powerful tool that is going to help the districts that it’s in, a lot,” Himschoot said. “I’ve heard a lot of gratitude from superintendents about having this opportunity for those who have it, but we did hear about some bumps in the rollout of it.”

District officials’ testimony prompted Himschoot to send a list of questions to DEED about how the grant is managed. 

Michael Robbins, superintendent of the Bristol Bay Borough School District, which serves approximately 135 students, said the grant has been crucial for implementing the Alaska Reads Act, particularly supporting teachers’ training professional development, which helps retention. “The grant supports training, coaching and leadership development grounded in research-based instruction, including the science of reading,” he said. 

“It creates consistency across classrooms in schools, helps prevent problems before they grow, and ensure that limited resources are utilized where that matters most,” Robbins said.

But Robbins said in implementing the grant, districts need more “clear, timely and reasonable guidance around allowable use of grant funds” from DEED.

He said the district would like to use the money for professional services vendors to provide training to teachers, and funding to attend conferences. “The approval process has been particularly cumbersome as some districts have had to resubmit their application multiple times, which takes valuable time from our grant leaders and administrators, as well as delaying the implementation of important activities,” he said.

Officials with DEED did not attend the legislative hearing, but department spokesperson Bryan Zadalis said by email on Monday that the department recognizes the importance of clear guidance, which is communicated through multiple channels including webinars and office hours. “DEED also aligns state-level guidance with federal updates as they are released to ensure accuracy and compliance, which can at times require sequencing information rather than issuing it prematurely,” he said. 

In addition, Robbins, who formerly served as the superintendent of the Ketchikan Gateway Borough School District, said that that district did not qualify for grant funding. “The need was there, but the resources are not,” he said. “We need to find ways for all districts and all students to have access to the same level of support and opportunity.”

Robyn Taylor is superintendent of the Petersburg School District which serves approximately 420 students, and was awarded $350,000 per year through the grant program. She testified to lawmakers and echoed the need for equity in supporting reading programs across Alaska’s school districts. She said Petersburg still continues to have challenges with implementing the Alaska Reads Act, which she called “a real tension.” 

“In Petersburg alone, between FY 25 and FY 26 we eliminated one of our three elementary reading interventionist positions, positions that were directly supporting Reads Act implementation and student outcomes,” she said. She said the district was told that CLSD funds were for supplementing programs not replacing funding. 

“(The) restriction makes it difficult to use this grant to maintain positions or systems that are already working but are no longer financially sustainable under current funding structures,” she said. 

Taylor and Himschoot both emphasized that districts who did not qualify for funding need support with the administrative work to apply. They said some schools should have easily qualified for the funding, but didn’t in part because they lack proper documentation of their students’ need for free or reduced school meals, which is one of the federal poverty guidelines. “It’s not that they don’t have kids in need,” Himschoot said. “It’s that they haven’t been identified through the paperwork, because they don’t have the capacity in their district to go chase that down.”

Zadalis said the grant process is a competitive one. He said the primary source of education funding is through the state’s funding formula, but districts may also access state or federal funding through other grants focused on literacy efforts. 

Taylor said Petersburg students are making gains in reading proficiency, and the district is committed to continuing improvements beyond the grant cycle. “What we are asking for is greater flexibility, clearer and earlier guidance,” she said. “And increased trust in districts to make decisions that reflect local context and student needs.”