The American Indian/Alaska Native (AI/AN) enrollment rate in the Northwest is more than three times the national average and is particularly high in Alaska (24 percent) and Montana (11 percent). The NWCC partners with the region’s Indian Education Directors, tribal leaders, and others to elevate the importance of AI/AN education across state and local education agencies; share evidence-based innovations for improving education for AI/AN students; and develop programs that honor indigenous culture, traditions, and values.
In addition, NWCC’s Information Services Coordinator Ira Pollack conducts regular reviews of the literature to maintain this list of vetted resources.
Obscured Identities: Improving the Accuracy of Identification of American Indian and Alaska Native Students
Education Northwest released a brief serving as a resource for K–12 districts, state education agencies, higher education institutions and district Title VI Indian education offices. The brief outlines the challenges in identifying American Indian/Alaska Native (AI/AN) students, provides federal definitions, and offers a set of promising practices for different audiences.
The mission of the Office of Indian Education is to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique cultural, language, and educational needs of such students; and ensure that all students meet the challenging State academic standards.
The Every Student Succeeds Act (page 246) amends the Indian education programs as Title VI, Part A of the Elementary and Secondary Education Act. The Every Student Succeeds Act (ESSA) was signed on December 10, 2015, and represents good news for our nation’s schools. The new law builds on key areas of progress in recent years, made possible by the efforts of educators, communities, parents, and students across the country.
The Indian Education department at the Idaho State Department of Education (SDE) works with Idaho’s tribes and educational stakeholders to give every American Indian student the opportunity to learn and achieve academic success. Our mission is to maintain the unique status of American Indians, preserve their cultural identity, and raise cultural awareness.
The goal of the Indian Education Division is to assist in the successful implementation of the Indian Education for All Act (MCA 20-1-501) and to work to close the achievement gap for American Indian students in Montana.
Implementation of Indian Education for All is achieved through professional development, grants to local schools, funding to regional education providers and other partners, and through the development and publication of material and resources for K-12 public schools.
The Indian Education Division works with schools on Indian Student Achievement through state funding and federal ESEA Title III funding. This is accomplished through grants, professional development, pilot projects and technical assistance to individual schools.
The native population is about 1.4% of the total population in Oregon. American Indian/Alaska Native (AI/AN) and Hawaiian students are potentially in every classroom and every district. Oregon is a national leader in adopting a comprehensive plan developed by native education leaders. The AI/AN Education State Plan aligns to the strategic goals and key efforts of the Oregon Department of Education. The 2015 plan focuses on eleven (11) educational objectives with accompanying strategies and measureable outcomes.
The Oregon Department of Education promotes active tribal communication through the Indian Education Advisor to the Deputy Superintendent. Executive Order 96-30 was issued by the Governor of the State of Oregon in 1996, it established State Government-to-Government Relations with nine (9) federally recognized Tribes in Oregon. The purpose of the formal relationship was to improve services and develop avenues for consultation. Under EO 96-30 the Government to Government Education Cluster was established. The Indian Education Advisor meets at least quarterly with the Government-to-Government Education Cluster to create and monitor the annual work plan; to exchange information on issues impacting tribes and schools; to review and establish policy positions with tribes; to receive questions and requests for data, share research and information; to maintain active communication with all aspects of the educational enterprise, participating entities include the Chief Education Office, the Higher Education Coordinating Commission, the Teachers Standards & Practices Commission, and the Oregon Student Access Commission
The Office of Native Education advocates for the academic success of all students. We create and promote strategies that integrate the teaching of native American history, culture, language and government. Educators in Washington's schools look to our staff for leadership and technical assistance.
The National Indian Education Association (NIEA) has created the Culture-Based Education Repository (CBER) project, designed to house culture-based education (CBE) curriculum aligned with Common Core State Standard (CCSS). The repository will serve as a clearinghouse for quality curriculum respectful of cultural and traditional knowledge and utilizing innovative instructional strategies to ensure Native students succeed. The purpose of the CBER is not to endorse a particular curriculum, product, or template, but to instead provide educators of Native students with the best resources for increasing the educational attainment of Native students.
This featured collection from the Center on Standards & Assessment Implementation focuses on resources that support culturally responsive teaching for American Indian/Alaska Native students. Culturally responsive teaching is defined as the application of cultural knowledge, prior experiences, perspectives, and performance styles of AI/AN students to develop more personal connections to classroom learning.
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. The study provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.
Promising Education Interventions to Improve the Achievement of Native American Students: An Annotated Bibliography
The purpose of this annotated bibliography is to identify interventions, and supporting research, that may benefit educators in their efforts to close the AI/AN achievement gap. It answers the question: What are promising programs, policies, practices, and processes related to improving academic and nonacademic outcomes for AI/AN students in pre-kindergarten through 12th grade?
The Education Commission of the States released a policy analysis providing descriptive information about Native American youth populations, exploring their educational challenges, reviewing currently enacted state and federal policies designed to address their needs, and providing policy considerations for state governments.