DOJ recently awarded $90 million to Tribes in the form of 192 grants to 110 American Indian tribes, Alaska Native villages, tribal consortia and tribal designated non-profits. Among other things, the grants go towards alcohol and substance abuse programs and tribal youth programs. DOJ’s press release can be seen here.
TEDNA’s comments on the September 12 Department of Education Consultation can be seen here.
The Department of Education has posted its transcript of the consultation that was held in Smith River, CA.
An article from Indian Country Today on an excellent model Tribes and Tribal Education Departments and Agencies can use. Morongo decided to open its own school, and the results have been positive:
For about the same budget cost as the mentor program, the Morongo tribe decided to build a tribally managed private school. Currently the school covers K-8th grade, and in fall 2013, the Morongo School will create a 9th grade class, and each year after will create a new high school class. By 2015, the school will cover K-12. . . .
The curriculum emphasizes nation building, culture, reading, math, environment, and writing. Cultural activities and knowledge are built into leadership, cultural games, and cultural classes. Test scores in math and reading have increased dramatically for both strong students and initially low scoring students.
From Indian Country Today, 6 Places to Find Scholarships for Native Students. A quote:
While most parents and students are just thinking about getting back to school, high school students should always be thinking about applying to as many scholarships as possible. The more money that can be earned through scholarships means less loans to pay back later.
Here are 6 places for Native students to start looking:
The Brown Center released a report today called “The Algebra Imperative.” The report shows that current national and international math assessments do not adequately measure how well American students are learning algebra.
The essay is organized by four sections. The first section describes the current state of affairs in assessing algebra—the national and international tests that Americans rely on to measure progress. Section two presents evidence that the current battery of assessments is inadequate. Section three discusses prospects for remedying the situation. Section four concludes.
A good discussion of this report from the Brookings Institution can be found here.