Bill Overview
Title: NEST Act
Description: This bill establishes scholarships, loan forgiveness plans, and training programs for students and educators who commit to teaching in Bureau of Indian Education (BIE) schools or other specified schools serving Indian students. The bill establishes three scholarship programs: (1) the Indian Student Educator Scholarship Program for students seeking degrees, (2) the Indian Educator Scholarship Program for Indian students seeking degrees, and (3) the Indian Educator Graduate Fellowship Program for Indian students seeking graduate degrees. Recipients of the scholarships must commit to working for a BIE school, a tribal early childhood education program, or other specified schools or agencies for the greater of three years or the number of school years that the scholarship funded. The bill also establishes loan forgiveness programs for educators and Indians who have taught for at least five consecutive years at BIE schools or local educational agencies with high percentages of Indian students. The bill extends the federal Perkins Loan Cancellation Program to educators teaching in BIE schools or in Native American language immersion programs. The bill authorizes professional development grants for Native-serving elementary and secondary schools. It also establishes the Native American Language Teacher Training Program to provide grants for institutions of higher education to develop training programs for Native American immersion and language teachers.
Sponsors: Rep. Ruiz, Raul [D-CA-36]
Target Audience
Population: People involved in Native American education
Estimated Size: 100000
- The bill targets educators and students specifically involved in Native American education.
- The Bureau of Indian Education (BIE) and schools with high percentages of Indian students are directly mentioned.
- The initiative includes scholarships, loan forgiveness, and professional development exclusively for those serving Indian students.
- It impacts a mix of students seeking to become educators and current educators committed to these educational environments.
- It emphasizes those interested in preserving and perpetuating Native American languages.
Reasoning
- The NEST Act targets a specific set of people, specifically those involved directly in Native American education, including potential new educators and current educators focused on this demographic.
- Given the budget constraints, it is likely that the policy will have a moderate to significant impact on a smaller, targeted population rather than a broad national audience.
- The estimated target population of 100,000 individuals, as prioritized by the policy, indicates a focus on deep impact within a niche group instead of widespread minimal benefits.
- Cost of living variations in different areas where BIE schools are located can affect the perceived value and impact of loan forgiveness and scholarships, influencing personal wellbeing and professional commitment.
- Wellbeing assessment is based on expectation changes due to potential financial support, professional development opportunities, and job security offered by the policy.
Simulated Interviews
Teacher at BIE School (Albuquerque, New Mexico)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- This policy gives me hope that I can continue my education without financial burden.
- I'm excited about the professional development opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
Student Teacher (Phoenix, Arizona)
Age: 25 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 10/20
Statement of Opinion:
- The scholarships would remove a significant financial obstacle for my education.
- I'm more likely to work in a BIE school if my loans are forgiven.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 4 |
Elementary School Principal (Flagstaff, Arizona)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- The funding for language programs could revitalize our language curriculum.
- This could bring more qualified Native teachers into our school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 6 |
| Year 20 | 7 | 6 |
High School Educator (Tulsa, Oklahoma)
Age: 33 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- Loan forgiveness would greatly reduce my stress levels.
- Being eligible for more grants allows for more school resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Graduate Student (Rapid City, South Dakota)
Age: 22 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 9/20
Statement of Opinion:
- Scholarships would make continuing my education possible.
- I worry about the impact without proper implementation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 7 | 4 |
Native American Languages Instructor (Billings, Montana)
Age: 50 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- Support for immersion programs is critical to preserving our language.
- The policy helps in recruiting dedicated teachers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Middle School Counselor (Minneapolis, Minnesota)
Age: 40 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- Providing loan forgiveness will ease financial pressure on colleagues.
- I'm hopeful for increased support services.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 6 |
Graduate Student (Santa Fe, New Mexico)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- This policy encourages me to focus on Native science education.
- The loan forgiveness makes my career choice feasible.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
University Professor (Denver, Colorado)
Age: 55 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- Funding for students will help them achieve their academic potential.
- Professional development grants are a step forward for our institution.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
High School Teacher (Portland, Oregon)
Age: 37 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- The scholarships will encourage more Native students to pursue education degrees.
- Loan forgiveness can support my commitment to teaching in Native schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Cost Estimates
Year 1: $120000000 (Low: $100000000, High: $150000000)
Year 2: $120000000 (Low: $100000000, High: $150000000)
Year 3: $120000000 (Low: $100000000, High: $150000000)
Year 5: $120000000 (Low: $100000000, High: $150000000)
Year 10: $120000000 (Low: $100000000, High: $150000000)
Year 100: $120000000 (Low: $100000000, High: $150000000)
Key Considerations
- Funding these scholarships and loan plans requires sustained federal investment and commitment.
- It directly influences the teacher supply within BIE and related schools, potentially affecting educational outcomes.
- Emphasis on Native language preservation provides a cultural benefit in addition to educational advantages.