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…

Identification of problems encountered by the Office of Indian Education (OIE) and development of recommendations to improve administrative and programmatic effectiveness of OIE were goals of this study, prepared by a team from the National Advisory Council on Indian Education (NACIE). Information for evaluation was obtained from 20 survey forms…

Comments from program directors, Indian contractors, and tribal leaders are considered in the report of the Bureau of Indian Affairs' (B.I.A.) Indian Action Team Program, implemented in 1972 to provide Indian people living on reservations with job training through Indian Technical Assistance Center contracts with tribal groups. Funding was $66.2…

This report presents the findings from a 30-month evaluation of the Job Training Partnership Act (JTPA) Title IV Section 401 Indian and Native American (INA) Program. This specially targeted JTPA program provides employment and training services to American Indians, Alaska Natives, and Native Hawaiians. Most grantees are tribal governments or…

Profitable businesses are needed on Indian reservations to help Indians overcome cultural and economic barriers, become self-sufficient, and achieve a standard of living comparable to that enjoyed by non-Indians in neighboring communities; the 25 loan, grant, and technical assistance programs administered by 8 federal agencies, however, have not…

When used in the 1950s primarily as an alternative to reservation economic development, relocation failed to achieve its intended goals. It failed to reduce federal commitment to Indian welfare, promote cultural assimilation, or improve the economic status of Indians. Indians with existing job skills and off-reservation experience--the most…

Six Indian Education Technical Assistance Centers (IETACs) provide technical assistance to American Indian and Alaska Native education programs funded by Title V grants from the Office of Indian Education (OIE). This study examines the services provided by the IETACs and identifies factors that influence their effectiveness. Data were collected…

This document describes activities and presents recommendations of the National Advisory Council on Indian Education (NACIE) for fiscal year 1989. NACIE activities included: (1) development of regulations and administrative practices and policies; (2) review of applications for assistance under the Indian Education Act of 1988; (3) evaluation of…

To aid the Office of Evaluation and Dissemination (OED) and the Office of Indian Education in development of a Request for Proposal to conduct an impact evaluation of the Indian Education Act, Part A, investigators used findings of the OED-sponsored evaluation of the Indian Education Act and observations of the principal investigator to establish…

The first annual report (1979) of the 15-member Bureau of Indian Affairs (BIA) Advisory Committee for Exceptional Children (ACEC) reflects activities, concerns, and recommendations to the Department of the Interior for providing appropriate specialized programs and services for education of the projected 4,506 American Indian and Alaska Native…

Five areas concern the Subcommittee on Indian Education for 1979. First, there is lack of coordination at the funding level and the operations level among the many federal agencies and programs involved in providing early childhood education services to Indians. The feasibility of establishing a National Center for Early Childhood Indian Education…

The annual report of the National Advisory Council on Indian Education (NACIE) contains recommendations based on American Indian/Alaska Native perceptions of educational program needs in the areas of legislation, policy, administration, and funding. Part 1 describes the purpose and functions of NACIE. Part 2 is a paper titled "Keeping…

Investigators used 7 data collection instruments to survey a sample of 223 local education agencies receiving funds under the Indian Education Act, Title IV, Part A, in order to describe the effectiveness of projects so funded, provide management and grant administration information to the Office of Indian Education, determine the feasibility of…

The purposes of the national evaluation survey of the Indian Education Act (IEA) Title IV, Part A, projects were to evaluate the implementation of Part A objectives, conduct a feasibility study to determine evaluation criteria for future impact studies, and identify non-fiscal obstacles to Part A projects. Exhaustive preliminary research resulted…