Legislature(2025 - 2026)DAVIS 106
04/24/2025 08:00 AM House TRIBAL AFFAIRS
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| Audio | Topic |
|---|---|
| Start | |
| Presentation (s): Chickaloon Village Tribal Police & Courts | |
| HB59 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 59 | TELECONFERENCED | |
HB 59-STATE-TRIBAL EDUCATION COMPACTS
8:55:20 AM
CHAIR DIBERT announced that the final order of business would be
HOUSE BILL NO. 59, "An Act relating to demonstration state-
tribal education compacts; relating to demonstration state-
tribal education compact schools; and providing for an effective
date."
8:55:55 AM
JOEL ISAAK, PhD, Compacting Consultant, Department of Education
and Early Development, gave a brief overview of HB 59. He
stated that the proposed legislation would create a pathway for
tribes to operate their own public schools in the state. He
explained that the tribes would be functioning as school
districts, modeled after Mount Edgecumbe High School. He
continued that this would give the tribes more direction over
their educational system, as they would be hiring and training
their own staff. He added that the tribally compacted schools
would follow existing reporting requirements. He expressed the
opinion that school compacting would increase student learning
and outcomes.
8:58:12 AM
DEENA BISHOP, EdD, Commissioner, Department of Education and
Early Development, on behalf of the sponsor, House Rules by
request of the governor, spoke to HB 59. She stated that during
the creation of Alaska's Education Challenge there were more
than 15,000 people with input. In these comments, tribal
compacting was listed as one of the top five ways to improve
Alaska's public education system. She pointed out that in 2022,
the governor's education priorities listed tribal school
compacting. She also pointed out that Senate Bill 34 [passed
during the Thirty-Second Alaska State Legislature] had set
tribal compacting into action. In conclusion, she stated that
Alaskans, the governor, and the legislature "have spoken," and
she urged the committee to pass HB 59, as this would serve all
of Alaska's students.
9:00:54 AM
CHAIR DIBERT opened public testimony on HB 59.
9:01:42 AM
TRISTAN DOUVILLE, representing self, testified in support of HB
59. He shared his Tlingit name and tribal heritage. He stated
that he works at the Central Council of the Tlingit and Haida
Indian Tribes of Alaska and is a former school board member for
the Craig City School District. He continued that he has
dedicated his career to tribal self-determination, including a
tenure in Washinton D.C. He pointed out that he has witnessed
partnerships thriving, but he has also witnessed situations when
tribes are invited only "to advise, but not to decide." He
argued that when there is tribal leadership, outcomes improve;
however, tribes are still waiting for this opportunity with
education. He stated that the proposed legislation would move
the role of tribes from consultation to governance, and this
would ensure that schools reflect the cultures, values, and
strengths of Alaska Native communities.
9:04:43 AM
MISCHA JACKSON, representing self, on behalf of Joshua Jackson,
expressed support for the proposed legislation. She shared that
she works for the Central Council of the Tlingit and Haida
Indian Tribes of Alaska, but today she would be giving a
recitation from a testimony written by her husband, Joshua
Jackson. She paraphrased from his testimony, as follows:
Madame Chair Dibert and members of the House Tribal
Affairs Committee, my name is Joshua Jackson. I've
been a certified teacher in the Juneau School District
for 17 years, and I currently teach in a K-1 classroom
in the Tlingit Culture, Language, and Literacy (TCLL)
program at Harborview Elementary, where I have been
teaching for the past 10 years. I am a proud,
longtime Indigenous educator in the district, one of
only a few still teaching, and I am writing in strong
support of HB 59.
At TCLL, our students, most of whom are Alaska Native,
thrive when learning in an environment that reflects
their identity and builds on their strengths. This
success doesn't happen by chance, it takes unwavering
dedication from our staff to create and protect that
space within a system that wasn't built for us. Over
the last 10 years, what TCLL has offered me, as an
Indigenous educator, is a loving and caring staff that
knows what it takes to support each other and our
families. We create our own community that feeds off
the strength and balances of our clans, villages, and
our values, and it works. Our students, our families,
and our staff thrive when they see themselves
reflected in the education system.
But here's the reality: despite the success of TCLL,
it remains just a program. We lack autonomy - we
share a building, we share services, and too often our
students miss out, whether it's because of late buses,
limited access to teachers, specials, or after school
activities that don't align with our schedule. Every
year we are advocating for something new and trying to
be heard. The time has come - t koowaha - it's time
for education to be put back in the hands of our
people. We know what works for our students and our
communities. Our tribes know what works for our
families and our communities. HB 59 creates that
opportunity. Tribes aren't asking for special
treatment. They're asking for the authority to lead
and design public schools where culture, language, and
community are the foundation, not the add on that you
have to advocate for. I'll leave you with this: every
year my TCLL K-1 class has a waitlist. Every year we
turn away families because there isn't enough space.
HB 59 would open doors across Alaska, giving families
real choices and greater access to culturally grounded
tribal schools committed to student success. I urge
you to support and advance HB 59 without delay.
Gunalchéesh.
9:07:42 AM
CHAIR DIBERT expressed appreciation for Mr. Jackson's words, and
his reflection on the identity of Native Alaskans. She
expressed the importance of seeing a teacher "that looks like
us."
9:08:12 AM
REPRESENTATIVE BURKE expressed appreciation for the testimony.
She shared that her grandmother taught the Iñupiaq language for
41 years, and she expressed gratitude that her children can be
part of an immersion program in Iupiaq. She reiterated the
importance of having cultural identity in schools.
9:09:03 AM
REPRESENTATIVE MOORE expressed gratitude for Ms. Jackson's
presence and dedication to the cause.
9:10:07 AM
MICHAELYN JACKSON, student, testified in support of HB 59. She
shared her Tlingit name and that she is in the sixth grade. She
stated that she attends TCLL at Harborview Elementary. She
thanked the committee members for the opportunity to speak. She
expressed support for the proposed legislation because it allows
her to attend a school program designed by Tlingit teachers.
She explained that the school is different because of the
Tlingit language classes, oral narratives, and the song and
dance. She stated that Elders are in classes daily. She noted
that she has been attending language classes for seven years,
but she expressed the need for more. She described her younger
sister's preschool, where her sister speaks Tlingit all day in
class. She expressed the desire for this to happen in her
school. She expressed the understanding that HB 59 would allow
tribes to run their own schools, giving students more
educational options and space. She said, "Right now we are
crammed into an elementary school, and some of my classmates are
taller than some teachers." She urged the committee to support
the proposed legislation.
9:12:49 AM
REPRESENTATIVE SCHWANKE thanked the testifier, commenting that
it was brave of her to attend the meeting and speak.
CHAIR DIBERT commented that this is a great way for students to
be a part of democracy. She pointed out that she was not taught
the Koyukon Athabascan language as a student, and she expressed
the importance of learning language. She thanked the testifier.
9:13:52 AM
JODIE GATTI, representing self, testified in support of HB 59.
She expressed pride in being a citizen of the Tlingit and Haida
Indian Tribes of Alaska. She shared that she is the mother of
two young tribal citizens, with her five-year-old attending an
immersion program for the last two years, where three days a
week he is immersed in the Tlingit language. She expressed the
opinion that the learning environment in the school is
"priceless" because of the dedication of his teachers. She
noted that Elders help in the school, making sure the language
is culturally and linguistically accurate. She expressed
gratitude at being able to watch her son read books to her
mother in Tlingit. She noted that her mother was from a
generation when the language was not spoken, as she lived during
"the boarding school era," and she said, "This is what
generational healing looks like." She related a story of being
a victim of racism at five years old, as at that time, no one
was speaking Tlingit, and there were no cultural components in
her education.
MS. GATTI expressed the opinion that HB 59 would offer a
different path, rooted in self-determination and
intergenerational healing. She added that school compacting
would recognize what tribes already know concerning the success
of their children. She asserted that the tribes are ready, but
she questioned whether school districts are ready to receive
students who have a strong foundation in their culture. She
urged the committee to pass the proposed legislation.
CHAIR DIBERT commented on the importance of having Elders in the
schools. She shared her history of teaching, noting that she
had invited Elders into her classroom.
9:18:51 AM
SONTA ROACH, representing self, testified in support of HB 59.
She shared that she is an assistant professor of Alaska Native
Studies and Rural Development at the [University of Alaska
Fairbanks] and is a part of the Shageluk Native Village Tribe.
She shared that she is a former public-school teacher and has
served on her regional Native corporation board. She pointed
out that elements of traditional education, cultural identity,
connection to place, and the way of being have been integrated
piecemeal into some schools in Alaska; however, she added that
this integration would depend on the variables of leadership and
funding streams at the schools. For this type of education,
such as language immersion, she said, "We have only scratched
the surface of this work as a state." She argued that tribally
compacted public schools would be a model of true local control,
emphasizing that local control is one of the state's priorities.
She acknowledged that sustainable outcomes for tribal schools
have yet to be seen, especially because retaining local teachers
and administrators is difficult; however, she opined that when
control is leveraged at the local level, these outcomes would
represent the "best" work. She continued, arguing the benefits
of local control of tribal education. She stated that school
compacting is one of the strongest mechanisms of government on a
tribal level. In conclusion, she maintained that one of a
sovereign nation's fundamental rights would be educating its
children.
9:22:19 AM
JESSICA ULRICH, representing self, testified in support of HB
59. She shared that she is a tribal citizen and an assistant
research professor in Washington State, concentrating on the
community health of Indigenous families and intergenerational
wellbeing. She stated that currently she is working on school
compacting in a Nome tribal community. She shared that she had
helped to bring Elders, parents, and children together in a
wellness workshop, with the goal of sharing traditional
knowledge and promoting connectedness using cultural and
subsistence activities. She discussed the success of this event
and gave examples. She argued that tribes need education that
aligns with Indigenous ways of knowing and being, as this has
sustained the health of the collective for generations.
MS. ULRICH stated that compacted schools would teach reading,
writing, math, and other subjects in a way to help students know
who they are and where they come from. She quoted the Elder,
Richard A. Tuck, who said, "We need old-time solutions using
modern day tools." She suggested that compact schools have the
potential to honor the local Indigenous knowledge, providing a
model for the entire state, and potentially the country.
MS. ULRICH spoke about a current project that is developing
Indigenous education assessments, as these could be used by
tribally compacted schools. She asserted that tribal education
should be aligned with the wisdom of ancestors for the benefit
of all future generations.
9:25:41 AM
REID MAGDANZ, representing self, testified in support of HB 59.
He thanked the committee. He shared that he is a lifelong
Alaskan and a product of the public school system in the state.
He stated that he became aware of tribal compacting when it was
first discussed in Alaska's Education Challenge. He expressed
the opinion that HB 59 "represents the best shot" for a lasting
gain in student achievement. He argued that studies on
improving student outcomes in rural Alaska have had the same
results - make the schools reflect the students and the
community. In other words, connect what is happening outside of
the school to what is happening inside of the school.
MR. MAGDANZ spoke about his experience attending school in rural
Alaska. He attributed the low success rate of some of the
students in his school to the lack of community [in the school].
He reiterated that what was happening in the classroom was very
different from home and village life. He expressed the opinion
that tribal compacting has more potential than other efforts to
"change this reality."
MR. MAGDANZ expressed the opinion that the immersion school in
Kotzebue has demonstrated success, as the school is based on
local culture, with all local teachers. He noted that it has
operated for over 20 years. He stated that the students not
only acquire knowledge of language and cultural skills, but they
also model respectful behavior and leadership. He maintained
that this is the "promise of tribal compacting". He continued
that the proposed legislation is the product of "real
discussion" between communities, educators, tribes, and the
state. He argued that it would maintain the state's
constitutional responsibility of providing education, while
giving tribes the control to make a change in their schools. He
urged the committee to support HB 59.
9:29:50 AM
REPRESENTATIVE BURKE expressed her appreciation to the
testifier.
9:30:23 AM
ALICIA MARYOTT, President, Alaska Native Sisterhood Camp 70,
representing self, testified in support of HB 59. She shared
her Tlingit name and her heritage. She stated that she is a
tribal citizen. Along with being the president of the Alaska
Native Sisterhood Camp 70, she stated that she is also an
education councilor. She stated that she is testifying on
behalf of the sisterhood, which has been advocating for Native
land claims, health care, education, and subsistence since 1915.
She argued that the proposed legislation would represent an
important opportunity to honor tribal sovereignty, invest in
children, and reshape public education to reflect the culture
and values of Alaska Native communities. She noted the success
rate of compacting in Native health care and child welfare,
arguing that education should be no exception.
MS. MARYOTT stated that HB 59 would create a path for tribes to
operate public schools grounded in local priorities, governed
with community oversight, and guided by traditional knowledge
and cultural relevance. She explained that these would not be
private or charter schools, but public institutions following
the same funding and accountability of other public schools.
She argued that while Alaska Native students represent nearly 30
percent of all Alaska students, the current system continues to
"fall short in meeting their educational needs." She pointed
out that school compacting would enable students to see
themselves in the curriculum, to be taught in their Native
languages, and to be supported by educators who understand the
students' histories and strengths. She spoke about the
collaboration that went into creating the proposed legislation,
and she advised the committee "it is time to take the next
step." She asserted that the support of the proposed
legislation would confirm the state's support of educational
equity.
9:33:33 AM
EMILY ROSEBERRY, representing self, testified in support of HB
59. She shared that she is a former educator and principal, and
one of the co-founders of Qargi Academy Tribal School. She
noted that she is originally from Barrow. She expressed the
importance for students to be rooted in their identities,
connected to their heritage, and involved in the culture, as
this sets the foundation of learning for Native peoples.
MS. ROSEBERRY stated that she has witnessed Native students
being taught in the public education system, and she expressed
"no surprise" for the low outcomes of these students. She
argued that this is because local people have not been involved
in the actual teaching in the schools, as this would make a
"huge difference." She expressed pride that Qargi Academy
participates in tribal compacting, noting the progress that
students have made there. She stated that Qargi Academy is
"vastly different" from the public school system, as local
people are the teachers. She pointed out that having local
teachers builds student identity. She urged the passage of HB
59.
9:38:48 AM
WAYNE WOODGATE, Federal Programs Director, Yupiit School
District, testified in support of HB 59. He expressed the
opinion that the proposed legislation holds significance for the
future of Native children, pointing out that for generations,
the state's education system has not honored the cultural
heritage, languages, and ways of knowing of Indigenous
communities. He argued that HB 59 would offer an opportunity to
reshape this landscape by empowering tribes to exercise their
educational sovereignty. He asserted that this would not just
be a procedural change, but a recognition of tribal rights for
self-determination. By allowing tribes to enter into direct
agreements with the state, this legislation would pave the way
for development of community-driven and culturally responsive
models.
MR. WOODGATE argued that the proposed legislation would create
innovation within the education system, as tribes would have the
autonomy to design and implement Native education programs that
differ significantly from "the one size fits all model." He
explained that each participating tribal community would be able
to address its own needs and aspirations. He pointed out the
importance of this for Alaska Native children and tribal self-
governance.
MR. WOODGATE recommended that Section 6 of the proposed
legislation be reviewed, specifically the provision on reporting
to the state. He argued that the measurement of Native Alaska
students' success should be done within each unique cultural
context, and the tribal education leaders should do this
assessment. He continued that allowing the tribes to set the
parameters of success would ensure that evaluations reflect
their distinct philosophies and goals. He argued that HB 59
would be an investment in the future of Alaska, an affirmation
of tribal sovereignty in education, and a commitment to
providing Native students with culturally rich and relevant
education. He thanked the committee and urged the passage of
the proposed legislation.
9:42:13 AM
CHAIR DIBERT expressed appreciation for the testimony and the
comments on Indigenous learning styles.
9:42:58 AM
REPRESENTATIVE CARRICK thanked the testifiers, especially the
student testifier. She expressed the opinion that the proposed
legislation would be beneficial to the tribes.
9:44:27 AM
CHAIR DIBERT, after ascertaining that there was no one else who
wished to testify, closed public testimony.
9:44:52 AM
DR. ISAAK pointed out that the testifiers had provided good
examples for why tribal school compacting is needed. He
expressed the belief that HB 59 has the technical ingredients to
make compacting possible. He asserted that this would be an
opportunity for the stakeholders and the legislature to work
together for students.
CHAIR DIBERT announced that HB 59 was held over.
| Document Name | Date/Time | Subjects |
|---|---|---|
| CNV Alaska Tribal Affairs - Supplemental Materials.pdf |
HTRB 4/24/2025 8:00:00 AM |
|
| Chickaloon Native Village - Alaska Tribal House Affairs Committe Hearing - April 2025 (1).pdf |
HTRB 4/24/2025 8:00:00 AM |