,,iii  #aad? ,,congress  #a/ ,session   
,s4 ,,res4 #cja  ,,9 ,,! ,,s5ate ,,( ,,!
 ,,unit$ ,,/ates  ,octob] #cj1 #bjae,ms4
 ,murk[ski 7= h]self1 ,mr4 ,sullivan1 & 
,mr4 ,s*atz7 submitt$ ! foll[+          
resolution2 :i* 0 ref]r$ to ! ,committee
 on ,heal?1 ,education1 ,labor1 &       
,p5sions  ,,resolution  ,call+ on !     
,c\ncil = ! ,accr$itation ( ,educator   
,prep>ation to modify ! accr$itation    
/&>ds ( ! ,c\ncil to prev5t ! /&>ds f   
negatively impact+ ,alaska ,native &    
,native ,am]ican tea*] c&idates4  ,:]eas
 ,alaska ,natives & ,native ,am]icans   
are und]repres5t$ 9 ! pr(ession ( tea*+2
 ,:]eas ,alaska ,native & ,native       
,am]ican /ud5ts b5efit academically f ! 
cultural p]spectives ( ,alaska ,native &
 ,native ,am]ican tea*]s2 ,:]eas ,alaska
 ,native & ,native ,am]ican tea*]s (t5  
s]ve z positive role models = ,alaska   
,native & ,native ,am]ican /ud5ts2      
,:]eas increas+ ! numb] ( ,alaska       
,native & ,native ,am]ican tea*]s work+ 
9 native communities emp[]s tribes1     

b5efits native y\?1 & /r5g!ns tribal    
self-suffici5cy2 ,:]eas ! ,c\ncil = !   
,accr$itation ( ,educator ,prep>ation   
7ref]r$ to 9 ?is preamble z ! ,c\ncil7  
is ! sole accr$it+ body = educator      
prep>ation programs at in/itutions (    
high] education 9 ! ,unit$ ,/ates2      
,:]eas ! ,c\ncil approv$ new            
accr$itation /&>ds 9 #bjac & plans = !  
/&>ds to be fully implem5t$ by #bjbj2   
,:]eas ! #bjac accr$itation /&>ds ( !   
,c\ncil require t in/itutions ( high]   
education1 :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 ( social1      
academic1 & economic b>ri]s1 ! av]age   
,,act & ,,sat scores ( ,alaska ,natives 
& ,native ,am]icans are                 
disproportionately l[] ?an o!r          
categories ( /ud5ts2 ,:]eas ,alaska     

,native & ,native ,am]ican /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 ! ,,act or  
,,sat is an effective indicator ( !     
likelihood ( success ( a prospective    
/ud5t 9 an educator prep>ation program  
or z a tea*]2 ,:]eas ! #bjac            
accr$itation /&>ds ( ! ,c\ncil-- 7#a7 w 
=ce in/itutions ( high] education to    
accept few] ,alaska ,native & ,native   
,am]ican /ud5ts into tea*] prep>ation   
programs 9 ord] to reta9 accr$itation2  
7#b7 w result 9 few] ,alaska ,natives & 
,native ,am]icans ga9+ acceptance into  
^? programs2 &  7#c7 w exac]bate !      
already l[ repres5tation ( ,alaska      
,natives & ,native ,am]icans 9 ! tea*+  
community2  ,:]eas ! ,f$]al ,gov]nm5t   
has a tru/ responsibility to support !  
education ( ,alaska ,natives & ,native  
,am]icans2 & ,:]eas ! ,c\ncil %\ld      

recognize ! negative impact ( ! /&>ds ( 
! ,c\ncil on ,alaska ,native & ,native  
,am]ican tea*] c&idates3 ,n[1 !re=e1 be 
x  ,t ! ,s5ate calls on ! ,c\ncil = !   
,accr$itation ( ,educator ,prep>ation-- 
7#a7 to consult ) tribes & native       
organizations2  7#b7 to jo9tly develop  
*anges to ! accr$itation /&>ds ( !      
,c\ncil to ensure t ,alaska ,native &   
,native ,am]ican tea*] c&idates w n be  
negatively impact$ by ! /&>ds2 &  7#c7  
to adopt *anges to ! accr$itation /&>ds 
( ! ,c\ncil exp$iti\sly4