This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum…

In order to explore how early childhood Ojibwe language and culture programs could be scaled up with financial and governance support from state government agencies, Wilder Research explored the process of reclaiming Indigenous culture and language, how it is embedded into early childhood programs in Minnesota, how the state can deepen their…

Two case studies are presented to compare and contrast the challenges encountered when attempting to conduct participatory evaluations (P-Es) with tribal programs that represented two extremes of collaboration between the programs and evaluators. In one case, the P-E was successful because the principals were invested in the program, whereas in…

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only…

This paper presents an overview of the Early Head Start program. The objective of the Early Head Start program is to enhance the cognitive, social and emotional development of low-income children, including children on federally-recognized reservations and children of migratory farm workers, through the provision of comprehensive health,…

State and local governments spend billions of dollars annually on the construction, renovation, and maintenance of public school facilities, yet concerns persist about the condition of some school facilities, particularly in school districts serving students residing on Indian lands. The Department of Education's (Education) Impact Aid Program…

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only…

Quarterly progress reports present the major accomplishments and activities of four American Indian Community Library Demonstration projects funded during 1976-1977. These projects established library services in New Mexico for four previously unserved Pueblo communities: Cochiti, Santo Domingo, Sky City, and Laguna. For each quarter, an overall…

Describes three educational programs operating on the Navaho reservation: the Rough Rock Elementary School, the Ramah High School, and the Navaho Community College. (JM)

The document is submitted pursuant to a contract with the U.S. Commission on Civil Rights, in preparation for hearings held in New Mexico during November 1972. It covers the protection and preservation of the land and water rights of the American Indian tribes in the Southwest, which is as vital as any problem which now confronts the Pueblo…

A 1973 Bureau of Indian Affairs (BIA) publication, the directory alphabetically lists over 240 federally recognized American Indian tribes. The governing body, title of presiding officer, and address for each tribe are also given. Alaska Natives are not included, although the address for the Juneau BIA Area Office is. A tribal listing by state,…

Federal health, education, and welfare programs for 1970 benefiting American Indians residing on Federal reservations are listed. The report is divided into 3 sections: (1) Federal Indian programs aimed at improving or providing Indian health services, tribal management services, housing, higher education, and conservation; (2) Federal programs…

In the first section of this two part document a member of the Standing Rock Sioux Tribe, who is also coordinator of the tribal library, describes her own education and experiences, the present conditions on the reservation, and the programs of the tribal library. She delineates the differences between the library needs of the tribal community and…

The intention of this paper was to inform readers about educating Native Americans and what could be done to better meet the Indians' needs. To present this, the paper covered the history of Indian education, the present, and the future. Indians were initially educated to force them to change, assimilate, and become acculturized, rather than to…

Educational trends for American Indians are covered in terms of the 1964 Civil Rights Act; Title IV of Public Law (PL) 92-318; and the Jackson Bill (SB 1017), The Indian Self-Determination and Educational Performance Act of 1973''. (FF)