2014 Native Youth Report – Executive Office of the President

Here is the White House 2014 Native Youth Report. An excerpt from the Root Causes of Disparities in Native Educational Attainment:

Continued Lack of Genuine Tribal Control: Historically, states that have Indian lands within their geographic boundaries have not been required, or even encouraged, to collaborate with tribes in operating schools. Public education, which serves the vast majority of Native students in schools both on and off reservation and tribal lands, continues to exclude tribes and maintains non-tribal control over academic goals, funding, staffing, and curriculum. The lack of culturally-relevant curriculum and culturally competent staff that understand how to reach Native youth may lead to the high drop-out rates and low high- school graduation rates for AI/AN students. Although there are over 200 Tribal Education Departments, they are not adequately funded to develop tribal expertise. In addition, the BIE, which has transferred operation of two-thirds of schools to tribes, has not been adequately restructured to recognize its new primary role of supporting tribal programs, rather than being the primary provider of Indian education. Tribes and Indian educators identify infrastructure investments and administrative grant support costs as necessary resources to execute genuine tribal control.

And an excerpt from the Recommendations for Change:

Strengthen tribal control of education: Education is a key component in improving the life trajectories of Native youth and ultimately rebuilding strong tribal nations. Tribal nations are in the best position to address the unique needs of their students because they best know their own children and communities. Research identifies tribal self-determination as a strategy that has improved the well-being of American Indians and Alaska Natives across many areas of government service. Increasing tribal control also is likely to lead to greater development of curricula that include Native languages, cultures, and values. Tribal/state and tribal/school district partnerships in education are important opportunities for improving outcomes for Native youth. Elevating the role of tribes in education allows them to design schools and programs rooted in high expectations for all students, while embracing tribal values and traditions that meet the specific needs of their citizens.

HUFF POST: The Education System Is Failing Native American Students. Here’s Proof.

Early last month, Barack Obama made his first visit as president to Indian Country, where he announced plans to revamp the Bureau of Indian Education (BIE) in an effort to improve the agency’s federally funded Native American schools. Acknowledging a “crisis” in Native American education, Obama proposed giving local tribes more control over education so that “you can direct your children’s education and reform schools here in Indian Country.”

As it stands, the BIE, an agency within the U.S. Department of the Interior, directly operates 57 schools for Native American students and supervises 126 tribally controlled schools. The BIE schools educate less than 10 percent of Native American and Alaska Native students in the country, but these students tend to perform substantially worse than Native students in regular public schools and public school students in general.

Still, the performance of Native students in regular public schools is no cause for celebration, either. When taken together, Native students in BIE schools and regular public schools are some of the lowest-performing students in the country.

Below we have compiled a series of charts outlining the state of education for Native students around the country in all types of public schools.

To read further, click here. Our previous posts on this are here, and here.

ICT- Will Indian Country Funding Increase Under Budget Deal?

Here. As the excerpt below shows, there is still a lot of uncertainty until the details are hammered out.

It is a macro-level deal that makes recommendations on topline discretionary spending levels for fiscal years 2014 and 2015, so the details of how Indian program funding will be affected have yet to be ironed out and released by congressional appropriators.

Indian country officials are currently widely reminding appropriators of the budget cuts tribes have faced as a result of sequestration, and tribes are encouraging a restoration of and increase in federal support.

Read more athttp://indiancountrytodaymedianetwork.com/2013/12/19/will-indian-country-funding-increase-under-budget-deal-152791

We have also heard that the Interior and Education budgets are typically hotly contested, and thus we could end up with a continuing resolution for these agency budgets, essentially continuing last year’s budget for FY ’14.

High Schools to Compete for $100 Million in New Race to the Top-Style Contest

Here, from EdWeek.

Today, the Obama administration will announce details of a $100 million competition for high schools that better prepare students for college and high-tech careers, U.S. Department of Education officials confirmed this morning.

Washington Post also has coverage on this here.

The government will award up to 40 grants to allow high schools to team up with higher education institutions and employers. The grants will be awarded early next year.