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Bill would create matching fund to boost Nebraska tribal colleges
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Summary
LB 11-84 would create a private-public matching-fund framework to allow Nebraska tribal colleges to leverage private donations and seek state matching dollars later. Tribal leaders and students testified that federal funding alone is insufficient and cited plans such as Little Priest’s $60 million expansion.
Sen. John Frederickson introduced LB 11-84, the Nebraska Tribal College Investment Act, describing it as a private-public partnership that would establish a cash fund to verify private contributions and allow tribal colleges to seek legislative matching dollars when funds become available.
Leaders and alumni of Little Priest Tribal College, tribal college presidents, and student representatives told the committee the institutions operate largely on federal funding that "is insufficient for general operations and does not support non-native students," and noted limits on accessing state support such as inability to levy local bonds or receive property-tax revenue. Little Priest’s president said roughly 320 students attend the college with about 79% Native American enrollment and outlined a $60 million long-range campus expansion plan, including a Phase 1 estimated at $20 million for a career-technical facility and student center.
Supporters — including the Nebraska Indian Community College, the ACLU, the Coordinating Commission for Postsecondary Education and community members — said the fund would be a fiscally responsible way to multiply state dollars with private philanthropy and strengthen workforce development in tribal and rural communities. Michael Oltrigg, president of Nebraska Indian Community College, cited an economic impact study showing tribal colleges contribute $19.2 million to the state economy and support hundreds of jobs.
Witnesses also discussed operational and equity gaps: state funding typically supports non‑Indian students only, and tribal colleges lack access to state infrastructure dollars. Several committee members asked about federal funding shares, growth targets, and dual-credit funding disparities for Native students; proponents said details vary by college and encouraged committee site visits.
The committee heard broad proponent testimony and closed the hearing with the sponsor indicating follow-up conversations and possible amendments would continue.
