The federal government provides elementary and secondary education and educational assistance to Indian children, either directly through federally funded schools or indirectly through educational assistance to public schools. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system…

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…

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…

Usually reviews of special education in Canada describe the special education programs, services, policies, and legislation that are provided by the provinces and territories. The reviews consistently ignore the special education programs, services, policies, and legislation that are provided by federal government of Canada. The federal government…

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 No Child Left Behind Act (NCLBA) requires states and the Department of the Interior's Bureau of Indian Education (BIE) to define and determine whether schools are making adequate yearly progress (AYP) toward the goal of 100 percent academic proficiency. To address tribes' needs for cultural preservation, NCLBA allows tribal groups to waive all…

In this testimony, Dr. Willard Sakiestewa Gilbert talks on behalf of the National Indian Education Association with regard to the Bureau of Indian Education (BIE) and challenges facing BIE schools in improving student achievement. Founded in 1969, the National Indian Education Association (NIEA) is the largest organization in the nation dedicated…

This report is the result of a study to assess whether American Samoans should be designated as Native Americans under the Job Training Partnership Act. The finding is that there is insufficient evidence in favor of such a change in designation. To designate American Samoans as Native Americans may set a precedent for amending numerous other…

Section 401 of Title IV of the Job Training Partnership Act established an employment and training program to serve Indians, Alaska Natives, and Hawaii Natives that is administered by the Department of Labor. Since 1992 a Native American Employment and Training Council, composed entirely of Native Americans, has advised Labor on a variety of…

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)

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)

Discusses enactment, implementation, feedback, and reformulation of P.L. 93-638, permitting tribes to assume control of federal Indian programs. Focuses on 1975-80, during which policymakers addressed the lack of responsiveness by the Bureau of Indian Affairs and Indian Health Service to tribal takeover demands. Contains 26 references. (SV)

Discusses California Indian Claims Cases, focussing on the Indians of California Case. Presents a background sketch of the major claims and the nature of influences determining the wording of petitions, particularly in the Missions Indian Claims Case in which anthropological misunderstanding of socio-political-territorial organizations created…

Discusses the history of Indian, Chicano, and Puerto Rican colleges in the United States. Describes some of the current legal and legislative concerns facing these institutions, particularly in the areas of funding and accreditation. (EKN)

The development of an alternate model of colonization--one that allowed greater autonomy and self-determination for the Native American people--may explain the greater degree of success on the part of the Catholics in the field of Indian education than that of the Federal government. (Author)