Background: National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. Objective: There is little reporting…

In this manuscript, I outline what I perceive to be the potential implications of the Trump presidency for the education of American Indian children and youth. In doing so, I argue that failure to provide adequate educational programs and services for American Indian children and youth represents an abrogation of the federal government's trust…

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…

Traces the history of education for American Indian children from 1890-1934, focusing not only on government boarding schools, day schools, and private contract schools, but also on state-supported elementary and secondary schools. Discusses implications of the Dawes Act, Meriam Report, and Johnson-O'Malley Act.

A more objective assessment of British colonial education policy calls for a deeper appreciation of the nature and limitations of colonial government, the difficulties associated with interpreting the trusteeship principle, and the influence of local conditions in determining educational policy and practice. (Author)

Anticipated budget cuts will challenge Indian educators to maintain and improve educational quality with less funding. Academic standards, staffing, inservice and preservice training and the possible consolidation or elimination of supplemental programs are items of concern. (CM)

As part of Bureau of Indian Affairs (BIA) funding, Tribal Priority Allocations (TPA) are the principal source of funds for tribal governments and agency offices at the reservation level. According to their unique needs and circumstances, tribes may prioritize funding among eight general categories: government, human services, education, public…

Reviews the recent growth of Bureau of Indian Affairs (BIA) schools and enrollments, the increased tribal control over BIA education, the success of BIA school reform efforts and of tribal colleges, and major facilities problems due to inadequate funding. Suggests that enthusiasm for school improvement is endangered by a political environment that…

Kickapoo Nation School, a tribally controlled K-grade 12 school, owned and administered by the Kickapoo Tribe in Kansas since 1981, is examined as a case study of the implementation of the Indian Self-Determination and Education Assistance Act of 1975 (P.L. 93-638). The tribal school, viewed as a reflection of the tribe's ongoing goal of self…

This report to Congress by the National Advisory Council on Indian Education (NACIE) includes an explanation of NACIE's history and current operation, ongoing programs, and recommendations for future work. NACIE, which reports to the Department of Education, is the sole Indian organization designated as an executive agency of the federal…

Aspects discussed include federal responsibility in Indian education, the need for federal leadership and coordination, and the need for in service and preservice training. (Author/DLS)

This 1990 survey on American Indian education was conducted among 511 Native American tribal leaders, 227 (44.4%) of whom responded. The study found that 92% of Indian children attend state public schools. Fewer than 10% of Indian children attend Bureau of Indian Affairs Schools or tribally-operated schools. Only 52% of Indian students graduate…

This paper traces the development of the government-to-government relationship between the United States and Native peoples and examines the implications of that relationship for Native American education. In 1532, Francisco de Vitoria refuted the Doctrine of Discovery and laid out four principles to guide Spanish governmental relations with…

Reviews the present constitutional and statutory basis for the education of North American Indians in Canada. Examines the complex jurisdictional problems raised in the 1867 Constitution Act in the context of provincial legislation. Presents recent developments, including the 1982 Constitution Act. (NEC)

This report includes state-by-state summaries of 1994 legislation pertaining to Native American issues. Of 344 bills introduced in the state legislatures in 1994, 92 were enacted and 20 are still pending. Major issues addressed in 1994 legislation included Native American education; history, language, and culture preservation; sovereignty; law…