Oregon House Bill 3218 aims to expand tribal attendance grant program

In a pivotal meeting of the Oregon Senate Committee on Education, lawmakers gathered to discuss House Bill 3218, a legislative initiative aimed at addressing chronic absenteeism among American Indian and Alaska Native students. The bill, which mandates a study by the Oregon Department of Education in collaboration with the Commission on Indian Services, seeks to expand the Tribal Attendance Promising Practices (TAP) grant program, which has shown promising results in improving student attendance through community-based strategies.

Chronic absenteeism remains a pressing issue in Oregon, with alarming statistics revealing that over 36% of students were chronically absent during the 2021-2022 school year. Among American Indian and Alaska Native students, this figure soared to over 50%, starkly contrasting with the national average of 26%. The TAP program was established to combat this issue by fostering partnerships between school districts and Oregon's federally recognized tribes, implementing strategies such as family outreach and attendance advocacy.

Sarah Arbuckle, Chief of Staff for Representative Hwa Nguyen, presented the bill's testimony, emphasizing the importance of addressing the root causes of absenteeism. "By building on what's working, we can take meaningful steps to improve attendance and student success in more communities," she stated. The bill not only aims to assess funding needs and identify new sites for the TAP program but also ensures ongoing collaboration with tribal nations.

April Campbell, Assistant Superintendent for the Office of Indian Education, and Stacy Parish, an Indian Education Specialist, further elaborated on the TAP program's history and impact. They highlighted that TAP currently serves ten school districts, positively affecting nearly 62,000 students, with a significant portion being American Indian and Alaska Native youth. The program's design encourages schools to co-create strategies with tribal partners, ensuring that interventions are culturally relevant and effective.

The meeting underscored the urgency of addressing chronic absenteeism, particularly for marginalized communities. As discussions unfolded, committee members reflected on personal experiences and the broader implications of educational disparities. The collective aim is clear: to enhance educational outcomes for all students, particularly those from tribal backgrounds, and to foster a more inclusive and supportive learning environment.

As the committee prepares to review the findings of the upcoming study, the hope is that House Bill 3218 will pave the way for expanded opportunities and improved attendance rates, ultimately leading to greater academic success for Oregon's Native students. The deadline for the report is set for September 15, 2026, marking a significant step in the ongoing effort to address educational inequities in the state.