Here are TEDNA’s 2015 forum and workshop materials.  They will also be stored in the Resources section.

TEDNA Annual Meeting and Forum:

2015-10-14 Rosebud Sioux Tribe TEDNA Presentation
2015-10-14 Bowman PhD.Oral Defense TEDNA Presentation
2015-10-14 Sam Morseau TEDNA Presentation
2015-10-14 NARF, Melody MCCOY Tribal Education Codes

TEDNA Workshop: Collaborating with Public Schools:

STEP NIEA Workshop

Nicole R. Bowman-Farrell (Mohican/Munsee) did her PHD dissertation on Indigenous Educational Policy Development with Tribal Governments and specifically focused on the Stockbridge-Munsee.  The abstract from her dissertation is here.  The poster she used to present her research at NCAI’s mid-year conference is here.  Her actual PHD dissertation can be seen here.

From the abstract:

This study had three major findings:

1. Developing Tribal educational policy is a contextualized and multiple step process. The S-M educational policy system is a series of intra-Tribal interactions. Policy is created in multiple steps involving the Tribal government, Tribal Education Board, and Tribal Education Department. Each of these Tribal educational policy stakeholder groups has distinct roles in the policy process.

2. Multiple factors influence Tribal education policy development. These include “cross-cutting” influences as well as community, cultural/traditional and public/western education influences.

3. Tribal and public educational policy activities vary across educational agencies and affect the policy environment, inter-agency relations, and perceptions of educational stakeholders.

Findings from the study suggest that multi-jurisdictional policy structures and activities that explicitly foster intergovernmental relations across local, state, federal, and Tribal government agencies will best support public school education of American Indian students.

It is great to see some new scholarship on Tribal Education Policy, particularly scholarship that is well researched and written!

Here is “Disparities in Discipline: A Look at School Disciplinary Actions for Utah’s American Indian Students.

The abstract:

The Condition of College & Career Readiness 2014 is ACT’s annual report on the progress of the graduating class relative to college readiness. This year, 57% of the graduating class took the ACT® college readiness assessment. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of readiness levels as well as offering a glimpse of the emerging educational pipeline.

This report is designed to help educators understand and answer the following questions:

  • Are your students prepared for college and career, and are your younger students on target?
  • Are enough of your students taking core courses, and are those courses rigorous enough?
  • What are the most popular majors/occupations, and what does the pipeline for each look like?
  • What other dimensions of college and career readiness, like academic behaviors, should educators track?
  • How are educators tracking progress on STEM initiatives?

The data includes average scores and benchmark attainment by state for the Class of 2014 as well as 2013 and other other readiness factors. To view the report, click here.

Here, from the GAO. An excerpt:

What GAO Found

GAO has reported for several years on how systemic management challenges within the Department of the Interior’s Office of the Assistant Secretary–Indian Affairs (Indian Affairs) continue to hamper efforts to improve Bureau of Indian Education (BIE) schools. Over the past 10 years, Indian Affairs has undergone several organizational realignments, resulting in multiple offices across different units being responsible for BIE schools’ education and administrative functions. Indian Affairs’ fragmented organization has been compounded by frequent turnover in its leadership over a 13-year period and its lack of a strategic plan for BIE. Further, fragmentation and poor communication among Indian Affairs offices has led to confusion among schools about whom to contact about problems, as well as delays in the delivery of key educational services and supplies, such as textbooks. Key practices for organizational change suggest that agencies develop a results-oriented framework, such as a strategic plan, to clearly establish and communicate performance goals and measure their progress toward them. In 2013, GAO recommended that Interior develop a strategic plan for BIE and a strategy for communicating with schools, among other recommendations. Indian Affairs agreed with and reported taking some steps to address the two recommendations. However, it has not fully implemented them.

Limited staff capacity poses another challenge to addressing BIE school needs. According to key principles for effective workforce planning, the appropriate deployment of employees enables organizations to have the right people, with the right skills, in the right places. However, Indian Affairs data indicate that about 40 percent of its regional facility positions, such as architects and engineers, are vacant. Similarly, in 2014 GAO reported that BIE had many vacancies in positions to oversee school spending. Further, remaining staff had limited financial expertise and training. Without adequate staff and training, Indian Affairs will continue to struggle in monitoring and supporting schools. GAO recommended that Interior revise its workforce plan so that employees are placed in the appropriate offices and have the requisite knowledge and skills to better support schools. Although Indian Affairs agreed with this recommendation, it has not yet implemented it.

Inconsistent accountability hampers management of BIE school construction and monitoring of school spending. Specifically, GAO has found that Indian Affairs did not consistently oversee some construction projects. For example, at one school GAO visited, Indian Affairs spent $3.5 million to replace multiple roofs in 2010. The new roofs have leaked since their installation, causing mold and ceiling damage, and Indian Affairs has not yet adequately addressed the problems, resulting in continued leaks and damage to the structure. Inconsistent accountability also impairs BIE’s monitoring of school spending. In 2014 GAO found that BIE does not adequately monitor school expenditures using written procedures or a risk-based monitoring approach, contrary to federal internal control standards. As a result, BIE failed to provide effective oversight of schools when they misspent millions of dollars in federal funds. GAO recommended that the agency develop written procedures and a risk-based approach to improve its monitoring. Indian Affairs agreed but has yet to implement these recommendations.