In the heart of San Bernardino County, a young James Ramos faced a moment that would shape his lifelong advocacy. A teacher’s request to interpret a drum song revealed a stark misunderstanding of Native American culture, leaving Ramos feeling invisible in his own classroom. This experience, far from isolated, highlights a broader issue in California’s education system: the undercounting and misrecognition of Native American students.

Today, as an assemblymember, Ramos is at the forefront of a legislative push to change this narrative. His bill, Assembly Bill 1581, aims to require schools to collect and report the tribal affiliations of all students who identify as American Indian or Alaska Native. This initiative seeks to address the 70% nationwide undercount of Native American students, a figure that soars to 89.8% in California.

The Invisibility of Indigenous Students

A 2026 report by the American Institutes for Research and the Indigenous Education State Leaders Network revealed a staggering undercount of Native American students. In California, this undercount translates to 155,855 students not being recognized as American Indian or Alaska Native. According to the California Department of Education, only 24,130 students were counted in the 2026-26 school year, a mere 0.4% of the total student population. However, the report estimates that the actual number could be closer to 180,000 students, approximately 3% of the student population.

The current system’s rigidity exacerbates this issue. Students who identify as more than one race, such as American Indian and white, are counted as Two or more races, rather than being recognized for their Native American heritage. AB 1581 seeks to change this by requiring schools to collect and report the tribal affiliation of every student who identifies as American Indian or Alaska Native, regardless of their other racial or ethnic identities.

The Impact of Undercounting

The undercounting of Native American students has far-reaching consequences. Schools may not receive federal or state funds meant specifically for Indigenous students, such as those for Native American language classes, tutoring, or Title VII programs aimed at boosting academic achievement. Additionally, inaccurate counts make it difficult to track how schools serve these students, affecting data on standardized test performance, graduation rates, and suspension rates.

Collecting tribal affiliations would also shed light on the diversity of Indigenous cultures among students. California is home to 109 federally recognized tribes, with many more petitioning for recognition. Furthermore, thousands of students in California schools have families from Indigenous communities in Mexico and Central America.

The Cultural Richness of Indigenous Students

Marcos Aguilar, project director of the American Indian Resurgence Initiative and co-founder of a Los Angeles charter school, emphasizes the invisibility of Indigenous students. At Anahuacalmecac International University Preparatory of North America, where Aguilar serves as executive director, more than 65% of students identify as American Indian, representing a diverse range of Indigenous peoples, including Nahua, Zapotec, Wixarika, Cherokee, and Kanaka.

Aguilar’s work highlights the importance of recognizing and celebrating Indigenous cultures. The bill could help schools better understand the assets that Indigenous students bring, fostering a more inclusive and culturally responsive educational environment.

Data-Driven Educational Practices

Rafael Vasquez, co-author of the book Culturally Responsive Schooling for Indigenous Mexican Students, underscores the power of data in informing policies and practices. Having a better understanding of the scope of Indigenous students can propel schools to provide better translation services in Indigenous languages for parents and incorporate Indigenous cultural practices into the curriculum.

For example, Vasquez worked with the Lynwood Unified School District to interview parents from a Zapotec Indigenous community in Oaxaca. The district used this data to incorporate Zapotec brass band music into the school through an after-school program and performances at school events. This initiative not only celebrated the students’ cultural heritage but also correlated with improved academic success.

A Path Forward

Assemblymember Ramos’s bill represents a significant step toward making Indigenous students visible in California’s education system. By requiring schools to collect and report tribal affiliations, the bill aims to ensure that Native American students receive the recognition, resources, and support they deserve.

As Ramos stated, I’m doing everything I can to make sure that California Indian people and Native Americans don’t feel invisible in LEAs. This legislation is a crucial move toward achieving that goal, ensuring that the rich cultural heritage and diverse identities of Indigenous students are acknowledged and celebrated in California’s schools.