Department of Education

INDIAN EDUCATION

Fiscal Year 2022 Budget Request

CONTENTS

Page

Appropriations Language.......................................................................................................... E-1

Analysis of Language Provisions and Changes........................................................................ E-2

Appropriation, Adjustment, and Transfers ................................................................................ E-3

Summary of Changes ............................................................................................................... E-4

Authorizing Legislation.............................................................................................................. E-5

Appropriations History............................................................................................................... E-6

Significant Items in FY 2021 Appropriations Reports ............................................................... E-7

Summary of Request ................................................................................................................ E-8

Activities:

Grants to local educational agencies.................................................................................. E-10

Special programs for Indian children.................................................................................. E-17

National activities................................................................................................................ E-23

State Tables*

*State tables reflecting final 2020 allocations and 2021 and 2022 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html
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Appropriations Language

For expenses necessary to carry out, to the extent not otherwise provided, title VI, part A of the 

ESEA, [$181,239,000] $186,239,000, of which $67,993,000 shall be for subpart 2 of part A of 

title VI and $7,865,000 shall be for subpart 3 of part A of title VI:1 Provided, That the 5 percent 

limitation in sections 6115(d), 6121(e), and 6133(g) of the ESEA on the use of funds for 

administrative purposes shall apply only to direct administrative costs:2 Provided further, That 

the Secretary may make awards under subpart 3 of Part A of title VI without regard to the 

funding limitation in section 6133(b)(1) of the ESEA:3 Provided further, That notwithstanding 

sections 6132(c)(2) and 6133(d)(1) of such Act, the Secretary may make such awards for a 

period of up to 5 years.4 (Department of Education Appropriations Act, 2021.)

NOTE

Each language provision that is followed by a footnote reference is explained in the Analysis of Language 

Provisions and Changes document which follows the appropriation language.
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Analysis of Language Provisions and Changes

Language Provision Explanation

1... of which $67,993,000 shall be for subpart 2 

of part A of title VI and $7,365,000 shall be for 

subpart 3 of part A of title VI:

This language specifies the funding level 

for the Special Programs for Indian 

Children and National Activities programs 

and overrides the authorization level.

2 Provided, That the 5 percent limitation in 

sections 6115(d), 6121(e), and 6133(g) of the 

ESEA on the use of funds for administrative 

purposes shall apply only to direct 

administrative costs:

This language specifies that the 

administrative cost restrictions in sections 

6115(d), 6121(e), and 6133(g) apply only to 

direct administrative costs, not indirect 

administrative costs.

3 Provided further, That the Secretary may make 

awards under subpart 3 of Part A of title VI 

without regard to the funding limitation in 

section 6133(b)(1) of the ESEA:

This language allows the Secretary to 

make Native language immersion grants 

without regard to the funding limitation in 

section 6133(b)(1).

4 Provided further, That notwithstanding 

sections 6132(c)(2) and 6133(d)(1) of such Act, 

the Secretary may make such awards for a 

period of up to 5 years.

This language allows the Secretary to 

make State-Tribal Education Partnership 

and Native language immersion grants for 

up to 5 years.
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Appropriation, Adjustment, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2020 2021 2022

Discretionary:

Discretionary Appropriation........................................... $180,739 $181,239 $186,239

Total, discretionary appropriation.... 180,739 181,239 186,239

Mandatory:

Mandatory appropriation -Supplemental, ARP Act (P.L 117-02).... 0 20,000 0

Total, mandatory appropriation ....... 0 20,000 0

Total, discretionary and mandatory 

appropriation ................................... 180,739 201,239 186,239
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Summary of Changes

(dollars in thousands)

2021.................................................................................................... $181,239

2021 Mandatory Supplemental, ARP Act (P.L. 117-02) (non-add)..... 20,000

2022.................................................................................................... 186,239

Net change................................................................. +5,000

Increases: 2021 base

Change

from base

Program:

Grants to Local Educational Agencies $105,381 +$5,000

Subtotal, increases 5,000

Net change +5,000
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Authorizing Legislation

(dollars in thousands)

Activity

footnote

2021

Authorized

2021

Estimate

2022

Authorized

2022

Request

Grants to local educational agencies (ESEA VI-A-1). $106,525 $105,381 To be determined1 $110,381

Special programs for Indian children

(ESEA VI-A-2-6121 & 6122)

.............................................................................. 17,993 67,993 To be determined1 67,993

National activities (ESEA VI-A-3-6131)...................... 5,565 7,865 To be determined1 7,865

Total definite authorization.............................. 130,083 To be determined1

Total annual appropriation .............................. 181,239 186,239

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance

Footnote

Appropriation

Footnote

2013 $130,779 $130,9971 $130,7791 $123,939

2014 130,779 N/A2 130,3813 123,939

2015 123,939 N/A2 123,9394 123,939

2016 173,939 143,9395 123,9395 143,939

2017 174,939 174,9396 143,9396 164,9398

2018 143,665 164,9397 165,2397 180,2399

2019 164,939 180,2398 180,2398 180,239

2020 180,739 186,374 180,7399 180,7399

2021 180,739 181,239 180,73910 181,23911

2021 Mandatory

Supplemental, ARP Act (P.L. 

117-02) 0 0 0 20,00012

2022 186,239

1 The levels for the House and Senate allowances reflect action on the regular annual 2013 appropriations bill, which 

proceeded in the 112th Congress only through the House Subcommittee and the Senate Committee.

2 The House allowance is shown as N/A because there was no Subcommittee action.

3 The level for the Senate allowance reflects Committee action only.

4 The level for the Senate allowance reflects Senate Subcommittee action only.

5 The levels for House and Senate allowances reflect action on the regular annual 2016 appropriations bill, which 

proceeded in the 114th Congress only through the House Committee and the Senate Committee.

6 The levels for House and Senate allowances reflect Committee action on the regular annual 2017 appropriation bill; 

the Appropriation reflects the Consolidated Appropriations Act, 2017. 7 The level for the House allowance reflects floor action on an Omnibus appropriation bill; the Senate allowance

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the Consolidated 

Appropriations Act, 2018 (P.L. 115-141). 8 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 appropriations 

bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health and Human Services, and 

Education Appropriations Act, 2019 (P.L. 115-245). 9 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94).

10 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriations Act, 2021 (P.L. 116-260).

11 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriations Act, 2021 (P.L. 116-260).

12 The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02).
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Significant Items in FY 2021 Appropriations Reports

National Activities

Omnibus: The agreement includes $7,865,000 for National Activities, $500,000 above the 

fiscal year 2020 enacted level. The fiscal year 2021 increase to National 

Activities is directed to support the Department's Native American language 

immersion grant program. Funds for the Native American language immersion 

program should continue be allocated to all types of eligible entities, including 

both new and existing language immersion programs and schools, to support the 

most extensive possible geographical distribution and language diversity. 

Further, the Department should continue to give the same consideration to 

applicants that propose to provide partial immersion schools and programs as to 

full immersion, as the local Tribes, schools, and other applicants know best what 

type of program will most effectively assist their youth to succeed.

Senate: The Committee continues to note that there are significant cognitive, 

psychological, and academic benefits that result from Native American language 

immersion programs, and that language education programs are essential for 

tribal self-determination. Within the total, the Committee recommendation 

includes no less than $2,811,000 for Native American language immersion 

programs authorized under section 6133 of ESEA. The Committee intends that 

these funds be allocated to all types of eligible entities, including both new and 

existing language immersion programs and schools, to support the most 

extensive possible geographical distribution and language diversity. Further, the 

Committee directs the Department to give the same consideration to applicants 

that propose to provide partial immersion schools and full immersion schools, as 

the local tribes, schools, and other applicants know best what type of program 

will most effectively assist their youth to succeed.

Response: The Department plans to award one new Native American language immersion 

grant in fiscal year 2021 from the fiscal year 2020 slate. If the Department does 

hold a new competition for Native American language immersion grants in fiscal 

year 2021, we will give the same consideration to applicants that propose to 

provide partial immersion schools and full immersion schools.
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E-8

Summary of Request

DEPARTMENT OF EDUCATION FISCAL YEAR 2022 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code

2020

Appropriation

2021

Appropriation

2022

Request

2022 Request Compared to

2021 Appropriation

Amount Percent

1.

2.

3.

Total D 180,739 181,239 186,239 5,000 2.76%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding.

Grants to local educational agencies (Part A-1) D 105,381 105,381 110,381 5,000 4.74%

Special programs for Indian children (Part A-2) D 67,993 67,993 67,993 0 0.00%

National activities (Part A-3) D 7,365 7,865 7,865 0 0.00%

Indian Education (ESEA VI)

Click here for accessible version
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Summary of Request

The Indian Education programs in this account are authorized by Title VI, Part A of the 

Elementary and Secondary Education Act, as amended (ESEA). These programs provide 

support for the education of Indian students, including preschool children. The activities include:

(1) direct assistance to local educational agencies (LEAs) and Department of the Interior/Bureau 

of Indian Education schools for the education of Indian children, (2) special programs, including 

demonstrations and the training of Indian individuals as educators, and (3) research, evaluation, 

data collection, technical assistance, and other national activities. The programs promote the 

efforts of schools, LEAs, and Indian Tribes and organizations to meet the unique educational 

and culturally related academic needs of their American Indian and Alaska Native students. 

The Administration requests $186.2 million for fiscal year 2022 for Indian Education programs, 

$5.0 million more than the fiscal year 2021 level. The request would provide:

• $110.4 million for Grants to Local Educational Agencies, an increase of $5 million, to help 

them address the particular needs of Indian children enrolled in urban and rural schools.

• $68.0 million for Special Programs for Indian Children to make new and continuation awards 

under Demonstration Grants and new and continuation awards under the Professional 

Development program.

• $7.9 million for National Activities to support research that will provide information on the 

educational needs and status of the Indian population and to provide technical assistance 

and support to educators serving that population. The National Activities request would also 

support continuation awards for Native language immersion grants, and would support new 

grants to Tribal educational agencies to build their capacity by entering into agreements with 

SEAs and LEAs to administer education programs.
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Activities:

Grants to local educational agencies

(Elementary and Secondary Education Act of 1965, Title VI, Part A, Subpart 1) 

(dollars in thousands)

FY 2022 Authorization: To be determined 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$105,381 $110,381 $5,000

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

The program supports formula grants that provide assistance to elementary and secondary 

schools for programs serving Indian students, including preschool children. Grants primarily go 

to local educational agencies (LEAs) and schools operated or supported by the Bureau of Indian 

Education (BIE), which is part of the Department of the Interior, to help meet the unique cultural, 

language, and educational needs of such students and ensure that all students meet 

challenging State academic standards. The program also makes awards to Indian Tribes, Indian 

organizations, or Indian community-based organizations representing 50 percent or more of the 

children in the schools of an LEA that does not apply for funding. In fiscal year 2020, 29 Tribes 

received such awards.

While allocations are determined by a statutory formula, each applicant must annually develop 

and submit to the Department a comprehensive plan for meeting the needs of Indian children. 

Each applicant must develop this plan in collaboration with a local committee comprised 

primarily of parents and family members of Indian children and must include student 

performance goals, an explanation of how it will assess and report on students’ progress toward 

meeting these goals, and a description of proposed professional development activities. 

The program makes formula allocations only to LEAs, BIE schools, or other eligible entities in 

which the number of American Indian/Alaska Native (AI/AN) children is at least 10 or constitutes 

at least 25 percent of total enrollment. LEAs in California, Alaska, and Oklahoma, and those 

located on or near reservations are exempt from this requirement. The grant amount is 

determined by multiplying the number of Indian children in an LEA by the average per-pupil 

expenditure in the LEA’s State or 80 percent of the average per-pupil expenditure in the U.S., 

whichever is greater. Grants are then ratably reduced to fit within the available appropriation. In 

addition, the statute requires that each participating LEA receive at least $3,000.
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Grants to local educational agencies

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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ............................................................................. $100,381

2018 ............................................................................... 105,381

2019 ............................................................................... 105,381

2020 ............................................................................... 105,381

2021 ............................................................................... 105,381

FY 2022 BUDGET REQUEST

The Administration requests $110.4 million for the Indian Education Grants to LEAs program in 

fiscal year 2022, $5 million more than the fiscal year 2021 appropriation. The request reflects 

the Department’s commitment to maintaining strong support for formula grant programs 

supporting underserved student populations. Funds would support supplemental educational

services to a student population that is heavily affected by poverty and challenges to

educational attainment, providing an average estimated per-pupil payment of $246 for nearly 

450,000 eligible AI/AN elementary and secondary students nationwide. 

This program is the Department's largest vehicle to support local efforts to address the unique 

academic and cultural needs of AI/AN children in public schools. Grants supplement the regular 

school program, helping AI/AN children develop their academic skills and participate in 

enrichment programs that would otherwise be unavailable. Approximately 90 percent of AI/AN

students enrolled in public schools attend schools that receive funds from the program. 

Schools serving AI/AN students need additional supports to ensure student success. For 

example, AI/AN students are more likely to be identified for services under the Individuals with 

Disabilities Education Act (IDEA) than students from any other racial/ethnic group. While IDEA, 

Part B served 13.2 percent of all U.S. children ages 3 to 21 in 2015-2016, it served 17.2 percent 

of AI/ANs of the same age. Further, absenteeism rates for AI/AN students are higher than for 

other students, particularly chronic absenteeism, defined as missing at least 15 days of school 

in an academic year. In the 2015-2016 school year, 26 percent of AI/AN students were 

chronically absent, compared to 16 percent of all students. Absenteeism translates into less 

time for classroom instruction and learning and has harmful effects on students’ academic 

outcomes, including proficiency rates in core subjects, and contributes to the likelihood of 

dropping out of high school. 

The achievement of AI/AN students, as measured by the National Assessment of Education 

Progress (NAEP), has not improved since 2005 even as other racial/ethnic groups have shown 

significant gains. For example, the average scale score for AI/AN students in 4th grade reading 

was 204 in 2005 and 204 in 2019, and the 8th grade reading scale score was 249 in 2005 and 

248 in 2019, reflecting a statistically insignificant change over a period in which all other groups 

had statistically significant increases. NAEP math results for AI/AN students showed a similar 

pattern relative to the achievement of other disadvantaged student groups over the same 

period. 
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Grants to local educational agencies

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High school graduation rate data, while showing modest improvement in recent years, also 

demonstrate the supports needed to serve AI/AN students. While the AI/AN graduation rate 

increased from 65 percent in 2010-2011 to 75 percent in 2016-2017, mirroring national trends, 

that rate remains the lowest among all racial/ethnic groups. The “status” dropout rate (which 

represents the proportion of non-institutionalized young people ages 16 through 24 who are out 

of school and who have not earned a high school credential) for AI/AN youth was 10 percent in

2017, compared to the overall national average of 5 percent. Furthermore, while AI/AN 

enrollment in postsecondary education for 18- to 24-year-olds increased from 16 percent in 

2000 to 41 percent 2010, it dropped to 20 percent in 2017 and remains well below the rate for 

all students (40 percent).

The data described above demonstrate the importance of providing continued supplemental 

funding to LEAs serving AI/AN students while also supporting Federal, State, and local efforts to 

use that funding more effectively to improve outcomes for these students.

In accordance with Executive Order 13592, the Department is participating with the BIE in the 

Interagency Working Group on AI/AN Education. The Working Group is in the process of 

developing and implementing goals, benchmarks, and key activities for improving educational 

outcomes for AI/AN students, in part through more effective use of Indian Education Grants to 

LEAs.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Number of awards

Number to LEAs 1,144 1,144 1,144

Number to Tribes 29 29 29

Number to BIE- grant/contract schools 84 84 84

Number to BIE- operated schools 54 54 54

Number to Indian community-based 

organizations 2 2 2

Total Number of awards 1,313 1,313 1,313

Distribution of funds

Distribution LEAs $96,349 $96,349 $100,921

Distribution Tribes $1,482 $1,482 $1,552

Distribution BIE- grant/contract schools $4,875 $4,875 $5,106

Distribution BIE- operated schools $2,423 $2,423 $2,538

Number to Indian community-based 

organizations $ 252 $ 252 $264

Distribution Total $105,381 $105,381 $110,381
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Output Measures 2020 2021 2022

Number of eligible students

Students in LEAs 408,588 408,588 408,588

Students in Tribes 6,101 6,101 6,101

Students in BIE- grant/contract schools 21,821 21,821 21,821

Students in BIE- operated schools 11,335 11,335 11,335

Number to Indian community-based 

organizations 990 990 990

Total number of students 448,835 448,835 448,835

Range of awards (whole dollars)

Highest award $2,739,488 $2,739,488 $2,739,488

Lowest award $4,000 $4,000 $4,000

Average allocation $80,260 $80,260 $84,068

Average payment per eligible 

student $235 $235 $246

NOTE: The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, 

including Indian Education Grants to LEAs, and pool those funds to support the evaluation of any ESEA program. 

While the Department did not reserve funds from the Indian Education Grants to LEAs program for this purpose in 

fiscal year 2020, it may do so in fiscal years 2021 and 2022.

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Indian Education Grants to LEAs for possible revision in 

future years to ensure alignment with Administration policy. 

The current performance indicators for this program use data from the National Assessment of 

Educational Progress (NAEP) and State assessments to track Indian students’ educational 

status. Since the 2005 NAEP, the Department has oversampled AI/AN students in the biennial 

NAEP 4th-grade and 8th-grade reading and math assessments in order to generate reliable, 

national-level data on AI/AN student performance. After the 2011 assessment, the Department 

began oversampling AI/AN students on NAEP only every other cycle (i.e., every four years 

instead of every two years). AI/AN students were oversampled for the 2019 assessment and will 

next be oversampled in 2024. 
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Grants to local educational agencies

E-14

Goal: To help American Indian and Alaska Native children achieve to the same 

challenging standards expected of all students by supporting access to programs that 

meet their unique educational and culturally related academic needs.

Objective: American Indian and Alaska Native students served by LEAs receiving Indian 

education formula grants will progress at rates similar to those for all students in achievement to 

standards, promotion, and graduation.

Measure: The percentage of American Indian and Alaska Native students in grade 4 who score 

at or above the basic level in reading on NAEP.

Year Target Actual – AI/AN Actual – All Students

2013 56% 51% 68%

2015 58 52 69

2017 60 48 68

2019 62 50 66

2021 64

Measure: The percentage of American Indian and Alaska Native students in grade 8 who score 

at or above the basic level in reading on NAEP.

Year Target Actual – AI/AN Actual – All Students

2013 67% 62% 78%

2015 69 63 76

2017 71 63 76

2019 73 59 73

2021 75

Measure: The percentage of American Indian and Alaska Native students in grade 4 who score 

at or above the basic level in math on NAEP.

Year Target Actual – AI/AN Actual – All Students

2013 76% 68% 83%

2015 78 69 82

2017 80 69 80

2019 82 67 81

2021 84
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Grants to local educational agencies

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Measure: The percentage of American Indian and Alaska Native students in grade 8 who score 

at or above the basic level in math on NAEP.

Year Target Actual – AI/AN Actual – All Students

2013 61% 59% 74%

2015 63 57 71

2017 65 56 70

2019 67 51 69

2021 69

Additional information: The percentage of AI/AN students meeting or exceeding performance 

standards established by the National Assessment of Educational Progress is an indicator of the 

success of efforts (including those funded by this program) to raise the population’s educational 

achievement.

Measure: The percentage of Indian students in grades 3-8 meeting State achievement 

standards by scoring at the proficient level or above in reading on State assessments.

Year Target Actual – AI/AN Actual – All Students

2017 100% 31.6% 50.2%

2018 100 29.8 49.9

2019 100

2020 100

2021 100

2022 To be determined

Measure: The percentage of Indian students in grades 3-8 meeting State achievement 

standards by scoring at the proficient or the advanced level or above in mathematics on State 

assessments.

Year Target Actual – AI/AN Actual – All Students

2017 100% 27.4% 46.2%

2018 100 26.7 46.9

2019 100

2020 100

2021 100

2022 To be determined

Additional information: State assessments provide the basis for school and LEA 

accountability under ESEA Title I. The Department expects to have 2019 data later in 2021, and 

is developing targets based on the reauthorized ESEA following the final approval of ESEA 

consolidated plans for all States in 2018. 
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Measure: The difference between the percentage of Indian students in grades 3-8 scoring at the 

proficient or advanced levels in reading on State assessments and the percentage of all students 

scoring at those levels.

Year Target Actual

2017 0.0 18.6%

2018 0.0 20.1

2019 0.0

2020 0.0

2021 0.0

2022 To be determined

Measure: The difference between the percentage of Indian students in grades 3-8 scoring at the 

proficient or advanced levels in mathematics on State assessments and the percentage of all 

students scoring at those levels.

Year Target Actual

2017 0.0 18.8%

2018 0.0 20.2

2019 0.0

2020 0.0

2021 0.0

2022 To be determined

Additional information: The Department expects to have 2019 data later in 2021 and is 

developing targets based on the reauthorized ESEA following the final approval of ESEA 

consolidated plans for all States in 2018.

Measure: Percentage of Indian students who graduate from high school as measured by the 

4-year adjusted cohort graduation rate.

Year Target Actual

2017 77% 73%

2018 79 74

2019 81

2020 83

2021 85

2022 To be determined

Additional information: This measure is calculated as the simple average among the States, a 

method that, while not statistically accurate, provides a reasonable proxy for GPRA purposes. 

The Department recently revised its targets for this measure to better align with results. The 

Department expects to have 2019 data later in 2021.
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E-17

Special programs for Indian children

(Elementary and Secondary Education Act of 1965, Title VI, Part A, Subpart 2) 

(dollars in thousands)

FY 2022 Authorization: To be determined 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$67,993 $67,993 0

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

The program supports discretionary grants designed to improve the quality of education for 

Indian students and to prepare and develop Indian individuals to serve as teachers and school 

administrators. Funds are awarded competitively under the following authorities:

• Improvement of Educational Opportunities for Indian Children and Youth (Section 6121) 

(Demonstration Grants). Under this program, the Department makes 4-year discretionary 

grants to State educational agencies (SEAs), local educational agencies (LEAs), Indian 

Tribes and organizations, federally supported elementary or secondary schools for Indian 

students, and Indian institutions (including Indian institutions of higher education), or a 

consortium of such institutions, to improve Indian student achievement. The statute 

authorizes demonstration grants in such areas as innovative educational programs, 

remedial instruction, bilingual and bicultural programs, programs to increase high school 

graduation rates for Indian children and youth, guidance and counseling, early childhood 

and kindergarten programs, and family literacy services. From 2009 to 2015, the 

Department funded Demonstration Grant projects in the areas of early childhood and 

secondary-to-postsecondary-education transition. From 2015 to 2019, the Department used

funding for Native Youth Community Projects (NYCP) to support community-driven 

strategies to improve the college- and career-readiness of Native youth. In 2020, the 

Department funded projects to expand educational choice.

• Professional Development (Section 6122). Under this program, the Department makes 

5-year discretionary grants to (1) IHEs, or (2) SEAs, LEAs, Indian Tribes and organizations, 

and BIE-funded schools, in consortium with IHEs, to increase the number of Indian 

individuals qualified in teaching, school administration, and other education professions, and 

to improve the skills of those individuals. Individuals receiving preparation and development

under this program are required to secure employment in a field related to their education 

and benefiting Indian individuals or to pay back the amount of the assistance. Awards focus 

on pre-service teacher and pre-service administrator training.
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Special programs for Indian children

E-18

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ............................................................................... $57,993

2018 ................................................................................. 67,993

2019 ................................................................................. 67,993

2020 ................................................................................. 67,993

2021 ................................................................................. 67,993

FY 2022 BUDGET REQUEST

The Administration requests $68.0 million for Special Programs for Indian Children in fiscal year 

2022, the same as the fiscal year 2021 appropriation. The request includes appropriations 

language overriding the authorized funding level for this program. Funds would be used to 

support approximately $9.4 million in new NYCP Demonstration grants, $38.1 million in Choice

continuation grants, and about $19.9 million in new and continuation awards to IHEs and other 

eligible entities under the Professional Development program.

NYCP is designed to support community-driven strategies to improve college- and careerreadiness of Native youth by focusing on the unique educational needs of American Indian and 

Alaska Native (AI/AN) children. Funds help address longstanding, unmet needs demonstrated in 

part by the educational outcome data described elsewhere in this account under Indian 

Education Grants to LEAs. For fiscal year 2022, the Department would use about $9.4 million 

for new NYCP awards under the Demonstration Grants authority to support culturally and 

linguistically relevant coordinated strategies that are informed by evidence and data and 

address the greatest in- and out-of-school challenges to student college- and career-readiness.

The Department also is exploring possible changes to the program for fiscal year 2022, 

including the potential use of additional priorities, to strengthen new NYCP projects.

For the Professional Development program, the Department would use about $19.9 million for 

new and continuation awards to IHEs and other eligible entities to effectively prepare Indian 

students to be teachers and school administrators to work in schools with concentrations of 

Indian children and youth. Grants support teacher preparation programs at IHEs, including tribal 

colleges and universities, and support efforts to recruit students that are likely to remain in 

teaching and administration positions in schools with a high proportion of Indian students, and 

provide comprehensive services, including support for tuition and living expenses for the 

students as well as program development and operational costs for the institutions.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Demonstration Grants

Demonstration Grants – NYCP -Funding for Choice new awards $24,127 0 0

Demonstration Grants – Choice Funding for Choice continuation 

awards 0 $36,916 $38,074

Demonstration Grants – NYCP -Funding for NYCP new awards $9,361

Demonstration Grants – NYCP -Funding for NYCP continuation 

awards $37,866 $21,073 0

Total $61,993 $57,989 $47,435

Demonstration Grants – NYCP -Number of Choice new awards 40 0 0

Demonstration Grants – Choice Number of Choice continuation 

awards 0 40 40

Demonstration Grants – NYCP -Number of NYCP new awards 0 0 12

Demonstration Grants – NYCP -Number of NYCP continuation 

awards 61 37 0

Professional Development

Professional Development Funding for new awards: Professional Development 0 $8,487 $9,360

Professional Development Funding for continuation awards: 

Professional Development

 $5,643 $1,372 $10,518

Total: Professional Development $5,643 $9,859 $19,878

Professional Development Number of new awards: Professional Development 0 28 31

Professional Development Number of continuation awards: Professional Development 19 19 47

Peer Review of new award 

applications $357 $145 $680

NOTE: The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, 

including Special programs for Indian children, and pool those funds to support the evaluation of any ESEA program. 

While the Department did not reserve funds from the Special programs for Indian children program for this purpose in 

fiscal year 2020, it may do so in fiscal years 2021 and 2022.

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 
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goals, objectives, and measures for Special Programs for Indian Children for possible revision in 

future years to ensure alignment with Administration policy.

Demonstration Grants – Native Youth Community Projects

Measure: The percentage of the annual measurable objectives, as described in the application, 

that are met by grantees.

Year Target Actual

2017 Not available Not available

2018 75% 78%

2019 76 56

2020 77

2021 78

2022 79

Additional information: Due to concerns about data quality and consistency, the Department 

is not able to report data for 2017. Data for 2020 will be available in fall 2021.

Measure: The percentage of grantees that report a significant increase in community 

collaborative efforts that promote college- and career-readiness of Indian children.

Year Target Actual

2017 Not available Not available

2018 Baseline 88%

2019 80% 78

2020 81

2021 82

2022 83

Additional information: Due to concerns about data quality and consistency, the Department 

is not able to report data for 2017. Data for 2020 will be available in fall 2021.

Demonstration Grants – Choice Projects

The Department developed the following performance measures for the Choice program: 

(1) The total number of options from which participating students can choose; (2) The number of 

options offered from which participating students can choose education-related services that are 

culturally relevant, as determined by the grantee; (3) The number of grantees that meet their 

educational outcome objectives (e.g., decreased school suspension rates, increased graduation 

rates, increased school attendance, etc.), as defined by the grantee; (4) The total number of 

students served; (5) The percentage of parents who report that the number and variety of 

options offered meet their children's needs; (6) The percentage of parents who report that the 

quality of options offered meet their children's needs; (7) The average time it took a grantee to 

respond to requests for specific services; and (8) The percentage of parent requests for 
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additional services that resulted in adding new services to the offerings. Data for 2020 will be 

available in fall 2021.

Professional Development

Measure: The percentage of participants in administrator preparation projects who become 

principals, vice principals, or other school administrators in LEAs that serve AI/AN students.

Year Target Actual

2017 35% 37%

2018 40 35

2019 45 41

2020 50

2021 55

2022 60

Measure: The percentage of participants in teacher preparation projects who become teachers 

in LEAs that serve AI/AN students.

Year Target Actual

2017 35% 36%

2018 40 38

2019 45 44

2020 50

2021 55

2022 60

Measure: The percentage of program participants who meet State licensure requirements.

Year Target Actual

2017 35% 37%

2018 40 41

2019 45 42

2020 50

2021 55

2022 60
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Measure: The percentage of program participants who complete their service requirement on 

schedule.

Year Target Actual

2017 25% 23%

2018 30 24

2019 35 21

2020 40

2021 45

2022 50

Measure: The cost per individual who successfully completes an administrator preparation 

program, takes a position in a school district that benefits American Indian/Alaska Native 

enrollment, and completes the service requirement in such a district.

Year Target Actual

2016 Not applicable $108,800

2017 Not applicable $116,921

2018 $108,000 $110,265

2019 $100,000 $81,747

2020 $95,000

2021 $90,000

Measure: The cost per individual who successfully completes a teacher preparation program, 

takes a position in such a school district that benefits American Indian/Alaska Native enrollment, 

and completes the service requirement in such a district.

Year Target Actual

2016 Not applicable $107,397

2017 Not applicable $116,036

2018 $108,000 $104,272

2019 $100,000 $105,360

2020 $95,000

2021 $90,000

Additional Information: Data for 2020 will be available in early 2022.
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National activities

(Elementary and Secondary Education Act of 1965, Title VI, Part A, Subpart 3) 

(dollars in thousands)

FY 2022 Authorization: To be determined 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$7,865 $7,865 0

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

This program supports four types of Indian Education National Activities: (1) research, 

evaluation, and data collection to provide information on the educational status of the Indian 

population and on the effectiveness of Indian Education programs; (2) grants to support Native 

language immersion schools and programs; (3) grants to Tribes to build capacity for 

administrative planning, development, and coordination related to education systems; and 

(4) other activities consistent with the purpose of the program. These activities help the 

Department to improve the knowledge base on the educational status and needs of Indians; 

identify and disseminate information on best practices for serving this population; help maintain, 

preserve, and restore Native languages and cultural traditions; and promote Tribal selfdetermination in education as well as coordination and cooperation between Tribes and State 

educational agencies (SEAs) and local educational agencies (LEAs).

Research funds are used primarily to augment broader research and statistical activities to 

ensure that they include significant coverage of the Indian population and provide data that can 

be used to track the educational progress of Indian students over time and to compare the 

status of Indian students with that of other groups. For example, through the National Indian 

Education Study (NIES), the Department gathered and disseminated data on the academic 

achievement, enrollment, graduation rates, and multilingualism of Indian students as well as the 

characteristics of teachers and principals serving those students.14 This research program also 

responds to Executive Order 13592, on American Indian and Alaska Native Educational 

Opportunities and Strengthening Tribal Colleges and Universities, which requires the Secretary 

of Education to study and collect information on the education of American Indian and Alaska 

Native students. 

The reauthorization of the ESEA in late 2015 established two new authorities within National 

Activities. The first formally authorized a program for Tribes to create Tribal educational 

agencies (TEAs) and for TEAs to build their capacity in administering education programs and 

14 https://nces.ed.gov/nationsreportcard/nies/
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promote increased collaboration with SEAs. The Department laid the groundwork for this new 

authority by making pilot awards to four TEAs in fiscal year 2012 to work with SEAs to assume 

certain SEA responsibilities for the administration of ESEA programs; the Department made a 

second round of awards in fiscal year 2015. In fiscal year 2019, the Department awarded oneyear State-Tribal Education Partnership (STEP) Development grants to Tribes to create TEAs. 

The second new authority established a Native language immersion grant program to support 

projects that develop and maintain, or improve and expand, school-based programs using 

Native languages as the primary languages of instruction.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ................................................................................. $6,565

2018 ................................................................................... 6,865

2019 ................................................................................... 6,865

2020 ................................................................................... 7,365

2021 ................................................................................... 7,865

FY 2022 BUDGET REQUEST

The Administration requests $7.9 million for Indian Education National Activities in fiscal year 

2022, the same as the fiscal year 2021 appropriation. The request includes appropriations 

language overriding the authorized funding level for this program and the provision limiting the 

length of STEP and Native language immersion grants to three years to allow grantees 

sufficient time to implement their projects. The request would support the following activities:

• $1.0 million for the National Indian Education Study (NIES), which has two components: 

(1) oversampling AI/AN students in the National Assessment of Educational Progress 

(NAEP), and (2) a survey to collect information on the educational experiences of AI/AN 

students and the role of Indian culture in their education. The request would support the 

2024 administration of the NAEP reading and mathematics assessments, as well as the 

educational experiences survey. 

• $2.9 million for continuation awards under the new Native American Language Immersion 

program to maintain and promote the use of Native languages, support Native language 

education and development, and provide professional development for teachers.

• $1.4 million for continuation awards to Tribal educational agencies participating in the 

STEP program, which makes grants to Tribes to create a TEA and to existing TEAs to build 

their capacity by entering into agreements to assume certain SEA responsibilities for the 

administration of ESEA programs.

• $1.3 million for technical assistance to support Demonstration, STEP, and Native language

grantees.
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• $1.3 million for logistical support, including for the Department to continue tribal 

consultations and forums to help inform the Department’s policies and decision-making 

process. Previous experience suggests that these consultations can help improve access 

to educational opportunities for AI/AN students. The Department is committed to continuing 

tribal consultation and strengthening the government-to-government relationship between 

the United States and Indian Tribes.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Grants to Tribal education agencies

Grants to tribal education agencies New awards $1,336 0 0

Grants to tribal education agencies Number of new awards 4 0 0

Grants to tribal education agencies Continuation awards 0 $1,417 $1,432

Grants to tribal education agencies Number of continuation awards 0 4 4

Native language immersion grants

Grants to tribal education agencies New awards $2,110 $312 0

Grants to tribal education agencies Number of new awards 10 1 0

Grants to tribal education agencies Continuation awards $239 $2,385 $2,885

Grants to tribal education agencies Number of continuation awards 1 10 11

National Indian Education Study $976 $970 $970

Technical assistance $1,471 $1,379 $1,283

Technical and logistical support $1,164 $1,402 $1,295

Peer review of new award applications $69 01 0

NOTES:

The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Indian Education National Activities, and pool those funds to support the evaluation of any ESEA program. While the 

Department did not reserve funds from the Indian Education National Activities program for this purpose in fiscal year 

2020, it may do so in fiscal years 2021 and 2022.

1 The Department funded one new Native language immersion award in fiscal year 2021 from the fiscal year 2020 

slate.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 
INDIAN EDUCATION

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results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Indian Education National Activities for possible revision in 

future years to ensure alignment with Administration policy. 

The Department released the 2011 NIES in July 2012 and released the 2015 NIES in 

early 2017.15

STEP

The Department established one performance measure for the one-year STEP Development 

program for grants to Tribes to create TEAs: The number of Tribes that create a TEA by the end 

of the grant period. The Department also established two performance measures for the threeyear STEP program for grants to TEAs to assess grantees’ progress in implementing 

collaborative agreements with SEAs: (1) the number of funded projects under which the TEA 

assumes State-level functions by the second year of their projects; and (2) the number of 

funded projects that, at the end of the project period, has resulted in creation of an arrangement 

under which the TEA will continue to be responsible for the State-level functions delineated in its 

TEA-SEA agreement after Federal funding ends. 

For the fiscal year 2012 cohort, all four STEP pilot grantees, the Chickasaw Nation (Oklahoma), 

the Navajo Nation (New Mexico), the Nez Perce Tribe (Idaho), and the Confederated Tribes of 

the Umatilla Indian Reservation (Oregon), had assumed at least one State-level function by the 

beginning of the second year of their 3-year projects), with two grantees assuming two 

functions, for a total of six State-level functions. At the end of the project period, all four 2012 

pilot grantees met the second measure and will continue to be responsible for the State-level 

functions delineated in their TEA-SEA agreements after Federal funding ends.

For the fiscal year 2015 cohort, all five STEP grantees, the Confederated Salish and Kootenai 

Tribes (Montana), the Muscogee Creek Nation (Oklahoma), the Nez Perce Tribe (Idaho), the 

Coeur d'Alene Tribe (Idaho), and the Chickasaw Nation (Oklahoma) assumed SEA- or LEAlevel functions, as described in their final agreements by the beginning of the second grant 

period. Only two grantees reported data on the second measure (whether they would continue 

to exercise those functions once Federal funding ends). At the end of the project period, 

Information on the second performance measure will be available in winter 2021 due to 

grantees receiving a no-cost extension.

The Department expects to have information available on the performance measure for the 

fiscal year 2019 STEP Development cohort in spring 2021.

15 http://nces.ed.gov/nationsreportcard/nies/
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Native language immersion grants

Measure: The number and percentage of participating students who attain proficiency in a 

Native Language as determined by each grantee through pre-and post-assessments of Native 

Language proficiency.

Year Target Actual

2017 Baseline 6.0%

2018 8% 5.9

2019 10 7.7

2020 12 12.8

2021 14

2022

Measure: The number and percentage of participating students who make progress in learning 

a Native Language, as determined by each grantee through pre- and post-assessments of 

Native Language proficiency.

Year Target Actual

2017 Baseline 0.4%

2018 2% 44.6

2019 45 57.7

2020 58 63.7

2021 64

2022

Measure: The number and percentage of participating students who show an improvement in 

academic outcomes as measured by academic assessments or other indicators.

Year Target Actual

2017 Baseline 9.6%

2018 10% 55.6

2019 56 59.0

2020 60 83.6

2021 84

2022
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Measure: The difference between the average daily attendance of participating students and 

the average daily attendance of all students in the comparison group (e.g., school, LEA, tribe, or 

other)

Year Target Actual

2017 Baseline 0.5%

2018 0.4% 1.2

2019 1.0 1.2

2020 1.0 2.8

2021 2.5

2022