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Supporters tell committee HB 59 would expand tribal-run public schools and boost culturally grounded education
Summary
Hundreds of tribal leaders, educators and students testified in favor of House Bill 59, which would create a pathway for Alaska tribes to operate public schools under state compacts; supporters said the model would increase cultural and language immersion, improve engagement and address persistent achievement gaps for Alaska Native students.
Dozens of tribal leaders, educators and students urged the Alaska House Tribal Affairs Committee on April 20 to advance House Bill 59, a measure to authorize state–tribal education compacts that would let tribes operate public schools under an agreement with the state.
Dr. Joel Isaac, a consultant to the Department of Education and Early Development, told the committee the bill creates a pathway for tribes to function as school districts while meeting standard public‑school reporting and constitutional requirements. "This bill before you has the technical ingredients to make that possible," Isaac said, describing a model meant to preserve state accountability while giving tribes authority over school design and staffing.
Dina Bishop, commissioner of the Department of Education and Early Development, urged the committee to consider HB 59 despite the session’s short calendar. She noted tribal compacting ranked among top priorities during public engagement efforts and said the bill advances a demonstration model previously discussed in legislation. "I urge this committee as well as all of the legislative committees to please, seriously look at this bill," Bishop said.
Public testimony emphasized language, culture and local control Testimony included tribal citizens, program leaders, teachers and students describing immersion programs and local school models. Tristan Duval (Tlingit and Haida) said tribes have repeatedly shown that when they lead, outcomes improve: "HB 59 is how we move from consultation to governance, from being partners at the table to being co‑authors of the system itself."
A Juneau teacher read written testimony from her husband, Joshua Jackson, a 17‑year classroom teacher, who said the Tlingit Culture, Language and Literacy (TCLL) program succeeds because staff and curriculum reflect student identity; he urged lawmakers to give tribes the authority to run public schools rather than maintain cultural programs as add‑ons.
Student testimony underscored demand and capacity limits. Michaeline (Michael) Lynn Jackson, a sixth‑grade TCLL student, told lawmakers she and classmates face overcrowding and would like full‑day language immersion: "HB 59 would open doors across Alaska, giving families real choices and greater access to culturally grounded tribal schools committed to student success."
Other witnesses included Jody Gaddy (Tlingit and Haida), who described her son’s immersion preschool and called tribal compacting a vehicle for generational healing; Reid Magdans (Kotzebue) who said the compact model offers the best chance to improve long‑term student outcomes; Jessica Ulrich (researcher) who described pilot wellness programs that reconnected elders and youth; and Wayne Williade (Fairbanks federal programs director) who urged care in how the state defines reporting and success metrics for tribal programs.
Policy details and committee business Witnesses and state staff described the proposal as a pilot/demonstration model that retains state funding and public accountability while allowing tribes to set culturally grounded instructional priorities and teacher‑preparation requirements. Several witnesses urged that reporting requirements in Section 6 be designed in partnership with tribes so measures of success reflect community values and indigenous learning approaches.
The committee closed public testimony and set a deadline for amendments. Chair Diver announced an amendment submission deadline for HB 59 of Wednesday, April 30 at noon and said the committee will reconvene to consider proposed changes. No vote was taken on the bill during the hearing.
Ending Supporters told the committee HB 59 would expand culturally grounded, language‑based options for Alaska Native students, increase tribal authority over education, and improve student engagement and outcomes when programs reflect community values and local instruction. Committee members acknowledged strong public interest and signaled intent to continue working on technical details before the bill’s next appearance.
