Bill Overview
Title: NACIE Improvement Act
Description: This bill revises the membership and duties of the National Advisory Council on Indian Education. Specifically, the bill requires the council to (1) include at least one member who is the president of a tribal college or university, and (2) submit its annual report to the Department of Education (ED) and the Department of the Interior. ED and Interior must consider the council's report when preparing their budget materials.
Sponsors: Sen. Fischer, Deb [R-NE]
Target Audience
Population: Native American communities and those involved in Indian education
Estimated Size: 5200000
- The bill focuses on the National Advisory Council on Indian Education, hence primarily concerns Native American communities.
- It emphasizes inclusion of tribal college or university presidents in the council, so it impacts tribal college leadership.
- Revisions may affect policies and decisions that impact Native American education, affecting students within these communities.
- Changes in advisory council dynamics could influence education funding and resource allocation.
Reasoning
- The policy primarily targets Native American communities, especially those involved with Native American education and tribal colleges.
- There are several key stakeholders including tribal college presidents, teachers, students, and communities connected to these institutions.
- Not everyone in the wider Native American community will be directly impacted by the policy changes.
- The policy's budget implies a focus on advisory council restructuring rather than direct funding to education infrastructure or direct services.
- The long-term effects are likely to be seen in policy and funding prioritization and effectiveness due to improved advisory council feedback.
- There will be individuals within these communities who do not see immediate or tangible benefits from the council revisions.
Simulated Interviews
Tribal College President (New Mexico)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 2/20
Statement of Opinion:
- The inclusion of tribal college presidents in the council is a long-overdue step.
- I believe this will bring a much-needed perspective to the advisory processes.
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 | 7 |
| Year 20 | 9 | 7 |
High School Teacher (Arizona)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- This reform could improve educational prospects for my students.
- I hope it leads to more tailored educational policies.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
College Student (North Dakota)
Age: 22 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- I'm hopeful that this policy will bring more resources to support my education.
- The changes might influence more scholarship opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
Community Leader (Montana)
Age: 60 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- While not directly affecting my day-to-day, the policy is a positive development.
- Better representation in educational advice is important for our cultural education.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Federal Education Administrator (Oklahoma)
Age: 50 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 2/20
Statement of Opinion:
- This policy streamlines important communication and aligns priorities.
- I anticipate that it will help in resource distribution for education.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Parent (South Dakota)
Age: 40 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- I hope this policy translates into improved resources and attention to our schools.
- Real changes at the ground level are needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
Nonprofit Worker (California)
Age: 33 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- This might lead to better collaboration and guidance between government and tribal authorities.
- Educational reform is a pressing need for Native youth.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Retired Educator (Washington)
Age: 65 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- Including tribal voices at the advisory level is crucial for authentic policy development.
- The impact on actual education policies will be the real test.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
University Researcher (Idaho)
Age: 28 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- This could provide a better framework for addressing disparities I research.
- Outcomes will depend on how feedback is adopted by federal departments.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Policy Analyst (Minnesota)
Age: 52 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 3/20
Statement of Opinion:
- Council reforms can enhance analysis and influence of education policies.
- I see this as a potentially significant step for Native educational advocacy.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Cost Estimates
Year 1: $5000000 (Low: $4000000, High: $6000000)
Year 2: $5000000 (Low: $4000000, High: $6000000)
Year 3: $5000000 (Low: $4000000, High: $6000000)
Year 5: $5000000 (Low: $4000000, High: $6000000)
Year 10: $5000000 (Low: $4000000, High: $6000000)
Year 100: $5000000 (Low: $4000000, High: $6000000)
Key Considerations
- The NACIE Improvement Act focuses on restructuring and reporting enhancements, with no direct student funding or program-specific appropriations.
- Costs are primarily related to administrative adjustment, likely having stable financial implications over the initial five years.
- The inclusion of tribal college presidents may result in advisory improvements which could indirectly influence future resource allocations.