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F I S C A L I M P A C T R E P O R T

SPONSOR Tsosie

DATE TYPED 02/11/05 HB

SHORT TITLE American Indian Advanced School Curriculum

SB 215

ANALYST

APPROPRIATION

Appropriation Contained Estimated Additional Impact Recurring

or Non-Rec

Fund

Affected

FY05

FY06

FY05

FY06

See Narrative

(Parenthesis ( ) Indicate Expenditure Decreases)

Relates to SB 138

SOURCES OF INFORMATION

LFC Files

Responses Received From

Department of Indian Affairs (DIA)

Public Education Department (PED)

SUMMARY

Synopsis of Bill

Senate Bill 215 amends the Indian Education Act (Section 22-23A-1 NMSA 1978) to require the

PED Indian Education Division to develop or select challenging, sequential, culturally relevant

curriculum for K-6 grades American Indian students to prepare them for pre-advanced and ad-

vanced placement classes in 7-12 grades. Required editorial changes are made throughout the

Indian Education Act.

Significant Issues

PED states “the Indian Education Division is currently building capacity to meet the provisions

of the Indian Education Act….the division is working within PED to ensure that all American

Indian Students meet all state content standards, benchmarks and performance standards.

“The Advanced Placement coursework/program is recognized as one means of getting students

to a higher level of understanding and performance. There is an assumption in the way the bill is

Senate Bill 215 -- Page 2

currently written that this is the only way to get American Indian students to a higher level of

performance. The PED is in the process of developing a standard curriculum for New Mexico

that raises the expectation for higher academic performance for all students. The entire system

of educating all students must change to meet the needs of all students, including American In-

dian students.”

PERFORMANCE IMPLICATIONS

Challenging and culturally relevant coursework should lead to improved education outcomes for

American Indian students. DIA expresses that this bill would allow the State to take steps to im-

prove Indian education by facilitating educational reform and achieve Indian student academic

success.

This bill is related to PED’s core performance measures in reform initiatives under Indian Educa-

tion, Rural Education Advanced Placement Acceleration Program and Measures and Bench-

marks for Reading/Language Arts and Mathematics.

FISCAL IMPLICATIONS

PED estimates $432.5 thousand will be needed to develop the curriculum required by this bill

with $430 thousand for a contract to analyze the curriculum requirements.

ADMINISTRATIVE IMPLICATIONS

PED will have to review and evaluate existing programs and develop a meaningful curriculum

for implementation in schools with predominately Native American students.

OTHER SUBSTANTIVE ISSUES

DIA cites the high drop rate for Indian students (5.8 percent versus 3.5 percent for whites) and

test disparities in the 10

th

grade (49.7 for Indians and 84.5 percent of whites) and states “to re-

verse the negative trends in Indian education, Indian students need to be challenged and sup-

ported with the early grades through high school. The provision as set forth in SB 215 may be

one viable option to improving the educational system to support achievement and success

among Indian students by providing a culturally relevant school curriculum.”

PED states the Indian Education Act requires any curriculum development specifically for

American Indian students must go through tribal notification, review and approval for determin-

ing appropriateness of the education program.

ALTERNATIVES

PED is developing a state curriculum and more effective teaching strategies based upon student

needs and assess this should address the intent of this legislation.

WHAT WILL BE THE CONSEQUENCES OF NOT ENACTING THIS BILL.

Current curriculum development will be continued by PED.

Senate Bill 215 -- Page 3

POSSIBLE QUESTIONS

1.

Does this bill conflict with responsibilities of other divisions in PED.

2.

Should the bill require the Indian Education Division to collaborate with School and In-

structional Support Division in developing curriculum to be used in schools with pre-

dominately Native American students.

GAC/lg