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Becoming Visible: A Landscape Analysis of State Efforts to Provide Native American Education for All

October 1, 2019

Native Americans are unfortunately invisible to many. Most Americans likely have attended or currentlyattend a school where information about Native Americans is either completely absent from theclassroom or relegated to brief mentions, negative information, or inaccurate stereotypes. This resultsin an enduring and damaging narrative regarding Native peoples, tribal nations, and their citizens.Even though some exceptional efforts are happening around the country to bring accurate, culturallyresponsive, tribally specific, and contemporary content about Native Americans into mainstreameducation systems, much work remains to be done.This report is an analysis of the landscape of current state efforts to bring high-quality educationalcontent about Native peoples and communities into all kindergarten to 12th grade (K-12) classroomsacross the United States. 

Tribal Leadership Series: ICWA Advocacy

November 1, 2018

This guide provides information on the basic requirements of the Indian Child Welfare Act (ICWA), its importance, as well as tools and strategies to enhance tribal ICWA advocacy. 

Tribal Leadership Series: Funding Child Welfare Services

November 1, 2018

This document provides information on how to think about funding tribal child welfare program services so that they match community values while leveraging available funding from tribal, federal, and state sources.

Tribal Leadership Series: Youth Engagement

November 1, 2018

This guide provides information for tribal leaders on how to successfully engage youth.

Native Education Factsheet: Choice Innovation in Native Education

October 1, 2017

This factsheet provides general information on Native Education, its current landscape, the opportunities for school choice, and the challenges to choice in rural education.  

Native Children’s Policy Agenda: A Publication of the First Kids 1st Initiative

March 1, 2017

In this Policy Agenda, we identify guiding policy principles for improving the lives of Native children and provide concrete recommendations for implementation. We have grouped these principles into four overarching themes: Healthy Lifestyles, Supportive Environments, Su ccessful Students, and Vibrant Communities. Within each theme, we identify specific areas of focus and set forth specific Tribal strategies and policy objectives to improve the lives of Native children and youth.

Is Education Equal? How Federal Funding Shortages Impact Native Students

January 1, 2017

Equity in education is possible only if the federal government upholds its trust responsibility to tribes- this responsibility includes a fiduciary obligation to provide equal access and equal resources to Native students. For too long, this responsibility has been left unsatisfied. Fully investing in school construction for BIE schools provides Native students an opportunity to  attend school in safe and healthy environments- a basic necessity that for too long has not been afforded to Native students.In this School Construction Narrative, the Bureau of Indian Education (BIE) provides priority list and funding requirements for major repair and replacement reconstruction of BIE academic facilities . 

Side-by-Side Indian Title Comparison: No Child Left Behind and Every Student Succeeds Act

January 1, 2017

This fact sheet offers a chart comparing Indian education law in two major pieces of legislation, both of which are iterations of the Elementary and Secondary Education Act of 1965. The chart reveals that the Indian Title in the Every Student Succeeds Act differs from No Child Left Behind in a number of ways: the allocation of formula grants for cooperative agreements between school districts and tribes, stronger language around state tribal partnerships, greater tribal representation through local consultation, and the establishment of a Native language immersion grant program.  

Building Relationship with Tribes: A Native Process for Local Consultation under ESSA

January 1, 2017

The Every Student Succeeds Act (ESSA) increases stakeholder engagement in education. To comply with the requirements of ESSA, there should be trust agreement with tribal nations. In this report, NIEA offers a process for meaningful and sustainable tribal consultation between both Native communities and educational agencies and systems that would help advance the well-being of Native students.

A Native Process for Evaluation of State and Local Plans for Native Education Under ESSA

January 1, 2017

The Every Student Succeeds Act (ESSA) increases stakeholder engagement in education. To comply with the requirements of ESSA, there should be trust agreement with tribal nations. In this report, NIEA offers methods to evaluate progress on the ESSA consultation requirements. 

Every Student Succeeds Act Primer: Native Language Immersion

February 1, 2016

Under the Every Student Succeeds Act (ESSA) of 2015, Native American and Alaska Native languages will be supported as the primary language of instruction.

Building Relationship with Tribes: A Native Process for ESSA Consultation

January 1, 2016

The passage of the Every Student Succeeds Act (ESSA) provides unique opportunities for states, districts, and tribes to work together to strengthen education for Native students throughout the country. The National Indian Education Association (NIEA), a powerful national educational organization, presents a clear path and framework for consultancy between tribes and school districts as well as state educational departments as mandated by law. Developed in partnership with tribes, tribal education advocates, and membership of the NIEA, this resource is meant to provide states and districts the high level strategies necessary to build trusting, reciprocal, and long-lasting relationships with the Native communities in their respective regions.