The Johnson-O'Malley (JOM) program provides academic and cultural supports to meet the specialized and unique educational needs of American Indian and Alaska Native (AI/AN) students enrolled in public schools and select tribal schools. The Bureau of Indian Education (BIE), within the Department of the Interior, contracts with Tribes, tribal…

Federal and other studies have noted that exposure to violence and substance abuse make Native American youth susceptible to becoming involved with the justice system. The Government Accountability Office (GAO) was asked to examine federal and tribal efforts to address juvenile delinquency and the barriers tribes face in doing so. This report…

This article explores the efforts of tribal communities building more coordinated and effective early childhood systems by taking advantage of federal funding opportunities and partnerships. Given a new level of understanding and response from federal agencies regarding the unique nature of tribal communities, efforts are being made to acknowledge…

The Every Student Succeeds Act (ESSA) of 2015 includes several provisions that target the education needs of American Indian, Alaska Native, and Native Hawaiian students. This brief primer discusses how ESSA relates to the Bureau of Indian Education (BIE), the state tribal education partnership, cooperative agreements, consultation with tribes,…

American Indian and Alaska Native students enrolled in public schools have performed consistently below other students on national assessments from 2005-2019. The Johnson-O'Malley (JOM) program provides academic and cultural supports, through contracts, to meet the specialized and unique educational needs of American Indian and Alaska Native…

The Indian Education -- Formula Grants to Local Education Agencies (Indian Education Formula Grant) program is authorized under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). It is the Department's principal vehicle for addressing the particular needs of Indian children. The program…

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…

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…

Following hearings concerning inadequate telephone access on American Indian lands, the Federal Communications Commission (FCC) committed to promoting a government-to-government relationship with federally recognized tribes and consulting with them prior to implementing regulatory actions, and created financial assistance programs for telephone…

This document contains the report of the Committee on Education and Labor on bill H.R. 2908 to amend Title XI of the Education Amendments of 1978 relating to Indian education programs. The document contains a summary of the legislation, a description of the need for the legislation, its legislative history, a cost estimate, and a…

Examines poor health conditions and health problems of American Indians. Stresses that health programs for American Indians have been underfunded from the start, and that the diminishing commitment of the American government to such programs threatens to worsen an already low Indian health index. (MJL)

Examines why tribal leaders are saying that deteriorating Bureau of Indian Affairs (BIA) schools are a symbol of the Federal government's unfulfilled pledge to the education of Native-American children. Discusses the Santa Fe Indian School to illustrate the numerous safety and deterioration concerns faced by the BIA and the BIA's difficulties in…

Traces tribal colleges' struggle for funding in the 1970s and 1980s. Discusses the passing of P.L. 95-471, continuing opposition by the Bureau of Indian Affairs, and the Reagan administration's assertion that education is not a federal government trust responsibility. Describes financial support provided by private foundations. (SV)

Helps explain the process of getting and keeping a grant from the more than 70 federal programs making funds and/or services available to Indian tribes. Describes the sources and types of assistance available, details how to apply, and explains rights and remedies following a grant award. (SB)

Recent cutbacks in Indian Health Service (IHS) funding, particularly for urban programs, generated political mobilization and intergroup conflict among several Indian groups with IHS-funded programs. A Montana survey revealed gross underestimation of urban Indian population and high levels of unmet needs for health care services. Contains 27…