I 
113TH CONGRESS 
1ST SESSION H. R. 2287 
To amend the Elementary and Secondary Education Act of 1965 regarding 
Native Hawaiian education. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 6, 2013 
Ms. GABBARD (for herself, Ms. HANABUSA, and Mr. YOUNG of Alaska) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and the Workforce 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965 regarding Native Hawaiian education. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Native Hawaiian Edu-
cation Act’’. 
SEC. 2. FINDINGS. 
Section 7202 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7512) is amended to read 
as follows: 
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‘‘SEC. 7202. FINDINGS. 
‘‘Congress finds the following: 
‘‘(1) Native Hawaiians are a distinct and 
unique indigenous people with a historical continuity 
to the original inhabitants of the Hawaiian archi-
pelago, whose society was organized as a nation and 
internationally recognized as a nation by the United 
States, the United Kingdom, France, and Japan, as 
evidenced by treaties governing friendship, com-
merce, and navigation. 
‘‘(2) The United States has recognized and re-
affirmed that— 
‘‘(A) Native Hawaiians have a cultural, 
historic, and land-based link to the indigenous 
people who exercised sovereignty over the Ha-
waiian Islands, and that group has never relin-
quished its claims to sovereignty or its sov-
ereign lands; 
‘‘(B) the United States furnishes services 
to Native Hawaiians because of their unique 
status as the indigenous people of a once sov-
ereign nation with whom the United States has 
established a trust relationship; 
‘‘(C) Congress has also delegated broad 
authority to administer a portion of the Federal 
trust responsibility to the State of Hawaii; 
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‘‘(D) the political status of Native Hawai-
ians is comparable to that of American Indians 
and Alaska Natives; and 
‘‘(E) the aboriginal, indigenous people of 
the United States have— 
‘‘(i) a continuing right to autonomy in 
their internal affairs; and 
‘‘(ii) an ongoing right of self-deter-
mination and self-governance that has 
never been extinguished. 
‘‘(3) The political relationship between the 
United States and the Native Hawaiian people has 
been recognized and reaffirmed by the United 
States, as evidenced by the inclusion of Native Ha-
waiians in— 
‘‘(A) the Native American Programs Act of 
1974 (42 U.S.C. 2991 et seq.); 
‘‘(B) Public Law 95–341 (commonly 
known as the ‘American Indian Religious Free-
dom Act’ (42 U.S.C. 1996)); 
‘‘(C) the National Museum of the Amer-
ican Indian Act (20 U.S.C. 80q et seq.); 
‘‘(D) the Native American Graves Protec-
tion and Repatriation Act (25 U.S.C. 3001 et 
seq.); 
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‘‘(E) the National Historic Preservation 
Act (16 U.S.C. 470 et seq.); 
‘‘(F) the Native American Languages Act 
(25 U.S.C. 2901 et seq.); 
‘‘(G) the American Indian, Alaska Native, 
and Native Hawaiian Culture and Art Develop-
ment Act (20 U.S.C. 4401 et seq.); 
‘‘(H) the Workforce Investment Act of 
1998 (29 U.S.C. 2801 et seq.); and 
‘‘(I) the Older Americans Act of 1965 (42 
U.S.C. 3001 et seq.). 
‘‘(4) In 1993, 2005, and 2009, the Kameha-
meha Schools Bishop Estate released the findings of 
the Native Hawaiian Educational Assessment Proj-
ect, which found that despite the successes of the 
programs established under title IV of the Augustus 
F. Hawkins-Robert T. Stafford Elementary and Sec-
ondary School Improvement Amendments of 1988, 
many of the same educational needs still existed for 
Native Hawaiians. Subsequent reports by the Kame-
hameha Schools Bishop Estate and other organiza-
tions have generally confirmed those findings. For 
example— 
‘‘(A) Native Hawaiian students continue to 
begin their school experience lagging behind 
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