The NIEA Legislative Director position is responsible for building support for the advancement of Native education policy through various vehicles – from working with key stakeholder groups to coalition partners and policy makers in in the federal government. This position will directly supervise the State Policy Associate

For additional information, contact Ahniwake Rose at 202.544.7290.

To read more about the position, click here.

FOR IMMEDIATE RELEASE                                                                     

February 25, 2016

Washington, D.C. – At the National Indian Education Association’s (NIEA) annual legislative summit, Senator Barrasso (R-WY), Chairman of the Senate Committee on Indian Affairs, announced he was introducing a bill to Congress that would have ramifications for the future of Native education. The Reforming American Indian Standards of Education (S.2580) (RAISE) Act would eliminate the Bureau of Indian Education (BIE) and establish an independent Indian Education Agency within the Department of the Interior.

While speaking to NIEA membership about the bill, Senator Barrasso said, “BIA is not an agency equipped to run schools…the [process] needs to be more streamlined with increased accountability.” He went on to say, “My legislation will ensure that the administrators, teachers, and students from tribal communities are being listened to and that their needs are being met. It is an important first step for better transparency and accountability for schools across Indian country.”

Under Barrasso’s plan a director, who would be appointed to a six-year term, would lead the new Indian Education Agency. The new agency’s director would be appointed by the President and confirmed by the Senate. The new agency would also staff two assistant directors, one overseeing education curriculum and the other overseeing facilities management. The bill assumes that by merging all education and administrative offices under the leadership of one agency, a more efficient and functional Indian education system could be established- one that could be responsive to local needs.

NIEA’s Executive Director, Ahniwake Rose said of the bill, “The proposed language is a direct response to the reform needed within the BIE system – and Mr. Barrasso has provided a bold proposal on how to improve the process. I look forward to addressing NIEA membership about the bill to better understand how this action would impact their communities and working with Senator Barrasso to determine what is in the best interest of Native students.”

NIEA will continue to monitor and provide updates to members on the advancement of this bill.

 To read S. 2580, please click here.

An excerpt:

Sitting on a plane on my way home from Seattle, I am sorting through reflections on the historical end of No Child Left Behind and the passing, at the end of last year, of the Every Student Succeeds Act (ESSA). The turbulence makes it difficult to type but that simply adds to the symbolism of the journey our nation’s education has taken over the past two decades: bumpy and unnerving. Now, there is a new law and a plethora of provisions in it to applaud. I want to offer my accolades for a subtle but valuable win, the recognition of Native American education. I had just spent a weekend in Washington State to offer Common Core literacy training for tribal school educators. It was during this time that I realized how significant of a win the new legislation is for the 567 federally recognized tribes of Native Americans.

Around 20 of us — teachers and administrators –gathered at the Muckleshoot Tribal College in Washington State, a college on the Muckleshoot reservation, to practice blending a recently-mandated Native American curriculum into the college’s content classes using Common Core instructional practices. Despite the varied grades, content areas, and educational roles, our purpose for spending the weekend learning together was to ensure that native and non-native teachers could utilize culturally-responsive teaching practices and texts to ensure that native students had more equitable access to quality culture-based instruction. Several educators mentioned the literacy challenges their students face because of the lack of resources and support in the community. Native and non-native teachers discussed how important it is to embed the students’ culture into instructional practice but this would mean more communication between schools, tribes, and the community. There was a voice of determination for success despite the frustration.

Historically, there is a presence of a nearly silent voice, one that has been mistaken for being passive. Amidst the cacophony of political and social discourse, the Native American plight to affirm their sovereign rights and maintain a cultural identity has been a quiet under-recognized plight. Several hundred years of persevering through this plight has wreaked havoc on the native educational system as well as the academic performance and psychological well-being of Native American students. In the narrative of equity, other minority groups have taken center stage as native students fell further behind. In 2015, I traveled with the Native Indian Education Association (NIEA) across New Mexico, South Dakota, and Washington State to provide Common Core trainings like the one in Muckleshoot.

To read the entire article, click here.

An excerpt:

The Every Student Succeeds Act of 2015 is a big win for Indian country, according to the National Indian Education Association. Executive Director Ahniwake Rose, Cherokee/Creek, and Federal Policy Associate Dimple Patel explained why in a January 27 webinar, “Understanding the Every Student Succeeds Act.”

ESSA, signed into law by President Obama on December 10, reauthorizes the Elementary and Secondary Education Act of 1965, a piece of civil rights legislation meant to protect the nation’s most vulnerable children. ESSA replaces the 2001 No Child Left Behind Act and shifts much of the responsibility for elementary and secondary education from the federal government to the states.

Tribal Consultation

For the first time ever, states and local educational agencies (LEAs) are required to engage in meaningful consultation with tribes or tribal organizations in the development of state plans for Title I grants. Further, LEAs must consult with tribes before making any decision that affects opportunities for American Indian/Alaska Native students in programs, services or activities funded by ESSA.

“Consultation means better decisions will be made for our students…. We believe that this provision alone is going to change the way our students are perceived and worked with in our school systems,” said Rose.

The key, she said, will be to help schools and LEAs understand what meaningful consultation is. NIEA will be working with the Department of Education and states to make sure consultation occurs at the earliest possible stage and prior to the development of any programs, initiatives or policy.

Native Language Immersion Programs

Funds awarded under a new Title VI (the new title for Indian Education) grant may be used to fund Native language immersion programs in public schools. The intent is to help Native peoples use, practice, maintain and revitalize their languages and cultures and to improve educational opportunities and student outcomes in AI/AN communities, said Rose. A Language Immersion Study will identify best practices.

To read the entire article, click here.

Important developments are expected in Indian country in 2016. Here are some of them:

Kevin Washburn Leaving BIA; Lawrence Roberts to Take Over

Assistant Secretary for Indian Affairs Kevin K. Washburn, Chickasaw Nation of Oklahoma, will be leaving his post in January to return to teaching at the University of New Mexico School of Law. Principal Deputy Assistant Secretary Lawrence “Larry” Roberts, Oneida Tribe of Wisconsin, will take over the position for the remainder of President Barack Obama’s term.

Interior Secretary Sally Jewell said in a statement, “With Larry’s leadership, I am confident we will continue the strong momentum rooted in tribal self-determination and self-governance that Kevin has helped reignite.” Roberts has been with the department since 2012. Before that, he was General Counsel of the National Indian Gaming Commission.

During his tenure Washburn has overseen the settlement of past disputes between the federal government and tribes, convinced Congress to make funding contract support services mandatory, revised the federal acknowledgment process, updated right-of-way regulations and improved the land-into-trust process. On his watch, the Bureau of Indian Education has begun a complete reorganization that will eventually turn over control of most of its schools to tribes.

Supreme Court to Decide Dollar General Case

The U.S. Supreme Court ruling in Dollar General v. Mississippi Band of Choctaw Indians, expected in the spring, will have profound implications for justice in Indian country. Should the court rule against the tribe, it would reaffirm the Doctrine of Discovery and severely limit the ability of tribal courts to protect tribal members – even children – on their own lands from abuses, a right that both the Tribal Law and Order Act of 2010 and the Violence Against Women Act reauthorization of 2013 expanded.

The court heard oral arguments on December 7 and the justices seemed to lean toward favoring Dollar General’s position that the tribe could not bring a civil suit for the alleged sexual assault of a child against an entity that operated a business on tribal lands, despite the fact that the business had consented to be subject to tribal jurisdiction.

Suzette Brewer quoted legal experts as saying that Dollar General could be the “most potentially devastating case for Indian tribes in half a century.”

The Supreme Court will decide at least two other Indian cases in 2016, according to the Native American Rights Fund’s Tribal Supreme Court Project. On December 1, the Court heard oral argument in Menominee Indian Tribe v. United States and on January 20 it is scheduled to hear oral argument in Nebraska v. Parker, which pertains to tribal regulatory authority over non-Indian communities located within reservation boundaries.

New Education Law Will Go into Effect

President Obama signed the Every Student Succeeds Act of 2015 into law December 10. ESSA is the first reauthorization of the Elementary and Secondary School Act since 2001 when the highly-criticized No Child Left Behind Act passed during George W. Bush’s administration.

ESSA offers both opportunities and challenges for Indian country; as always, the details of how the law is implemented will be critical. On the one hand, the law offers much less federal oversight of education, a factor that could work against minority children, poor children, immigrant children and children with disabilities, groups whom the original 1965 federal education law was designed to protect. On the other hand, it mandates the participation of tribes and tribal organizations in local and district school board decision-making and provides expanded funding for programs such as immersion language learning.

National Indian Education Association Executive Director Ahniwake Rose, Cherokee, says, “This [law] is a huge change for Native education, the first steps toward self-determination over public education on our lands. It is the first time states and local educational agencies will have to talk to tribes. And it authorizes the STEP program, making more tribes eligible to run and operate federal programs. When tribes, governments, schools and the community have an active voice in the [schools their children attend], that’s the best step you can take to improve education.”

Carcieri ‘Fix’ Remains Elusive

Efforts to find a Congressional “fix” to the U.S. Supreme Court’s 2009 decision in Cacieri v. Salazar have so far failed to make much headway. The court ruled that the 1934 Indian Reorganization Act authorized the Secretary of the Interior to take land into trust only for tribes under federal jurisdiction at the time the IRA was passed. The “clean fix” advocated by many tribes would affirm Interior’s authority to place land into trust for all recognized tribes and affirm the department’s previous trust decisions. However, many members of Congress want the “fix” to give local governments more say in federal land-into-trust decisions; some proposed legislation has even given states and counties veto power.

Senate Committee on Indian Affairs Chairman John Barrasso, R-Wyoming, in July introduced a compromise measure. The Interior Improvement Act (S. 1879) would affirm Interior’s past land-into-trust decisions and would give the department authority to accept land into trust for all federally recognized tribes. It would not give local governments veto power over federal trust decisions but would require Interior to consider input from those governments. It would also fast track applications in which the tribe has forged cooperative agreements with nearby local governments and would require judicial review of all land-into-trust decisions. The United South and Eastern Tribes have expressed their support for the legislation. The Senate Committee on Indian Affairs gave the bill its okay on December 2.

New Regs for Implementing Indian Child Welfare Act Due Out

Even as the Bureau of Indian Affairs implements new guidelines for implementing the 1978 Indian Child Welfare Act, adoption agencies and states are challenging the law. In July, the Goldwater Institute filed a proposed class-action lawsuit in U.S. District Court for the District of Arizona challenging the constitutionality of the ICWA and the BIA’s guidelines. The case involves children whose parents’ rights have been terminated and who live off-reservation.

The BIA is now working on new regulations (as opposed to guidelines) for implementing ICWA to ensure uniformity in the way the law is implemented by state courts and agencies. The proposed regs were published in the Federal Register in March.  Comments were due in May.