On Tuesday evening, House and Senate appropriators released the FY 2015 Omnibus Appropriations bill (HR 83), which will fund TEAs through Department  of Interior for the first time.

Here is the BIA section of the Interior explanatory statement. On page 24, it provides that:

Education.- The agreement includes $2,000,000 for the development and operation of tribal departments or divisions of education as authorized in 25 U.S.C. 2020.

This funding through the Department of Interior has been authorized since 1988 (see NARF Orange Book at 5), but Congress has never appropriated the money. TEDNA and its partner organizations, NIEA and NCAI, have long advocated for fulfillment of this promise. The bill, which is expected to be passed by both the House and Senate later this week, will mean new capacity-building grant opportunities for TEAs, which will expand tribal involvement in Indian education.  The STEP Program, which TEDNA long advocated for and was also a first of its kind, is a similar appropriation through the Department of Education.

You can see Quinton Roman Nose’s Testimony to the House Committee on Appropriations, Subcommittee on Interior, Environment, and Related Agencies for FY 2015 here, and for FY 2014 here.  You can also see other budget requests in our Congressional Materials section.  We will provide more information as it becomes available.

Due to consistent demand from our membership for more information, NIEA will hold a second Bureau of Indian Education (BIE) informational webinar on Tuesday, September 16, 2014 at 4:00 pm (eastern). For those who missed the initial session, we are providing this opportunity for additional dialogue and new information so our stakeholders can decide the best pathways for local schools and communities. Registration is open TODAY, so if you are an educator, parent, tribal leader, or stakeholder who is curious for what this reform means for your student, school, or community, this is the perfect opportunity to get more information.

Facilitators
• Dr. Charles “Monty” Roessel, BIE Director
• Ahniwake Rose, NIEA Executive Director
Important Information
• Date: Tuesday, September 16, 2014 (Date change)
• Time:  4:00 pm (eastern)
• Additional Details: Please visit http://www.niea.org

Background
Tribal leaders and Native education stakeholders have long requested that the federal government uphold its trust responsibility to Indian education. While there has been some cause for concern regarding the bureaucratic reform, the President’s summer announcement on Indian education increased momentum for ensuring tribal authority in education. The proposal to redesign the BIE under the June 12, 2014 Secretarial Order is based on recommendations from the Indian Education Study Group (Study Group), which DOI Secretary Jewell and Secretary of Education Duncan convened to diagnose the systemic issues within BIE schools.

Material for the Event
• White House Fact Sheet
• June 12, 2014 DOI Secretarial Order
• BIE Transformation Blueprint
• Indian Education Study Group Information
• NIEA/NCAI Joint Comments
• NIEA Senate Testimony on the BIE
For more information or questions, please contact Clint J. Bowers, NIEA Policy Associate, at cbowers@niea.org

Here is the text of the press release (bill summary here):

U.S. Senators Heidi Heitkamp (D-ND) and Lisa Murkowski (R-AK) today introduced a comprehensive plan to find solutions to the complex challenges facing Native American children throughout Indian Country.

The bipartisan legislation, Heitkamp’s first bill as a U.S. Senator, would create a national Commission on Native American Children to conduct an intensive study into issues facing Native children – such as high rates of poverty, staggering unemployment, child abuse, domestic violence, crime, substance abuse, and few economic opportunities – and make recommendations on how to make sure Native children are better taken care of and given the opportunities to thrive.   Heitkamp and Murkowski are both members of the Senate Committee on Indian Affairs.

“We have all heard stories or seen first-hand the struggles that too many Native children and their families face from extreme poverty to child abuse to suicide.  Since I’ve been in public office, I’ve worked to address many of these challenges, and I’m proud my first bill as a U.S. Senator will take a serious look at finding solutions to better protect Native children and give them the opportunities they deserve,” said Heitkamp. “Tragically, for children in our nation’s tribal communities, the barriers to success are high and they are the most at-risk population in the country, facing serious disparities in safety, health, and education.

“We need to strive for a day when Native children no longer live in third-world conditions; when they don’t face the threat of abuse on a daily basis; when they receive the good health care and education to help them grow and succeed. However, we don’t just have a moral obligation to fix this, we have treaty and trust responsibilities to do so. The federal government pledged long ago to protect Native families and children. We haven’t lived up to that promise. But we can change that.”

“Last week at the Alaska Federation of Natives, a group of kids from Tanana speak up  with tremendous courage and express that they have had enough of violence, alcohol, drugs, and suicide in their community. Their call for us to take a pledge to protect our villages against suicide, is a call to action for all of us. I am proud to be the lead Republican co-sponsor of the Alyce Spotted Bear and Walter Soboleff Commission with Sen. Heitkamp,” said Murkowski.  “We must ensure our federal government upholds the trust responsibility, especially to our Native children, and this Commission will examine from the lens of justice, education, and healthcare how to improve the lives of our Nation’s native children.”

“It is also time we honor Dr. Walter Soboleff, our champion for cultural education in Alaska. Dr. Soboleff, lived a life committed to ensuring our public education system honored cultural values, and that our University system provided an option for students to learn cultural practices with the established of the Alaska Native Studies Department at the University of Alaska Fairbanks.”

The Alyce Spotted Bear and Walter Soboleff Commission on Native Children, named for the former Chairwoman of Mandan, Hidatsa & Arikara Nation in North Dakota, and Alaska Native Elder and statesman, respectively, is already being praised by a cross-section of individuals from North Dakota, Alaska and around the country. It has been lauded by former Chairman of the Senate Committee on Indian Affairs Byron Dorgan, the National Congress of American Indians and the National Indian Education Association (quotes endorsing the legislation are below).

 

Background:

 

Conditions for young people in Indian Country are tragic. For example:

 

  • 37 percent of Native children live in poverty;
  • Suicide rates are 2.5 times the national average for children 15-24 years old;
  • High school graduation rate for Native students is around 50 percent, compared to more than 75 percent for white students; and
  • While the overall rate of child mortality in the U.S. has decreased since 2000, the rate for Native children has increased 15 percent.

Tribal governments face numerous obstacles in responding to the needs of Native children. Existing program rules and the volume of resources required to access grant opportunities stymie efforts of tribes to tackle these issues.  At the same time, federal agencies lack clear guidance about the direction that should be taken to best address the needs of Native children in order to fulfill our trust responsibility to tribal nations.

 

To help reverse these impacts, the Commission on Native Children would conduct a comprehensive study on the programs, grants, and supports available for Native children, both at government agencies and on the ground in Native communities, with the goal of developing a sustainable system that delivers wrap-around services to Native children.  Then, the 11 member Commission would issue a report to address a series of challenges currently facing Native children.  A Native Children Subcommittee would also provide advice to the Commission.  The Commission’s report would address how to achieve:

 

  • Better Use of Existing Resources – The Commission will identify ways to streamline current federal, state, and local programs to be more effective and give tribes greater flexibility to devise programs for their communities in the spirit of self-determination and allow government agencies to redirect resources to the areas of most need.
  • Increased Coordination – The Commission will seek to improve coordination of existing programs benefitting Native children.  The federal government houses programs across numerous different agencies, yet these programs too often do not work together.
  • Measurable Outcomes – The Commission will recommend measures to determine the wellbeing of Native children, and use these measurements to propose short-term, mid-term, and long-term national policy goals.
  • Stronger Data – The Commission will seek to develop better data collection methods.  Too often Native children are left out of the conversation because existing data collection, reporting, and analysis practices exclude them.
  • Stronger Private Sector Partnerships – The Commission will seek to identify obstacles to public-private partnerships in Native communities.
  • Implementation of Best Practices – The Commission will identify and highlight successful models that can   be adopted in Native communities.

 

For a summary of the bill, click here. For quotations from national supporters, click here.

2013 Decision Making Guide

This Guide was developed in collaboration with the National Congress of American Indians through a grant provided by the Bill and Melinda Gates Foundation.  One of the key purposes of the Grant was to help strengthen the role of tribal governments in Native education.  This Guide is intended to help accomplish that goal by providing Tribes and TEAs with an outline of select K-12 federal programs in which TEAs can potentially participate and thereby provide options for TEAs to enhance their role in Native education.The Guide focuses on select programs under the Elementary and Secondary Education Act (“ESEA”) as well as other federal laws.