Here. An overview of this interview with Secretary Sally Jewell:

The high school graduation rate for Native Americans is the lowest of any ethnic or racial group in the United States. How can the government assist reservation schools while respecting autonomy of tribes? Judy Woodruff talks to Secretary of the Interior Sally Jewell about a series of initiatives announced by the president on how to undo deep-seated education challenges for Native Americans.

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.