,,iv  #aad? ,,congress  #a/ ,session    
,h4 ,,res4 #dje  ,,9 ,,! ,,h\se ,,(     
,,repres5tatives  ,july #bi1 #bjae ,mr4 
,"y ( ,alaska 7= himself & ,mr4 ,takai7 
submitt$ ! foll[+ resolution2 :i* 0     
ref]r$ to ! ,committee on ,education & !
 ,work=ce  ,,resolution  ,call+ on !    
,c\ncil = ! ,accr$itation ( ,educator   
,prep>ation to modify its accr$itation  
/&>ds to prev5t ! /&>ds f negatively    
impact+ ,alaska ,native & ,am]ican      
,indian tea*] c&idates4  ,:]eas ,alaska 
,natives & ,am]ican ,indians are        
und]repres5t$ 9 ! pr(ession ( tea*+2    
,:]eas ,alaska ,native & ,am]ican       
,indian /ud5ts b5efit academically f !  
cultural p]spectives ( ,alaska ,native &
 ,am]ican ,indian tea*]s2 ,:]eas ,alaska
 ,native & ,am]ican ,indian tea*]s (t5  
s]ve z positive role models = ,alaska   
,native & ,am]ican ,indian /ud5ts2      
,:]eas increas+ ! numb] ( ,alaska       
,native & ,am]ican ,indian tea*]s work+ 
9 native communities emp[]s tribes1     
b5efits native y\?1 & /r5g!ns tribal    

self-suffici5cy2 ,:]eas ! ,c\ncil = !   
,accr$itation ( ,educator ,prep>ation is
 ! sole accr$it+ body = educator        
prep>ation programs at in/itutions 9 !  
,unit$ ,/ates2 ,:]eas ! ,c\ncil approv$ 
new accr$itation /&>ds 9 #bjac & plans =
 ! /&>ds to be fully implem5t$ by #bjaf2
 ,:]eas ! ,c\ncil's #bjac accr$itation  
/&>ds require t in/itutions1 :5 accept+ 
c&idates to _! s*ools ( education1      
ensure t ! gr\p av]age p]=mance on      
assessm5ts su* z ! ,,act & ,,sat is--   
7#a7 9 ! top #ej p]c5t f #bjaf-bjag2    
7#b7 9 ! top #dj p]c5t ( ! di/ribution f
 #bjah-bjai2 &  7#c7 9 ! top #cc p]c5t (
 ! di/ribution by #bjbj2  ,:]eas because
 ( social & economic b>ri]s1 ! av]age   
,,act & ,,sat scores ( ,alaska ,natives 
& ,am]ican ,indians are                 
disproportionately l[] ?an o!r          
categories ( /ud5ts2 ,:]eas ,alaska     
,native & ,am]ican ,indian /ud5ts h     
disproportionately inadequate access to 
exam prep>ation opportunities & #ba/    
c5tury te*nology & are less likely to   

take ! ,,act or ,,sat ?an o!r categories
 ( /ud5ts2 ,:]eas no def9itive rese>* or
 data has %[n t p]=mance on ! ,,sat or  
,,act is an effective indicator ( a     
prospective /ud5t's likelihood ( success
 9 an educator prep>ation program or z a
 tea*]2 ,:]eas ! ,c\ncil's #bjac        
accr$itation /&>ds w =ce in/itutions to 
accept few] ,alaska ,native & ,am]ican  
,indian /ud5ts 9 ord] to reta9 _!       
accr$itation1 result+ 9 cont9u$ l[      
repres5tation ( ,alaska ,natives &      
,am]ican ,indians s]v+ z tea*]s2 ,:]eas 
! ,f$]al ,gov]nm5t has a tru/           
responsibility to support ! education ( 
,alaska ,natives & ,am]ican ,indians2 & 
,:]eas ! ,c\ncil %\ld recognize !       
negative impact ( its /&>ds on ,alaska  
,native & ,am]ican ,indian tea*]        
c&idates3 ,n[1 !re=e1 be x  ,t ! ,h\se (
 ,repres5tatives calls on ! ,c\ncil = ! 
,accr$itation ( ,educator ,prep>ation   
to-- 7#a7 consult ) tribes & native     
organizations2  7#b7 jo9tly develop     
*anges to its accr$itation /&>ds to     

ensure t ,alaska ,native & ,am]ican     
,indian tea*] c&idates w n be negatively
 impact$ by su* /&>ds2 &  7#c7 adopt    
*anges to its accr$itation /&>ds        
exp$iti\sly4