The New Mexico Public Education Department (PED)--through its various divisions and bureaus--has been actively engaged with pueblos, tribes, nations, and the school districts serving American Indian students. The purpose of this report is to provide information required by the Indian Education Act and State-Tribal Collaboration Act to stakeholders…

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant Act (CCDBG) as amended. The report provides information about the role of the Child Care and Development Fund (CCDF) in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are…

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…

Testimony presented in these hearings centers on the legal problems derived from the many and varied statutory definitions of "tribe" and the resulting confusion on the part of the administrators of Federal programs designed to benefit American Indians and Alaska Natives (e.g., in Alaska, there are currently about 465 legal entities…

Presenting testimony on legislation to restore the Confederated Tribes of Siletz Indians (Oregon) to the status of a federally recognized tribe, these hearings from the 95th Congress include: (1) the text of the bill itself (S. 1560); (2) testimony given by 3 individuals (a representative from the Tribal Council of the Confederated Tribes of…

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)

Achievement of true tribal self-determination is seriously compromised by declining federal expenditures on Indian programs. Current proposals do not assure adequate funding for tribes to carry out basic government functions and do not address the question of tribal sovereignty. Contains 25 references and 7 data tables of expenditures. (SV)

The Indian Child Welfare Act places responsibility for implementing Indian welfare legislation onto Indian tribes themselves, rather than on the government bureaucracy. Successful implementation poses challenges concerning the establishment of comprehensive tribal courts, in view of sociocultural and environmental factors that have affected the…

A follow-up study of 15 project offices (involving 50 administrative and support staff responses) was conducted to determine the progress of the American Indian Vocational Rehabilitation projects in addressing previously identified training and technical assistance needs, as authorized by Title 1, Part D, Section 130 of the Rehabilitation Act of…

The paper discusses the legal, political status of American Indian tribes, the relationship of Indians to their tribes and to their States, and the relationship of tribes to the States and to the United States (U.S.) Government. The U.S. Government has excercised plenary power over Indians for approximately 200 years. Indian tribes have…

The 1996 Personal Responsibility and Work Opportunity Reconciliation Act gave American Indian and Alaska Native tribes the option to administer Temporary Assistance for Needy Families (TANF) programs either alone or in a tribal consortium. The law also granted tribal TANF programs more flexibility in program design than it gave to state programs.…

The Indian Self-Determination and Education Assistance Act of 1975 aimed to maximize tribal participation in planning and administration of federal services and programs, and to reduce federal bureaucracy in those programs. Despite passage of the act, tribal attempts to assume operations of federal programs were hindered by increased federal…

The purpose of the Johnson O'Malley Act (JOM) is to provide financial assistance to meet the unique and specialized needs of Indian children attending public schools. This booklet briefly describes the history of the act, how it works (funding and requirements), the involvement of the local Indian Education Committee, the Education Plan,…

In a survey of 59 tribes, 27 said they were dissatisfied with the way school districts consult with them under the Impact Aid Program. Impact Aid legislation provides additional funds to local school districts educating children whose parents are employed by the federal government or live on federal property. In 1958, Congress included children…

The devastation caused by unemployment among the nation's approximately 2 million American Indians is great. Analysis of January 1985 state unemployment rates reveals an enormous disparity between average state rates and the rates for the state American Indian populations. While the official unemployment rate in 28 states ranged from 5.8% to…