PlainBillCongress, translated.Legislation. Context. Public interest.Referred to the Subcommittee on Education Reform.
Congressional Research Service
Version 00 · Introduced in House · Jul 28, 2006
Affirms the federal government's special legal and political relationship with American Indian and Alaska Native people by recognizing the sovereignty of Tribal Nations.
Calls upon the federal government, including the Bureau of Indian Affairs and the Department of Education, to recognize and fulfill its trust responsibilities and consultation obligations to American Indian and Alaska Native people and communities.
Acknowledges that past federal policies of the forced removal of children from reservations to boarding schools have negatively impacted American Indian and Alaska Native families, communities, and youth.
Showing the opening paragraphs of the official summary.
Urges the federal government to promote success and eliminate disparities among American Indian and Alaska Native children and youth during consideration of the reauthorization of Head Start and the No Child Left Behind Act, and through the federal appropriation process.
Urges the federal government to recognize, promote, and work towards strengthening the educational needs of American Indian and Alaska Native youth and families.
Reinforces the educational commitment to promote the best interests of American Indian and Alaska Native children by reinforcing native cultural and language development which strengthens, preserves, and promotes cultural identity. Recognizes that it is imperative that the federal government sharpen its focus and commitment to title VII of the No Child Left Behind Act consistent with the desires of American Indian and Alaska Native people.
Recognizes that education is significantly linked to overall quality of life and therefore must be prioritized and organized to meet the unique and specialized needs of American Indian and Alaska Native students.
People & committees
Rep. McCollum, Betty [D-MN-4] · D–MN
Legislative record
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Referred to the Subcommittee on Education Reform.
Executive Comment Requested from Interior.
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Resources, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Resources, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Resources, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Introduced in House
Introduced in House
Primary sources
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Source last updated: Mar 23, 2026. Consult Congress.gov for the current record.
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Analyze H.Res.977 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.
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