▶ 0:19:28>> calling the oversight hearing to order. We are in the midst of a cup of oats, one just started and we will have another one when this one completes. It is a little bit disruptive this afternoon, but we will make do because we've got a lot to talk about. It is the business of the committee to just proceed. We are here to learn more about the U.S.
▶ 0:19:54Department of education programs that work to meet the trust responsibility the federal government has to our native students and elementary, secondary, and post secondary education. We spend a lot of time in this committee talking about the bureau of indian education. That is for good reason. We will continue to do so. But we cannot lose sight of the fact more than 90% of native students across our country attend public schools.
▶ 0:20:23The government fulfills its trust response ability to those students through programs at the department of education to programs at the interior, at usda, and hhs. Title vi of the indian education formula grants program at doe represents a significant federal investment in american indian and alaska native students and is a cornerstone of federal indian education policy.
▶ 0:20:50This program helps public schools provide additional tutoring, mentoring, and social support to native kids who need it so they can graduate on time. Programs like the native american language grants are the alaska native education program, which we call enap. Ane. Codex students to in learning.
▶ 0:21:11And funding from title iii of the higher education act supports native american post secondary educational institutions that allow native students to remain in their communities, raise their kids, take care of their families, all while earning certificates and degrees that would help them be better prepared leaders, fill gaps in the workforce, and grow the local economy. These funding streams and many others at the department of education are especially critical in fulfilling the federal trust responsibility.
▶ 0:21:42It is particularly important to me because we don't have the bureau of indian education schools in my state of alaska. This department of money has flexibilities associated with it that allows tribes, native amort -- organizations, kids, and families and put into the development and delivery of education programs.
▶ 0:22:07Funding has allowed the growth of a number of educational options for kids in my state by the funding after school, summer, and public tribal school opportunities. Even the major role the department of ed funding plays in educating the next generation of native students, I've heard and I know many of my colleagues have heard questions and concerns about recent proposals to alter or dismantle the U.S.
▶ 0:22:34Department of education as well as the recent executive orders calling for federal agency risk and reorganization plans. We are here to better understand the indian education programs at the department of education, how they impact native students, native students families, and the schools across our states, and why they must continue and not be negatively impacted by these reductions and reorganization plans.
▶ 0:23:01We need to make progress on the ground and we owe it to our native american kids across the country. The insights, experiences, feedback provided by witnesses in today's hearing will also help us chart our path forward on federal education programs. Thank you to all of you who have joined us today. I know it is never easy to make the long slog all the way back to washington, D.C. but I appreciate it and I'm looking forward to hearing from you.
▶ 0:23:32When the vice chair of the committee arrives, he will have an opportunity to make an opening statement. In the interest of time, what I would like to do is begin the proceedings within the committee. We will go in order from my left to right, beginning with the executive director of the national indian education association in washington, D.C.
▶ 0:23:59He will be followed by sidna yellow fish, the director of indian education at edmon public schools. You have come to us from edmond, oklahoma. Welcome. Next we have my friend and a friend of the committees, Dr. rosita worrall, president of the sea alaska heritage institute. She has joined us from juneau, alaska.
▶ 0:24:25And miss nicole russell, the executive director of national association of federally impacted schools, also here in washington, D.C. rounding out the penalties miss -- rose, the president and ceo of the american indian higher education consortium just across the river in alexandria, virginia. I would remind everyone on the panel that we have your full written testimony. It will become part of the official record.
▶ 0:24:57So I would invite you to keep your oral testimony here today to less than five minutes so we have plenty of time for questions and responses following. Mr. trump pick, we will begin with you -- Mr. dropic, we will begin with you, and we might interrupt the progression of the panel for his opening statements. But please proceed. >> thank you, chairwoman murkowski. [speaking native language] >> good afternoon.
▶ 0:25:29I'm the director of the education association. On behalf of the students, educators, and tribal nations, I appreciate the opportunity to testify today on native education programs at the U.S. department of education. Trust and treaty obligations to native students. This is a unique moment in time. One where the eyes of the nation are focused keenly on the american education system. And likewise, the eyes of indian country are focused on indian education.
▶ 0:26:00While conversations are happening about restructuring education, strengthening local control and potentially dismantling the department of education, those conversations raise serious questions for native communities. As you engage in these continued conversations following today's hearing, we urge you to remember the federal government has a direct and unique responsibility to students, that cannot be delegated to the states. Sovereignty is the foundation of the fact -- education in indian country.
▶ 0:26:29Since earliest treaties, the federal government promised education to tribe in exchange for land and peace. That enshrined entreaties did not come with an expiration date. The federal government works to meet these obligations through three primary mechanisms, native specific programs, programs with tribal set-asides, and broader programs tribal nations are eligible for.
▶ 0:26:50And while today's hearing focuses on the department of education, I want to underscore this responsibility of the entire federal government, native education is supported by a network of federal agencies beyond ed, including hhs, usda, and commerce, that cannot be separated from this trust response ability. The department administers several critical programs that directly support native students and fulfill trust obligations.
▶ 0:27:17Title vi part a of the elementary and secondary education act is the cornerstone. It provides flexible, community driven, parent directed support for native students in public bie and charter schools. Part b and c of title vi alaska native and native hawaiians. Communities that do not receive education funding under interior. These programs are essential lifelines to communities which would otherwise not be served and must remain attacked.
▶ 0:27:45Impact aid is another key program. It was established in 1952 provide an cash assistance to school districts that lose local tax revenue due to the presence of federal or tribal lands. Impact aid opposites the loss of tacklers -- tax revenues supporting over 100,000 native students. For many districts, it means the difference between maintaining teachers and or programs were going without them.
▶ 0:28:10Title I and ida are foundational to education. Especially in low-end income communities were most tribal nations are located. Title I supports schools, economically distressed areas. Idea ensures students with disabilities reserve to receive the services they need, often harder to access in underfunded remote schools. Native students with disabilities face additional barriers. Including geographic isolation, shortage of qualified providers.
▶ 0:28:40Idea and title I include set-asides for bie schools. It is imperative they remain set-asides for tribal nations. Directly from the federal government for any funding structure these programs may take. We recommend increasing this set aside 5% to reflect tribal administrative cost and the lack of tax revenue. This set-aside is not an interest group carveout, it is fulfilling its legal and obligations. Protecting institutional knowledge is critical.
▶ 0:29:12Many staff working in native programs are native themselves, or have long-standing relationships with tribal communities, relationships which are vital to effective program delivery. A recent executive actions have resulted in some of native serving staff being removed or placed on administrative leave. Further, the agency has -- the agencies which have been proposed for relocations have also been cut, threatening their ability to serve the programs they already operate.
▶ 0:29:41Much less to take on additional ones. We urge congress to ensure native education programs are protected area that means safeguarding funding staffing and program integrity. Preventing funding from being rerouted through street -- through states, conducting mina for government to government consultation. It is not just a legal checkbox, nor -- it is a responsibility. It cannot be ignored due to burdensome nature read it as a foundation of respectful trust relationships.
▶ 0:30:11Each of the programs mentioned are unique. They represent local control in our education systems, tribal leaders, educators and families are the experts in what students need. Our leaders and communities stand to work with you to strategically solve the problems our education systems face together in a way that best serves our most sacred gifts, our children. They queue for the opportunity to share with you. Appreciate the opportunity. >> thank you. Ms. yellowfish, welcome.
▶ 0:30:42Ms. Yellowfish: Good afternoon. My name is sydney yellowfish, I am a member of the otoliths are each tribe, and a senate of the and poni tribes. I'm the coordinator for title vi and our program for admin public schools and I'm humbled to be able to share my testimony with you. Education has always been a core value for our native communities.
▶ 0:31:06Ms. Yellowfish: This commitment is rooted in many treaties tribal nations made with the united states government, which confirmed the foundation of government to government relationships. For example, the 1825 treaty with the osage nation established funding support -- to support schools for osge children pray that 1833 treaty with the otoe-missouria included funds for the purposes of education.
▶ 0:31:32Ms. Yellowfish: Programs like title vi and jom are modern extensions of these treaty commitment. Continuing the legacy of education for native students. I stand before you because of the strength of generations before me. My parents, grandparents, and great grandparents attended boarding school such as carlisle, and haskell institute. We know these historical education policies led to dramatic outcomes.
▶ 0:31:58Ms. Yellowfish: However, we also know that when policies align with the passion of the people, we witness the determination and resilience of our ancestors. Title vi is vital for our indian students. Our state has one of the largest indian populations attending public schools. Within my school district, there are 1950 indian students out of 25,754 total students enrolled in admin public schools.
▶ 0:32:28Ms. Yellowfish: Our indian students represent 56 diverse tribes from oklahoma and across the nation that we work with. The oklahoma city metro area has 11,000 title vi students as determined by a recent tribal consultation. These numbers show the impact this program provides for.
▶ 0:32:48Ms. Yellowfish: Indian students and families that attend edmond and the surrounding metro area schools reside away from their tribal jurisdiction areas and communities, often the mating access and eligibility to services and support from their tribes. Title vi funds for public school students provide services directly related to educational and cultural needs, a primary reason why title vi should remain intact.
▶ 0:33:16Ms. Yellowfish: One highlight has been creating and implementing a high school class that teaches our tribe's history and culture. This class has established 26 years ago as a high school credit and is supported by our parent committee. A semester course had to be developed in a creative way that included cultural consultants, tribal representatives, and the partnerships made with several tribes with teaching resources.
▶ 0:33:42Ms. Yellowfish: This class benefits all students by fostering respectful understanding of cultural differences, critical thinking, and cultivating a deep appreciation for our society today. It is also important to acknowledge the school districts commitment and trust in the indian education program, professional development learning for teachers and districts statewide and on the national level are a regular occurrence. In addition to cultural learning, academic achievement, and graduation for our students is also a significant outcome.
▶ 0:34:14Ms. Yellowfish: Most recently, our program worked exclusively with students displaced from home during the final nine weeks of their senior year. For the situation, the staff was able to help this student transition to virtual admin by securing the supplies and broadband needed to graduate. Administration and staff worked tirelessly to make sure this student graduated on time.
▶ 0:34:36Ms. Yellowfish: Even beyond scholastic support, staff is able to intervene when a student was confronted with the unexpected situation and misunderstanding concerning their bee and pat -- beaded cap being worn at graduation. Title vi staff handles this situation immediately. This student's commencement experience could have gone from being one of the happiest days to the worst days.
▶ 0:35:00Ms. Yellowfish: Acknowledgment of challenges such as suicide, substance abuse, bullying, homelessness, foster care, sexual assault, missing indigenous children, and the struggle to meet basic needs is evident. These challenges are not just statistics we look at. They are the lived experience of many students. These challenges may not always be fully resolved and outcomes may not always align with what our families hope for, but the title vi program helps make each situation more manageable.
▶ 0:35:31Ms. Yellowfish: Our staff works directly with families to do what is needed and to help native families in our schools feel comfortable. Without title vi, our students are at risk of continuing to be left behind. Supporting the success of thousands of native students critical and direct funding to school districts should continue without interpretation. Thank you for this opportunity to speak before you. >> thank you. Dr. worl, welcome.
▶ 0:36:00Dr. Worl: Madam chair, senator murkowski. Honorable members of the senate committee on indian affairs. May I first thank the committee for holding this critical hearing. My name is rosita worl, I serve as president of the sea alaska heritage institute, an affiliate of sea alaska corporation.
▶ 0:36:26Dr. Worl: Sea alaska was created under the claim that settlement act of 1971 to settle our aboriginal land claims. Shi's mission is to prepare chili and enhance tlngit, haida, and tsmihian cultures of southeast alaska. And with the native hawaiians that implement native educations funded by the department of education grants.
▶ 0:36:53Dr. Worl: We have discussed with them the challenges of indigenous education and the persistent lack of funding. The fiscal crisis that the state of alaska has been experiencing has translated into minimal funding for native education, making federal funding even more important.
▶ 0:37:12Dr. Worl: Despite these challenges, we can confidently state that through our culture-based programs, we have integrated into schools with doe funding, we have witnessed measurable educational achievement among native students as well as improvements in their social and emotional well-being. Through our discussions and relationship with native hawaiians, we also found we share similar priorities, programming, and demonstrated benefits from doe support and funding.
▶ 0:37:43Dr. Worl: We also share a common theme. Culture-based educational programs support educational achievements. I would like to review key elements of native educational success. These findings are directly interlinked with support and funding from the doe and demonstrate the importance of that department. Key elements of a native educational attainment.
▶ 0:38:10Dr. Worl: Number one, d.o.e.'s support and federal funding, key in supporting the direct involvement of native entities and their children's education and to actively engage with school districts and school boards to promote and develop relevant educational programs for native students. Native involvement also product policy and systemic changes in schools that have come to recognize the importance of integrating native studies.
▶ 0:38:37Dr. Worl: The data we collected demonstrates academic progress have largely been absent until native entities began to receive education graphs to develop and implement culture-based programs in schools. Number two, doe support and header funding allowed entities to have culture-based culture program and materials that embody and reflect native cultures, values, and worldview.
▶ 0:39:09Dr. Worl: Number three, doe support in federal funding supported cultural orientations and instructions for non-native teachers and native teachers training and the university fou, training and the university foud federal funding allowing partnerships and to infuse funds into financially stressed partner school district and the university of alaska system to support native education.
▶ 0:39:39Dr. Worl: Today, sh I has partnerships with 15 school districts, 16 tribes and tribal organizations, two educational organizations that facilitate funds and program throughout our region. Additionally we have partnerships with the bristol bay foundation and the arctic slope community foundation, which are also supported by federal educational funding.
▶ 0:40:04Dr. Worl: While we have made significant progress, native student scores continue to trail behind reported averages for all students, demonstrating that the need persists for continued native educational funding. The academic success fostered among native students can largely be attributed to the alaska native education program.
▶ 0:40:28Dr. Worl: Grantees have successfully intervened on behalf of native students and families to contribute to their success both academically and socially. However, we are aware the level of funding is not sufficient to allow more native entities to participate. Because of the significant impact in alaska, shi has recommended an increase in the 2026 appropriation to $70 million.
▶ 0:40:58Dr. Worl: I would like to conclude with the recognition and thanks to the department of education and staff for their invaluable support and to congress for enacting laws and providing funding to support quality education for natives and students across the country.
▶ 0:41:15Dr. Worl: With adequate funding, students and educators can have access to quality education and tools that reflect their heritage while equipping them with the skills necessary for future success. >> welcome, miss russell. >> chairwoman murkowski, vice chairman schatz, thank you for the opportunity to testify today.
▶ 0:41:45Dr. Worl: My name is nicole russell, I'm exec it director of the national association of federally impacted schools. Representing more than 1000 federally impacted schools nationwide, but educate nearly 8 million students. More than 105,000 on tribal lands. Federally impacted school districts are those which depend on the continued support of impacting.
▶ 0:42:10Dr. Worl: The oldest elementary and secondary education funding program that has a federal response ability to reimburse public schools for lost property tax revenue due to nontaxable federal property. Such as indian and restricted feed land, alaska native claims settlement land, and other native property. Nafis is grateful for congress' bipartisan support and hopes that strong support will continue.
▶ 0:42:36Dr. Worl: Eight community members have joined the impact aid caucus, seven signed a deer calling later led by senator lujan supporting robust impact aid funding in fy 25. Impact aid is not a handout. It is a federal obligation born of treaties, trust response ability, and the unique status of tribal lands as nontaxable. Public schools that serve native american students and all students impacted by federal lands face significant physical disadvantages.
▶ 0:43:05Dr. Worl: Because they cannot rely on traditional property tax revenue to fund their schools. Impact aid exists to bridge that gap. Today, we are confronted with serious discussions about the potential dismantling of the U.S. department of education and the erosion of federal support for public schools. Eliminating the department would be devastating. In fact, well over 90% of native american students are educated in traditional public schools.
▶ 0:43:32Dr. Worl: Impact aid is administered efficiently, sending funds directly to school districts, which allows school leaders the flex ability to make local decisions. Precisely the kind of governance many are advocating for today. Many schools that receive impact aid are the economic engines that drive that community forward.
▶ 0:43:51Dr. Worl: Impact aid can be used for any legal purpose, including special education services, transportation, culturally relevant instruction, language, revitalization programs, or teacher housing. Moving impact aid to a different agency would introduce unnecessary bureaucratic hurdles , result in a loss of valuable institutional knowledge, and lead to significant delays in payments. If the department is dismantled, many schools that heavily rely on impact aid will be the first to suffer.
▶ 0:44:21Dr. Worl: This bite its importance, impact aid has not been fully funded since 1969. Leaving schools struggling to fill those gaps. We are grateful for senator lujan and tillis leadership on the by partnership toward funding act last congress. Many school facilities serving native students are in urgent need of repair.
▶ 0:44:45Dr. Worl: Unlike most public schools, federally impacted district have limited to no bonding capacity to fund school compassion -- or renovation. Restriction grants funded at only $19 million annually right vertical funding for infrastructure improvements, yet demand far exceeds available resources.
▶ 0:45:03Dr. Worl: That is why we are grateful to senator hirono for leading and senator smith for cosponsoring the impact aid infrastructure partnership act which proposes enough funding for access to safe, modern, educational facilities and expands the use of funds to include teacher housing. A challenge for many native communities. Impact aid has tribal consultation requirements, ensuring schools meaningfully engage with tribal representatives and parents.
▶ 0:45:34Dr. Worl: These policies promote collaboration, transparency, culturally relevant solutions, and equitable access to educational resources. Impact aid reflects this nation's moral and legal obligation to native communities. I urge congress to prioritize and protect impact aid. The education of native american students, the next generation of leaders, and the integrity of our nation's promises depend on it.
▶ 0:46:01Dr. Worl: Thank you for your time, attention, and continued commitment to tribal lands >> and federally impacted communities. >>thank you. In return to Ms. rose. >> chairman murkowski and members of the committee, thank you for the opportunity to testify. My name is ahniwake rose, I serve as president and ceo for the american idiom higher education consortium.
▶ 0:46:32Dr. Worl: Strong sovereign nations through excellence and education. We encompass this by supporting our 34 accredited tribal colleges and universities. Which operate more than 90 campuses and sites in 16 states. Tcu's serve students from over 250 federally recognized tribal nations and embody a vital component of tribal higher education. Rooted in treaties and authorized by the constitution, the federal government's unique response ability to tribal nations has been repeatedly affirmed.
▶ 0:47:03Dr. Worl: These trust and treaty obligations are owed to citizens and do not have an expiration date. They are also not bound just to the department of interior that extend across the federal government and education is a central component to these obligations. The federal government has long endeavored to uphold this through the appropriate process and the enactment of such laws as the tribally controlled colleges and universities assistance act. Tribal nations began chartering their own institutions of higher education in the 1960's for two reasons.
▶ 0:47:33Dr. Worl: The near complete failure of the U.S. higher education system to address the needs of or frankly even include american indians and alaska natives and the need to preserve our culture, language, lands, sovereignty.
▶ 0:47:58Dr. Worl: The guiding vision of the tribal college movement is an education system founded on traditional knowledge focused on a prosperous future through job creation and strengthening our communities. Today's tcu offers certificates as well as associates my bachelors and masters degree, and to make college offers our first doctoral degree. Tcu's trained professionals in high demand fields include law enforcement, agriculture, natural resource management, information technology, early childhood education, and health care. I teaching the jobs goes most in demand in our community, tcu's play a solid foundation for tribal economic growth with the benefits for surrounding rural communities in the nation as a whole.
▶ 0:48:28Dr. Worl: In addition to the over 25,000 attending tribal colleges, this academic year, tcus service community hubs serving 1000 community member's annually through various programs and services such as our libraries, job-training, high school equivalency programs, headstart, financial literacy, community gardens, and youth and college grad. To administer these programs, tcu's receive funding from several institutions including the department of education.
▶ 0:48:58Dr. Worl: Our written testimony goes into detail for most of these programs but I want to highlight the title iii strengthening institutions program which is frankly one of the most important resources for tribal colleges. The core funding is vital to the flex ability and meeting the unique needs of our tcus.
▶ 0:49:19Dr. Worl: It allows scientific equipment, faculty development, academic programs, create and improve facilities for assistance lighting and allows for the construction and renovation of instructional facilities. For example, at utc see, title iii dollars support and supplement new construction and rehabilitation projects across their 120 four-year-old campus.
▶ 0:49:52Dr. Worl: This includes a greenhouse, cold storage building, and lighting for outside spaces. In montana, title iii's fund math and science, cultural staff, and linkage immersion programs. As congress considers proposals aihec aihec to restructure the department of education and whether tribal specific programs should be moved to other agencies, requests all programs who receive direct set-aside such as the title iii program be considered.
▶ 0:50:19Dr. Worl: Any cut in funding, freeze, or delay, or frankly any tcu specific funding that is block granted and inefficiently rerouted through state governments would result in drastic cuts to faculty and staff and frankly were an hour accreditation status. It would also be inappropriate to send funds that are directed to tcu's through the federal trust and treaty obligations to states.
▶ 0:50:44Dr. Worl: Aihec appreciates the committee of indian affairs hosting the meeting and working collaboratively with the meeting as a trusted resource to ensure tcus, tribal nations, and citizens have a shape in the education future. Thank you. >> thank you. We have started our second vote.
▶ 0:51:07Dr. Worl: So I think what I will do is turn first to you, senator smith. And I will ask a question. I may take off to vote. I want to keep us going without having to take a break. Let's begin with you.
▶ 0:51:37Dr. Worl: >> very informative and useful panel. I would like to start by focusing in on impact aid. Miss russell, I will direct my questions to you. I appreciate how you are highlighting how cost effective and efficient impact aid dollars are.
▶ 0:51:57Dr. Worl: I also appreciate how the entire panel in one way or another it started with the unique trust and treaty obligations the federal government has toward indian education, that it is not a program that can just be cut by somebody, that it is part of our long-standing obligation to really lived up to. That was an important place to start. We know impact aid is very cost-effective, very efficient.
▶ 0:52:25Dr. Worl: Madam chair, I would like permission to enter into the record testimony from the national indian impacted schools association headquartered in minnesota related to this topic. Thank you very much. In this testimony, brent gish, who is the nasa executive director explains how impact aid is a model for efficiency.
▶ 0:52:52Dr. Worl: And also how it has never been funded to meet the intention of the program. Miss russell, I would like to to discuss the recent so-called continuing resolution with funding through the end of this fiscal year. We have the executive actions and their impact on impact aid.
▶ 0:53:13Dr. Worl: I'm hearing from my local school boards how difficult it is to hold it all together given serious worries about getting shortchanged. Could you help people who don't understand this completely, give me some good arguments why it has such a tangible impact on the ability of schools to do what they need to do. >> absolutely, thank you for the question. Impact aid is one of the few federal funding programs that is not forward funded.
▶ 0:53:44Dr. Worl: Meaning we rely on annual appropriations so the school districts can receive their funds. Which they are still waiting on since passage of the fy 25 year long cr. Our federal impacted school districts, experiencing serious delays in funding. They happen because congress does not pass appropriations in recent years on october 1.
▶ 0:54:10Dr. Worl: So these school district have waited almost an entire school year to receive current year funds. We expect a couple weeks from passage of appropriations for the funds to reach ed to then be to the school district sprayed once they do reach, they can be dispersed quickly and those funds go directly from the department of education to a school district's bank account. It is quick and direct funding.
▶ 0:54:39Dr. Worl: Our concerns are a already know the passage of the cr and funds have not gotten to the school districts, they are running into cash flow problems. Not just because of impacted -- one school district in particular I heard from this week, we are talking three pay periods away from meeting payroll.
▶ 0:55:06Dr. Worl: So these are very dire circumstances are school district are facing. When they so heavily rely on federal funds like federally impacted school districts, other aid, and federal programs you have heard about. These are serious problems. We need to make sure funds are getting to the school districts in as quick a manner as possible. >> I think it is something we need to pay attention to.
▶ 0:55:36Dr. Worl: Miss rose, I want to take a minute, I'm such a huge fan of tcu's, we have four in minnesota. I had a great opportunity to meet with the graduate of one of them this past week. I wonder if you can take the bit of time I have left to talk about what you are seeing in terms of cutbacks on tcu's. >> we are so happy to have a fan of our tribal colleges.
▶ 0:56:08Dr. Worl: Thank you, senator for the work you have done to support us. We are grateful. Our immediate impact that we saw, not only on the chopping block with the elimination of our executive order, the loss of the office within the department of education wasn't readily heartfelt for us as we lost. But the most immediate impact was frankie with as they were targeted with severe loss of staff, 25% roughly for both of them.
▶ 0:56:40Dr. Worl: We have been able to return those staff. But at great challenges to the school as the students felt unloved, unappreciated, the faculty felt desperate. A lot of concerns about whether they would be able to maintain their programs or be able to graduate. What you saw was the tribal college community come around and support each other. When we say we have a tcu family, that is what happened. People mobilized to ensure there was faculty present, administrative teams present. All to make sure they had the resources they need.
▶ 0:57:12Dr. Worl: But more largely than that, we are deeply concerned about programs such as title iii. While there is a lot that has been laid out about what the administration would like to see done to some programs and services, there are pieces within the post secondary portfolio we don't know what the future of I.s.. Post secondary funding is not as secure peace. We are deeply concerned about pell grant's. 75% of our students rely on pell grants, a larger portion than any other part of the population.
▶ 0:57:42Dr. Worl: Without consistency in funding, that will really impact our students. An intern it will impact our institutions. I'm out of time, so I'm going to be respectful of the chairs time. Thank you for that. >> thank you for that. >> Dr.
▶ 0:57:58Dr. Worl: Worl, you have spoken very well about the benefits we see through ainap and the reason why we need to be focused on doing all that we can.
▶ 0:58:15Dr. Worl: The average reading scores in 2022 in alaska for nive fourth graders and eighth graders -- not just in alaska, across the country, 14 to 20 points below average compared to all students. Recognizing and trying to address these gaps I think is important.
▶ 0:58:41Dr. Worl: Over the years I have been the recipient of the baby raven reads program. I'm still working through my first and second and third editions. I think right now I'm on eagle, which is -- I did ok?
▶ 0:59:02Dr. Worl: I am learning, slowly but -- I look at what has been done through programs like baby raven reads where we are working to address phonetic awareness and some of the basic things. But when you mentioned you have 15 different school districts now, many in the southeastern part of the state.
▶ 0:59:28Dr. Worl: I have visited the programs there where they have incorporated the native language into these early education programs. We are benefiting not only the native students, but also the non-native students within these schools.
▶ 0:59:45Dr. Worl: Can you share with the committee how programs that are funded by -- or the native hawaiian education grant program, how -- where we are achieving the gap between native and non-native students. Then how this is different than what is already offered within the school district. How this insertion makes that difference.
▶ 1:00:17Dr. Worl: >> I think we have to enroll the senator in the baby raven reads. We have 30 baby raven reads books, you have been through three. >> I have the more advanced ones. I am working on this one. >> senator, the answer to this, I will try to make it simple. It is complex and rooted in history.
▶ 1:00:43Dr. Worl: You have to remember when schools were first introduced in alaska in the late 1800s, the policy was suppression of native cultures, that was the policy. That continued probably up until the 1960's when the south determination became a policy of the government. I think in alaska, that has been followed by the alaska native claims settlement act, which has a social responsibility to its constituents.
▶ 1:01:14Dr. Worl: So they were able to put money into our schools as well. We heard this rally, cultural survival, cultural persistence. We then began to see measures of improvement in native education. It was really when we started to get federal funds for native education that we saw some real progress in our educational achievement of native students.
▶ 1:01:45Dr. Worl: That was largely through a couple of things, number one, the direct engagement of native people in education. A lot of our parents were raised in boarding schools, so they hadn't had the benefit of understanding, learning cultural values and practices, about being engaged in their children's education. So the funds allow that direct participation of native entities and native parents. Then we have baby raven reads, where we integrate native culture.
▶ 1:02:19Dr. Worl: Native integration of cultural programming into educational curriculum and ■integration into the schools. Look at baby raven reads. It is very different from the books we grew up with where jane and mary, mary and jane -- that was the norm.
▶ 1:02:47Dr. Worl: People saw little white kids doing little white things that little white kids do, they did not see themselves. They did not see brown kids, they did not see their lifestyles picking berries, going fishing and things like that. Baby raven reads I think is a really good example of native programming. I noted in 2020, the reading scores improved by 20 points. That is significant.
▶ 1:03:10Dr. Worl: I have to share with you that today, or as of september 2024, in juneau, alaska, juneau school district, that native literacy scores are higher than non-natives. I have said this is a model that should be integrated into headstart across the country.
▶ 1:03:37Dr. Worl: The other part of your question talks about when you don't have native programming. What happens? We still have school districts that have not integrated cultural programming into their schools. And we don't see the kind of academic achievement that we see with schools that have that.
▶ 1:03:57Dr. Worl: In fact, we have schools like in juneau, and this is earlier, where there were schools within that school district that did not have native programming. We had native programming in one of the schools. It was called tcll, clink it culture literacy and language.
▶ 1:04:22Dr. Worl: When we did an evaluation of those students at the end of the year, we found students who attended tcll, their scores were higher than native students who did not attend but attended other schools in the same district that did not have native cultural programs. Their scores were lower.
▶ 1:04:46Dr. Worl: We know clearly from our data, our evaluations, that the integration of language and culture into schools promotes academic higher achievement and higher school retention and better social and emotional well-being. >> thank you and congratulations. That is not only market improvement, but is really breathtaking when using about how far you've come.
▶ 1:05:14Dr. Worl: I will excuse myself and go vote. I will turn the gavel over to the vice chairman. You haven't given your opening statement, senator cortez masto is next up. You get to decide. Whoever is not speaking can actually read from my collection of baby raven reads while I'm out. >> thank you, chair murkowski.
▶ 1:05:41Dr. Worl: One of the federal government core trusted treaty responsibilities to native american indians, native hawaiians, and alaska natives is to provide education. The department of education plays a critical role in fulfilling this promise on everything from impact aid and indian education programs to indian language revitalization. For over a century, congress has passed law after law affirming and reaffirming this federal obligation across the department of education.
▶ 1:06:08Dr. Worl: Including elementary and secondary education act, idea, the higher education act, the mckinney vento act, johnson o'malley act, indian education act, native hawaiian education act, tribal and control quality assistance act, an american native-language resource interact. Each of these laws was enacted to provide critical support for native students and schools across the country.
▶ 1:06:32Dr. Worl: No matter where they attend bie schools, tribally controlled schools, public schools, tribal colleges and universities, alaska native and native hawaiian serving institutions, or native american serving on tribal institutions. Not to mention more general education laws that benefit native children and un-house native children. People with disabilities, federal loan programs that help 87% of native students attend college.
▶ 1:07:02Dr. Worl: What does it mean when the president by executive order proposes to dismantle the education department first by gutting its workforce and by handing control to the states. Let me start by saying this, and this is maybe the most important thing. An executive order is not a law. It is an instruction about how to implement a law. It can be a powerful tool, but it does not supersede a statute and certainly does not supersede a series of statutes.
▶ 1:07:34Dr. Worl: Congress passes laws of the president signs and executes. The duly enacted federal laws I just mentioned go native education. The president does not get to wash his hands of the federal government's trust response ability by memorandum. If he wants to eliminate that trust responsibility, he has to come back to this committee and to this congress. Going back to the original question, what does the proposal do?
▶ 1:08:02Dr. Worl: Native students, more than 90% of whom attend public schools, will be at the mercy of state governments that have no trust entreaty treaty responsibility to meet their unique needs. For rural native students, eliminating the department of education would lead to fewer choices and tremendous instability, high poverty, especially those in rural native communities are at greatest risk of closing if enrollment drops below the minimum. But do not take my word for it.
▶ 1:08:29Dr. Worl: I would like to enter into the record without objection the accounts of tribal schools operating day to day not knowing how or even if they will stay open amid the chaos at this administration has caused. I'm committed to ensuring federal laws implementing the federal promise of an education to american indians, native hawaiians and alaskan natives is not broken. We have a duty to fight this reckless plan on a bipartisan basis and protect native students.
▶ 1:08:56Dr. Worl: I thank the witnesses at I apologize for being late. I first question is pretty simple. We would just go down the line starting with Mr. dropik. Did any of your organizations ask to dismantle the education department or voucherizing's programs? Yes or no? >> no. >> no. >> absolutely no.
▶ 1:09:27Dr. Worl: >> no. >> no. >> aihec rose and -- miss rose and Mr. dropik, did any organization -- dismantling the agency? >> they did consult on the eo for vouching the schools but did not consult on the closing of the department of education. >> in your view, does it violate the law? >> yes. >> agreed, they did not.
▶ 1:10:05Dr. Worl: Miss yellowfish, does your title vi indian ed program currently answer to your state? >> no it does not. >> miss rose, do tcu's currently have to answer to states on how they spend their federal funds? >> know they do not. -- no they do not. >> I will end with one final comment because of my opening statement I've gone a bit long.
▶ 1:10:34Dr. Worl: This is not permissible under the law. That is not to be dismissed of the immediate damage it is causing. But I really think all of us have to not obey in advance. One of the president's innate powers, regardless of whether he's in office or not, this president in particular, is to bluff.
▶ 1:10:58Dr. Worl: Is to make things seem inevitable or likely, or having momentum that may or may not be inevitable or likely or having momentum. In this case, what he's proposing is no more powerful than a firmly worded tweet. That is not to say it is not having immediate impact.
▶ 1:11:19Dr. Worl: But in the long run, these statutes cover what we do. All of the authorizing statutes and appropriations law are what we have to adhere to. We are still a country of laws. I know it is cold comfort trying to operate a school and not knowing whether you will be able to keep the lights on and make payroll. I understand that. But it is worth saying on the record the law is the law and an executive order does not get to wave away a federal statute. Senator cortez masto.
▶ 1:11:50Dr. Worl: >> thank you. Thank you to the ranking member for his comments and for you being here. Let me follow up on that. There is no doubt the treaties and laws have consistently acknowledged the federal government's commitment to providing education to american indian and alaska native peoples. Let me start with Mr. dropik.
▶ 1:12:10Dr. Worl: For the benefit of the administration that does not believe in consultation, does not want to recognize necessarily those treaties and laws, can you talk about the department of education funding like title I and like idea? And how it actually evens the playing field for native american students and how cutting this funding could result in native children, native communities being left behind. >> thank you for that question.
▶ 1:12:44Dr. Worl: When you think about the impact that has -- we know the historical context in which educational systems and the government to government relationships have continued to be unmet. Continued promises and not kept. When you continue creating cycles of distrust and on promises, it has an impact on communities. In those institutions themselves.
▶ 1:13:05Dr. Worl: When we have programs and institutions and items that hope to validate someone's belief in who they are and the validity of their experience, those programs are not part of the educational system for our indian students. Thinking back to my own experience growing up in being a first-generation college graduate in my family, checking a box for other for my ethnicity. I'm glad we have moved beyond that, I'm no longer an other, I can acknowledge my history. That is comforting. But it has an impact on communities. I did not get that teaching.
▶ 1:13:37Dr. Worl: I have an education experience within my public-school upbringing that did not validate those experiences. Bringing in cultural programming experts and expertise into the situations, you validate not just who they are and who their ancestors are, who their families are, which we know our communities are vital to who we are as people, but you also repair some of the harm that has been done, that has been purposely ripped out of communities. Those programs, without them, they don't exist.
▶ 1:14:06Dr. Worl: And you continue to have the negative impacts we are seeing within education outcomes. Mental health. Then it impacts industry and economics. It is a ripple effect that goes far beyond just a school building. >> thank you. >> use a reliable education data remains a challenge -- you say reliable education data remains a challenge.
▶ 1:14:34Dr. Worl: You say the tool should be preserved. The study conducted on behalf of the department of education. Could you elaborate on the importance of reliable native student data collection and how dismantling the department of education would create challenges in obtaining that data? >> absolutely. Part of it is in the relationships in the community you are serving.
▶ 1:15:01Dr. Worl: In native serving programs, they have relationships and connections and the ability to make sure they are getting information and they understand sometimes what other mainstream -- those other points of view might not understand how to collect data meaningfully in tribal communities. Others don't have that knowledge of how do we make sure that we are accounting for all the statistics and numbers in the communities in areas that we need to?
▶ 1:15:31Dr. Worl: Taking a way that does take over that information. It further creates confusion around the data and how to continue to support it. >> I'm running short on time but let me touch on something else that's just as important, the mental health piece of that for our students. Ms.
▶ 1:15:50Dr. Worl: Yellowfish, if you don't mind, after reading your testimony and discussion around some of the concerns -- the higher than average suicide rates amongst native youth, and in my time in the senate, we have worked to get funding particularly funding for mental health into our tribal communities and make sure that these issues can be addressed.
▶ 1:16:14Dr. Worl: Can you explain the largest barriers in addressing the mental health challenges of native youth? And actually how the department of education funding -- what is happening right now might help or hurt our youth when it comes to mental health needs.
▶ 1:16:33Dr. Worl: >> with the education programs, priorities were set before us and these challenges such as suicide and substance abuse, most recently bullying, sexual assault that we have worked with, for their students, we are -- I feel like we are obligated to address these challenges and work with our students and our families, as best as we can.
▶ 1:17:01Dr. Worl: However the funding resource, the funding ability has not always been adequate to meet those additional needs. Because we are doing cultural and curriculum. We are doing languages and college and career readiness and these are already objectives and what we have. -- and grants that we have.
▶ 1:17:30Dr. Worl: With partnerships with the indian services, tribal communities, that might alleviate those challenges as far as funding. Ideally it would be great if we could each have a social worker or counselor within the indian education program to help specifically address those particular situations. >> thank you to the chairwoman.
▶ 1:18:01Dr. Worl: >> I've heard from several of you some of the important parts of title vi is the flexibility that comes with it. You mentioned flexibility was key. And you, Ms. rose, when it comes to tribal colleges and universities. So flexibility is important.
▶ 1:18:30Dr. Worl: It helps address what you have spoken to, Ms. worl, the ability to shop these -- to help shape these programs so it is responsive to those in the community in the region and even outside of the school. There is a discussion, if we eliminate the department of education, what that looks like.
▶ 1:18:58Dr. Worl: I think it has been stated -- I think it was senator smith, that we have a trust responsibility and regardless of whether you dissolve a department, that responsibility still stays in place.
▶ 1:19:20Dr. Worl: There our many aspects of -- there are many aspects of the programs we are talking about here today that are required by law.
▶ 1:19:34Dr. Worl: You cannot get around the requirement, the obligation and commitment we have when it comes to funding for those with disabilities, you cannot get around your requirement of the civil rights act or enforcement there. And so, what we are hearing is, well, these would be moved to other agencies.
▶ 1:20:02Dr. Worl: And I am sure that it is true, that under title vi for instance you can move that somewhere else, to another department. Whether we are talking about the department of justice, treasury, on the financial assistance side , to health and social services.
▶ 1:20:28Dr. Worl: Can you all way in here -- weigh in here and speak to what that actually might look like if the programs were not eliminated but housed elsewhere. Are you concerned that you would lose the flexibility?
▶ 1:20:57Dr. Worl: The issue with regards to consultation, that is a requirement throughout, is one. If you can share with me and the committee just some of the warning signs, concerns or perhaps what you might think that -- might think could even be an advantage. Moving out from under the department of education to another department. If you see known, that is fair, tell me why.
▶ 1:21:28Dr. Worl: This is what we are talking about appear on the hill. Share with me or -- your perspectives. >> I don't have a great answer. But I will do my best. The biggest challenges, we don't know what the plan is. In order for -- if there was a plan, I believe everyone here in this room whether here or not want what is best for communities and want students driving.
▶ 1:21:57Dr. Worl: I have not heard anyone say that they didn't. They want to increase efficiency and make sure that money is getting to the students and staff and communities. Everyone is on the same page on that. How do we get there? That's where the consultation and the developing of a plan lays and we can address where other issues. The hard part is without a plan that has been laid out, we don't even know where to start hypothesizing, where those areas might come up.
▶ 1:22:26Dr. Worl: We do know that we have seen when actions have been taken, unintended consequences are a result. Services are disrupted. Then staff are accidentally or inappropriately put on leave. Those are real consequences that have impacts on people, staff and communities that they serve and organization spirit in terms of looking at what is it look like through tribal consultation, those discussions could be had about what does make sense and what are the unintended
▶ 1:22:57Dr. Worl: Consequences that we are not seeing. What are the legal ramifications that might come up? Without that everyone is left guessing. Tribal consultation would be the first part of a plan being laid out and we would be able to address, is there room for growth, efficiency? Without a doubt. Let's come together with those tribal communities and programs and institutions to have those discussions to work on that together. >> let me shift over to you, Ms. russell.
▶ 1:23:28Dr. Worl: You mentioned one of the benefits are the advantages with an impact aid and the waita structured allows for a great deal of flexibility. And it is significant in terms of budgets. I know that. In the iditarod area school district in southwest alaska, impact aid makes up about 60% of the funding there. As Dr.
▶ 1:23:53Dr. Worl: Worl noted, and alaska, all of the school districts are very worried -- in alaska, all of the school districts are very worried this year about their budgets. We have funding that impacts many of our smaller communities in the southeastern part which is impacted by this long-term continued resolution. There is a lot of squeeze there.
▶ 1:24:20Dr. Worl: He mentions flexibility allows you to do everything from special ed to transportation to housing. We want to get the money to the kids. But if you don't have housing for your teachers, you might not have anybody to help your kids.
▶ 1:24:40Dr. Worl: And so, speak to me a little bit about the concerns you might have from where you are sitting with oversight of financially impacted schools. >> regarding impact aid specifically, we are concerned, school districts are still waiting on the fy 2025 appropriations -- their payments to help get them through the end of the school year.
▶ 1:25:09Dr. Worl: We know that they are already trying to prepare for the next school year. Many districts have instituted hiring freezes because they just don't know if they will have the money. Are they going to have to put projects on hold? Some programs are being delayed. There are so many -- there is so much uncertainty right now. Not being able to rely on the federal responsibility to the school districts is really concerning.
▶ 1:25:41Dr. Worl: The move -- the potential proposal of moving some programs like impact aid, if the department of ed were to be dismantled, one issue that we see would be very tough and would lead to delayed payments potentially for years.
▶ 1:26:03Dr. Worl: It's the fact that there are only 19 dedicated public servants who are experts, analysts in the office will understand this very complicated program. And that staff would need to stay. -- stay on top of this program to make sure that it continues to be handled and effective in an efficient manner. >> I was going to ask Ms.
▶ 1:26:28Dr. Worl: Rose a question but I'm sure senator moran has an interest. >> I would be educated by hearing your question and their answer about what I would really like to ask. >> I will give you a break here. You get yourself settled and I will continue my questions.
▶ 1:26:52Dr. Worl: You have sold me on it years ago and we have seen the benefits and alaska and hawaii. What do you think it loses if it is housed elsewhere?
▶ 1:27:12Dr. Worl: >> as you have heard from my testimony, I am a fan of eoe, of the way they operate, the knowledge that they have, the relationships we have established with native entities throughout alaska and also with our brothers and sisters in hawaii. They are a known entity to us.
▶ 1:27:36Dr. Worl: They understand education and they have developed processes where they are sharing the latest scientific data by various aspects of education. They have meetings for projects directors from the different programs, they are able to come together, we learn from one another.
▶ 1:28:00Dr. Worl: Senator, I am absolutely sold that they have developed a process to work with -- to work directly with native people. They hear our concerns and in issues -- and our issues and they are able to convey that to our congresspeople. They help influence the directions of educational programs.
▶ 1:28:24Dr. Worl: I would be concerned that if it were shifted somewhere else, we would more than likely -- that is not their expertise. So there would be a lag or period where relationships would have to be established and they would have to gain the knowledge about the complexity and the importance of education. I am a fan of the department of education for all that they have proven.
▶ 1:28:54Dr. Worl: We just know from our evaluations and studies that we are making progress right now. And if it went elsewhere, I would be concerned that we would lose that. >> senator grant. We have a good conversation on the dais today. >> thank you for being recognized. I have been a member of this committee on and off every time there is an opening -- I say to return to the committee and I am glad to be back this year.
▶ 1:29:22Dr. Worl: The last of my love, you were mocking me for being the lowest member on the committee. >> I want you closer to me, senator moran. >> good answer. [laughter] thank you very much for being here. I will address this to Mr. dropik and Ms. rose. I want to talk about high school university.
▶ 1:29:50Dr. Worl: We have seen significant needs over a long time, to help high school -- haskell address those needs. In recent times, we have had no capability, seemingly, of getting any assistance from the bureau of indian affairs education. I asked the last secretary of the department of interior for meetings to discuss haskell.
▶ 1:30:20Dr. Worl: Numerous times. Without any success. The conclusion was without we would take a different path or test the waters for a different path. I think that haskell is such a valuable, unique place. Regardless of where I am in the nation traveling, visiting with tribal leaders, there's always stories about haskell.
▶ 1:30:48Dr. Worl: From them or their family members. There is and understanding of appreciation of an asset that in my view and I know in your is needs greater attention. It is the only tribal nation's college. It provides native american students with unique opportunities to pursue tuition free higher education. In an environment that honors and prioritizes native american heritage and culture. I mentioned the challenges we face. That they have faced.
▶ 1:31:17Dr. Worl: We decided to try a different track. We have released a discussion draft and have been gathering information from the tribal community. This month, I intend to introduce the haskell improvement act, this will grant haskell a federal charge of separating it from the school -- sorry separating the school from the bie, and governance to the board of regents of haskell.
▶ 1:31:50Dr. Worl: It will be comprised of tribal members nominated by regions. I am grateful for the support in endorsing this legislation. It seems to have broad support from across the country. Certainly all the tribes in kansas have indicated this is a path forward.
▶ 1:32:10Dr. Worl: We are going to do everything we can to see that the legislation is passed but beyond that and more importantly than that see that it makes a difference at haskell. At the university. We look forward to tribal community support in this legislation and we ask for your help. I also want to ask, with the expertise of this panel, could you speak to the value of passing this legislation?
▶ 1:32:41Dr. Worl: The university improvement act, separating the university from federal control? Mr. dropik. >> I would defer to Ms. rose to start being that this is for sure her area of expertise. I am happy to join in afterwards. Appreciate that. >> thank you. I'm going to fold in and answer for chairman markowski as well because her previous question was on flexibility.
▶ 1:33:09Dr. Worl: That's what your legislation provides. An opportunity to think about flexibility. I want to draw your attention to the statement you made about the department of interior. Simply moving our indian education program from the department of education to the department of interior assuming they have any knowledge of education is a rot decision.
▶ 1:33:36Dr. Worl: Maintaining our programs at the department of education with expertise for something that would be vitally important. Our board of directors recently passed a motion in march and support of the concept of your legislation and we were very excited to do so. Our board has talked quite a lot about the benefits your legislation will provide to haskell.
▶ 1:34:01Dr. Worl: Frankly, to the entire tcu community as we work together to support the students and the faculty to ensure that things that just happened like our staff being frozen or challenges to funding streams because of changes in administration might not happen. We stand firmly committed with you and to work with your staff to ensure that the legislation is as strong as it can be and you have a tcu community in full support. Thank you.
▶ 1:34:28Dr. Worl: >> [indiscernible] sorry. I am new on the committee. [laughter] perhaps midway in our efforts, as we were trying to find ways to improve haskell, the announcement of layoff s of staff occurred. We think we have everyone who is not voluntarily left -- has not voluntarily left now returned to haskell.
▶ 1:34:57Dr. Worl: We are pleased about that outcome. I had a really good conversation with the sec. Of interior when he as a north dakota governor had experiences with tribes and tribal education and I am hoping we can develop a relationship at the department of interior that is helpful in advancing this cause.
▶ 1:35:14Dr. Worl: >> we would agree, we do not believe, from our conversations with the department, that letting the staff go was not part of the pain and they have been incredibly responsive in making sure they made the course correction and got the staff back. When we were able to educate them and let them know what was happening, the courts corrected quickly and are looking forward to continuing to build and have strong relationships with the institutions.
▶ 1:35:44Dr. Worl: We have been working with the department digging through the legislation. They are great partners to stand beside you ensuring the legislation is as strong as possible. W have a couple ofe -- we have a couple of recommendations and we look forward to work with you to strengthen it. >> instead of asking for support, I should've also -- I should also take more suggestions and methods to move forward before we introduce the legislation. Now, sir.
▶ 1:36:14Dr. Worl: >> I appreciate that opportunity. We also support obviously any time we can get tribal communities to really be living tribal sovereign state fills us up and continues to make our ancestors proud and it is why we are here. Being able to help support anything you need in terms of questions or outreach to tribal communities in any way we can be of support.
▶ 1:36:40Dr. Worl: Also appreciative of your work and we want to continue to support improving tribal sovereignty. A byproduct of that, being able to improve outcomes for the community. >> thank you for saying that. I should have thought about tribal sovereignty. It's been an issue I have been engaged in and something that is really important to me.
▶ 1:37:02Dr. Worl: This is -- until you said that, I had not thought about this is another step forward towards a determination by native americans about the future of themselves and their children. Anyone else? Doctor? >> I just wanted to say thank you to that faculty of haskell.
▶ 1:37:26Dr. Worl: And the various educators who volunteered their time to go back to work. Even though they had been relieved of their duties. I wanted to acknowledge the great contributions they made. We read about it in alaska. We got worried at first. Then we saw the great work of those dedicated educators that went back. >> thank you for doing that. Madam chairman. >> thank you, senator moran.
▶ 1:37:58Dr. Worl: You make some reference to, everyone has some kind of connection or knows somebody. In my sit down with the nominee to be the head of social security, he brought up haskell. He went on for maybe five or seven minutes about haskell. So they are all over the place in terms of fans of haskell.
▶ 1:38:31Dr. Worl: You should probably return, if you want to talk about haskell. I've got one more question directed to you, Mr. dropik. And others may want to chime in as well. We have heard today and seen in some of the written testimonies that there is opposition to federal funding going to the states first rather than the tribes or the tribal organizations and local educational agencies.
▶ 1:39:00Dr. Worl: And this is following on what senator moran just -- the point that he made about sovereignty and tribal sovereignty. Going to states first could be detrimental to tribal sovereignty and the educational programming.
▶ 1:39:20Dr. Worl: I know for instance in our state, it has been said that we lack the capacity to distribute funding in the way that it is going out now through the department of education or there might be an willingness to distribute the funding marked for say alaska native education, to the native organizations for the tribes. Can you just speak further to that point? If anybody wants to chime in you are welcome.
▶ 1:39:45Dr. Worl: >> I'm sure others will have stores around how that can be a detrimental impact to the ways in which we support education. Obviously one of the things we would reiterate is the fact that it is a federal trust response ability, not a state trust responsibility. When people are talking about efficiencies, I'm not sure how you transfer and efficiency to a bigger efficiency and that makes you more efficient. That doesn't eliminate bureaucracy in any way.
▶ 1:40:14Dr. Worl: It might increase it along with the potential of how the funding gets to the tribal communities. Going to the states and not directly to tribal communities is not something that we would support. It does not in any way become more efficient or provide better choices for the communities. There are mechanisms by which they connect them. >> any further comment to that? Thank you. Did you want to jump in, Ms.
▶ 1:40:46Dr. Worl: Yellowfish? >> yes, real quick. I would like to go along with that. Right now are direct funding to our school districts is july 1, the school begin without lack of interruption for funding services. Having the state be involved in some way, I don't know how efficient that would be.
▶ 1:41:11Dr. Worl: I strongly urge the committee to consider the sentiments there . Change is good when it is provided in the best interest of those who will be affected. However if we don't have a plan, it will disrupt the continuity of our services already in place. And students and parents will be affected with this change. So again, I urge you to hear our stories and our words in support of our indian students. Thank you very much.
▶ 1:41:42Dr. Worl: >> thank you. Dr. worl. >> madam chair, I am sure you are aware of the name people's relationship with the state of alaska so far is education. We had to bring a suit against the state because the state of alaska was failing to provide its constitutional response ability to provide education to alaska natives.
▶ 1:42:05Dr. Worl: Many of our communities lacked school spirit as a result of that case, we got schools in our rural communities. I mentioned the funding problems that we have in alaska in education. It's a native community in my mind that really suffers the consequence of that fiscal crisis. We have schools that have been in disrepair.
▶ 1:42:33Dr. Worl: Students should not be in those schools. We have not been a high priority with the state of alaska unfortunately. Then I guess a real case more recently under the cares act, there were funds put into that act for native education, specifically referencing the alaska native education program. We were pleased to see the money there.
▶ 1:43:01Dr. Worl: Btu b-- but when we approached a state government to secure those funds, we were unable to do it. Only three native entities received funding under that act. The three regions -- of the three of us. The three regions. O don't think native education is a high priority there.
▶ 1:43:29Dr. Worl: I would not support it going to the state. >> Ms. rose. >> I would echo all of my colleagues' statements at the table and add additional things.
▶ 1:43:43Dr. Worl: As states increase and think about changes of reporting requirements and consultation requirements from states to our tribal nations or institutions, would we be looking at 50 different consultations as we are thinking about the rollout of programs? What would that do for the continuity of the education services?
▶ 1:44:04Dr. Worl: Our students are very mobile and tend to move from one location to another and having the continued continuity between education programs is really vital. As we think about the way these programs would be rolled out state to state across tribal nations, you know our nations cross state boundaries. But would that do for the navajo nation for example that is in three or four states? I would add that to our list of concerns. Thank you. >> anything further? Thank you. I want to thank each of you.
▶ 1:44:35Dr. Worl: I appreciate your contributions. I know you're represent the others behind you. I thank them for their work as well. Obviously there is a lot in play right now but I think it was helpful for us as a committee to understand the benefits of some of these programs.
▶ 1:44:52Dr. Worl: Whether it is through title vi, we have so many programs that have been directed to and really intended to benefit our native students, whether it is at the baby raven reads level or all the way up to our tribal colleges, thank you for your contributions and know that this will be an ongoing back and forth. We look forward to using U.S. resources. With that, this committee -- using you as resources.
▶ 1:45:26Dr. Worl: With that, this committee stands adjourned. [captioning performed by the national captioning institute, which is responsible for its caption content and accuracy. Visit ncicap.org]