House committee backs pilot for tribal-compact language immersion schools after lengthy amendment and testimony

The House Appropriations & Finance Committee approved a do-pass recommendation on an amended Senate Bill 13 that would enable tribal-compact schools focused on language immersion and cultural curricula, authorizing five pilot schools in early implementation.

Under the amendment adopted in committee, the bill limits initial implementation to five pilot tribal-compact schools and prioritizes distinct indigenous language groups for consideration in the pilot. The amendment also requires annual reporting on progress to legislative oversight committees.

Sponsor testimony described the measure as a government-to-government framework enabling tribes to enter compact agreements with the Public Education Department to operate immersion and culturally based programs. “The tribe has to pass a resolution and then go to the application process,” the sponsor said during committee presentation.

Supporters framed the bill as a language-preservation and equity measure. “Without our languages, our culture, teachings, and ways of life are being forgotten,” said Ata Chavez, a Navajo speaker, who urged passage. Alicia Carrice of Santo Domingo Pueblo said immersion models already show strong outcomes in other places and urged the committee’s support. Legal and education advocates from the New Mexico Center on Law and Poverty and the ACLU testified in favor, saying the law would strengthen tribal sovereignty in education and respond to long-standing gaps in services for Native students.

Witnesses and members discussed how capital and operating needs would be met if the compact schools expand. Committee members asked whether public-school capital outlay funding and local-share rules would apply; presenters said compact schools would be eligible for public school funding sources and that funding details would vary depending on the tribal site and whether a facility already exists. An expert witness said no immediate fiscal impact was expected in the current budget because planning and pilot implementation would occur over time and estimated student counts would be reported in later fiscal years.

Committee members also asked whether government-to-government negotiations and compact development would be subject to open-meetings or transparency requirements; the sponsor indicated those negotiations would follow public-dollars accountability norms and expected similar public oversight.

The amendment narrows the program to five pilots, and it prioritizes distinct language groups identified in the amendment. It also requires the state tribal education compact to report progress annually to the Legislative Education Study Committee and the Legislative Finance Committee.

Public testimony was strongly supportive and included tribal language program leaders, Pueblo and Navajo representatives, education advocates and environmental groups noting cultural connections to land and language. Kevin Shendo, education director for the Pueblo of Jemez, described two decades of tribal investment in immersion programs and urged support for SB 13.

A motion to adopt the House amendment passed without recorded opposition, and a subsequent do-pass motion on SB 13 as amended was moved by Representative Little, seconded by Representative Hernandez, and recorded as adopted in committee.

The bill will proceed for further House consideration; the adopted pilot approach means implementation details including facilities, funding shares, and reporting will be defined during pilot planning and through the compact process.