SECTION 1. The legislature finds that the Filipino community has grown since the first immigrants came to Hawaii in 1906. According to the 2010 United States Census, people of Filipino ancestry are the second largest ethnic group in Hawaii, with fifteen per cent of residents identifying themselves as Filipino alone and twenty-five per cent of residents identifying themselves as Filipino and another race. Students of Filipino ancestry are also the second largest ethnic group in the department of education and represent more than half of the student population at Farrington high school, Waipahu high school, and Lanai high and elementary school.

The legislature further finds that, despite their high representation in the general population and schools within the department of education, students of Filipino ancestry are underrepresented in the University of Hawaii system. Filipino students comprise only twelve per cent of the entire University of Hawaii system student population. Six per cent of the community colleges faculty and two and one half per cent of the University of Hawaii at Manoa faculty are of Filipino ancestry. The fifteen per cent postsecondary degree rate held by Filipinos is the lowest among all ethnic groups in Hawaii.

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 llokano 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 students, 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 Philippine and United States higher education institutions.

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 legislature further finds that 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.

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 education, health, legal, business, science, technology, engineering, and mathematics fields. In particular, the Pamantasan Council will provide insight to University of Hawaii administrators and other policy makers on programs and policies related to Filipino courses and students.

The purpose of this Act, therefore, 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 and diversity.

SECTION 2. There is appropriated out of the general revenues of the State of Hawaii the sum of $225,000 or so much thereof as may be necessary for fiscal year 2015-2016 and the same sum or so much thereof as may be necessary for fiscal year 2016-2017 to fund four full-time positions (4.0 FTE) for the 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, 2015.

INTRODUCED BY:	_____________________________

THE SENATE	S.B. NO.	327
TWENTY-EIGHTH LEGISLATURE, 2015
STATE OF HAWAII