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Tribes and advocates press for State‑Tribal Education Compact schools to preserve native languages and culture
Summary
Senate Bill 13 would let tribes negotiate compacts with the state to operate publicly funded, tribally governed schools that prioritize native language immersion and cultural curricula.
Senate Bill 13, the State‑Tribal Education Compact Act, received bipartisan support in committee as tribal leaders and education advocates urged lawmakers to authorize tribally governed, publicly funded schools focused on native languages, culture and pedagogy.
What the bill authorizes The proposal allows federally recognized tribes in New Mexico to negotiate compacts with the Public Education Department to establish State‑Tribal Education Compact (STEC) schools. Those schools would be publicly funded, tribally governed and able to align curriculum, assessment and standards with tribal languages, cultural priorities and pedagogy while negotiating access to state funding formulas.
Supporters’ testimony Pueblo of Jemez Governor George Shendo described long-standing local immersion efforts — early-childhood centers and k–6 pilots — and said the compact statute would let tribes exercise ownership over education and language revitalization. Tribal and advocacy witnesses said immersion programs can reverse declining fluency in endangered languages, provide culturally relevant pedagogy, and improve student engagement and outcomes when combined with rigorous academic instruction.
Committee concerns and clarifications Senators asked about practical issues such as: whether and how unwritten languages would be taught and whether students would meet broader academic standards (reading, math, science). Supporters said tribes increasingly partner with university programs to develop teacher licensure pathways, written orthographies when appropriate, and assessment strategies informed by both tribal and state expectations.
Action and next steps The committee received multiple supportive witnesses and moved the bill forward on a do-pass motion during the session. Members and advocates said they would continue to develop implementation details — assessments, licensure pathways and funding mechanics — through negotiations with the Public Education Department and tribal partners.
Why it matters Tribal advocates described SB 13 as a step toward educational justice and language revitalization after decades of federally sponsored assimilation policies. Supporters said publicly funded, tribally governed schools can help close persistent achievement gaps for Native students by aligning instruction with language and community priorities.
