Department of Education

INDIAN EDUCATION

Fiscal Year 2020 Budget Request 

CONTENTS

Page

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

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

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

Authorizing Legislation............................................................................................................E-4

Appropriations History.............................................................................................................E-5

Significant Items in FY 2019 Appropriations Reports...............................................................E-6

Summary of Request ..............................................................................................................E-7

Activities:.................................................................................................................................E-8

Grants to local educational agencies .................................................................................. E-8

Special programs for Indian children................................................................................. E-15

National activities.............................................................................................................. E-21

State Table*

State tables reflecting final 2018 allocations and 2019 and 2020 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, [$180,239,000] $176,239,000 of which [$67,993,000] $63,993,000 shall be for subpart 2 

of part A of title VI and $6,865,000 shall be for subpart 3 of part A of title VI:

1 Provided, 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:2 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.

3

(Department of Education Appropriations Act, 2019.)

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] $63,993,000 shall be 

for subpart 2 of part A of title VI and $6,865,000

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 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).

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.

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 2018 2019 2020

Discretionary:

Discretionar y Appropriation ............................................................. $180,239 $180,239 $176,239

Total, discretionary appropriation....................... 180,239 180,239 176,239
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Authorizing Legislation

(dollars in thousands)

Activity

footnote

2019

Authorized

footnote

2019

Estimate

2020

Authorized

2020

Request

Grants to local educational agencies (ESEA VI-A-1)........... $104,436 $105,381 $106,525 $100,381

Special programs for Indian children

(ESEA VI-A-2-6121 & 6122) .......................................... 17,993 67,993 17,993 63,993

National activities (ESEA VI-A-3-6131) ............................... 5,565 6,865 5,565 6,865

Total definite authorization ....................................... 127,994 130,083

Total annual appropriation........................................ 180,239 176,239
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance

Footnote

Appropriation

Footnote

2011 $127,282 $127,2821 $129,2822$127,0273

2012 127,282 132,0274 128,0274130,779

2013 130,779 130,9975 130,7795123,939

2014 130,779 N/A6 130,3812123,939

2015 123,939 N/A6 123,9397123,939

2016 173,939 143,9398 123,9398 143,939

2017 174,939 174,9399 143,9399164,9399

2018 143,665 164,93910 165,23910 180,23910

2019 164,939 180,23911 180,23911 180,23911

2020 176,239

 

1

The level for the House allowance reflects the House-passed full-year continuing resolution. 

2

The level for the Senate allowance reflects Committee action only.

3

The level for appropriation reflects the Department of Defense and Full-Year Continuing Appropriations Act, 2011 

(P.L. 112-10).

4

The level for the House allowance reflects an introduced bill and the level for the Senate allowance reflects Senate 

Committee action only.

5

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.

6

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

7

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

8

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.

9

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.

10 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).

11 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).
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Significant Items in FY 2019 Appropriations Reports

National Activities

Senate: Within the total, the Committee recommendation includes no less than 

$2,026,000, the same as the fiscal year 2018 level and the budget request, 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 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.

Response: The Department expects to use $2.3 million for Native American language 

immersion programs authorized under section 6133 of the ESEA to support 

continuation grants first awarded in fiscal years 2017 and 2018.
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E-7

Click here for accessible version

Summary of Request

DEPARTMENT OF EDUCATION FISCAL YEAR 2020 PRESIDENT'S BUDGET

(in thousands of dollars)

Amount Percent

 1. Grants to local educational agencies (Part A-1) D 105,381 105,381 105,381 0 0.00%

 2. Special programs for Indian children (Part A-2) D 67,993 67,993 63,993 (4,000) -5.88%

 3. National activities (Part A-3) D 6,865 6,865 6,865 0 0.00%

D 180,239 180,239 176,239 (4,000) -2.22%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding. 

Indian Education (ESEA VI)

Total

Cat 

Code

2018 

Appropriation 

2019 

Appropriation

2020 

President's 

Budget

2020 President's Budget Compared 

to 2019 Appropriation
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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 2020 Authorization: $106,525

Budget Authority: 

2019 2020 Change

$105,381 $105,381 0

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 2018, 26 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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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2015......................................................... ............................$100,381

2016........................................................... ............................100,381

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

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

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

FY 2020 BUDGET REQUEST

The Administration requests $105.4 million for the Indian Education Grants to LEAs program in 

fiscal year 2020, the same as the fiscal year 2019 appropriation. The request reflects the 

Administration’s commitment to maintaining strong support for formula grant programs serving 

vulnerable student populations.

Funds would support supplemental educational services to a disadvantaged population that is 

heavily affected by poverty and low educational attainment, providing an average estimated 

per-pupil payment of $229 for nearly 460,000 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 sharpen 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. 

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.

AI/AN students continue to be subject to significant risk factors that negatively affect their 

academic achievement and general well-being. 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. 

These risk factors may help explain why the achievement of AI/AN students, as measured by 

the National Assessment of Education Progress (NAEP), has not improved since 2005 even as 
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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 202 in 2017, and the 8th grade 

reading scale score was 249 in 2005 and 253 in 2017, 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. 

High school graduation rate and dropout rate data, while showing modest improvement in 

recent years, also demonstrate the challenges facing 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 high school 

students 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.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2018 2019 2020

Number of awards

Number to LEAs 1,126 1,126 1,126

Number to Tribes 26 26 26

Number to BIE- grant/contract schools 97 97 97

Number to BIE- operated schools 48 48 48

Number to Indian community-based 

organizations 2 2 2

Total Number of awards 1,299 1,299 1,299

Distribution of funds

Distribution LEAs $95,911 $95,911 $95,911

Distribution Tribes $1,331 $1,331 $1,331

Distribution BIE- grant/contract schools $5,377 $5,377 $5,377

Distribution BIE- operated schools $2,383 $2,383 $2,383

Number to Indian community-based 

organizations $379 $ 379 $379

Distribution Total $105,381 $105,381 $105,381
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Output Measures 2018 2019 2020

Number of eligible students

Students i n LEAs 416,260 416,260 416,260

Students i n Tribes 5,520 5,520 5,520

Students i n BIE- grant/contract schools 24,936 24,936 24,936

Students i n BIE- operated schools 11,626 11,626 11,626

Number to Indian community-based 

organizations 1,588 1,588 1,588

Total number of students 459,930 459,930 459,930

Range of awards (whole dollars)

Highest award $2,854,289 $2,854,289 $2,854,289

Lowest awar d $4,000 $4,000 $4,000

Average allocation $81,125 $81,125 $81,125

Average payment per eligible 

student $229 $229 $229

_________________

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 2018, it may do so in fiscal years 2019 and 2020.

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

This section presents selected program performance information and results based on GPRA 

goals, objectives, measures, and performance targets. Achievement of program results is based 

on the cumulative effect of the resources provided in previous years and those requested in 

fiscal year 2020 and future years, as well as the resources and efforts invested by those served 

by this program. 

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 8

th

-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 2015 assessment and will 

next be oversampled in 2019. 

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.
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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

2011 54% 47% 67%

2013 56 51 68

2015 58 52 69

2017 60 48 68

2019 62

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

2011 65% 63% 76%

2013 67 62 78

2015 69 63 76

2017 71 63 76

2019 73

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

2011 74% 66% 82%

2013 76 68 83

2015 78 69 82

2017 80 69 80

2019 82

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

2011 59% 55% 73%

2013 61 59 74

2015 63 57 71

2017 65 56 70

2019 67
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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

2015 100 40.8% 51.6%

2016 100 38.7 49.5

2017

2018

2019

2020

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

2015 100 34.9% 47.5%

2016 100 34.6 45.5

2017

2018

2019

2020

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

accountability under ESEA Title I. The Department expects to have 2017 data later in 2019, and 

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

consolidated plans for all States in 2018. 

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

2015 0.0% 10.8%

2016 0.0 10.8

2017

2018

2019

2020
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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 mathematics on State assessments and the percentage of all 

students scoring at those levels.

Year Target Actual

2015 0.0% 12.6%

2016 0.0 10.9

2017

2018

2019

2020

Additional information: The Department expects to have 2017 data later in 2019 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

2015 73%

2016 75

2017 77

2018 79

2019 81

2020 83

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 2015 data in spring 2019.
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Special programs for Indian children

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

(dollars in thousands)

FY 2020 Authorization: $17,993

Budget Authority: 

2019 2020 Change

$67,993 $63,993 -$4,000

PROGRAM DESCRIPTION

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

Indian students and to prepare and train 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, health and nutrition services, 

programs to increase high school graduation rates for Indian children and youth, guidance 

and counseling, early childhood and kindergarten programs, partnership projects between 

LEAs and institutions of higher education (IHEs), partnership projects between schools and 

local businesses, secondary-to-postsecondary education transition programs, school-towork programs, and family literacy services. From 2009 to 2015, the Department funded 

Demonstration Grant projects in the areas of early childhood and secondary-topostsecondary-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.

 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 training 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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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2015........................................................... ............................$17,993

2016............................................................. ............................ 37,993

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

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

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

FY 2020 BUDGET REQUEST

The Administration requests $64.0 million for Special Programs for Indian Children in fiscal year 

2020, a decrease of $4 million from the fiscal year 2019 appropriation. The request includes 

appropriations language overriding the authorized funding level for this program. Funds would 

be used to support approximately $38.1 million in NYCP continuation grants, as well as about 

$15.2 million in new and continuation awards to IHEs and other eligible entities under the 

Professional Development program.

In 2019, the Department plans to conduct Tribal consultations to determine how it can best 

support community-led efforts to increase college- and career-readiness for Native youth by 

expanding access to educational opportunities. Based on feedback gathered during these 

consultations, the Department will provide up to $10 million in fiscal year 2020 to support grants 

that expand the ability of families to choose high-quality educational opportunities that meet the 

needs of Native youth. Funds not spent for this purpose in fiscal year 2020 would be used to 

support new NYCP awards. The Department would provide funding for technical assistance and 

evaluation through the National Activities program (described elsewhere in this account).

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2018 2019 2020

Demonstration Grants

Demonstr ati on Grants – NYC P -Funding for new awards $29,1591 0 $10,000

2

Demonstr ati on Grants – NYC P -Funding for NYCP continuation 

awards $24,078 $58,420 $38,119

Total $53,237 $58,420 $48,119

Demonstr ati on Grants – NYC P -Number of new awards 371 0 5-152

Demonstr ati on Grants – NYC P -Number of NYCP continuation 

awards 69 106 57
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Output Measures 2018 2019 2020

Professional Development

Professi onal D evelopment Funding for new awards: Professional Devel opment $6,813 0 $8,127

Professi onal D evelopment Funding for continuation awards: 

Professi onal D evelopment

 $7,557 $9,573 $7,107

Total: Professional Devel opment $14,370 $12,063 $15,234

Professi onal D evelopment Number of new awards: Professional Devel opment 20 0 24

Professi onal D evelopment Number of continuation awards: Pr ofessional Devel opment 23 43 24

Peer Review of new award 

applications $386 0 $640

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 2018, it may do so in fiscal years 2019 and 2020.

1 New awards in 2018 supported NYCP grants. 

2

The precise amount, type and number of awards for Demonstration grants will be determined after Tribal 

consultation, which the Department plans to conduct in fiscal year 2019.

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

This section presents selected program performance information and results based on GPRA 

goals, objectives, measures, and performance targets. Achievement of program results is based 

on the cumulative effect of the resources provided in previous years and those requested in 

fiscal year 2020 and future years, as well as the resources and efforts invested by those served 

by this program.

Demonstration Grants

Measure: The percentage of participating AI/AN preschool students who gain school readiness 

skills as evidenced by pre- and post-test scores on an approved assessment of language and 

communication development.

Year Target Actual

2015 80% 95%

2016 85

2017 90

2018 95
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Measure: The percentage of participating AI/AN preschool students who gain school readiness 

skills as evidenced by pre- and post-test scores on an approved assessment of cognitive skills 

and conceptual knowledge.

Year Target Actual

2015 70% 95%

2016 75

2017 80

2018 85

Measure: The percentage of participating AI/AN preschool students who gain school readiness 

skills as evidenced by pre- and post-test scores on an approved assessment of social 

development.

Year Target Actual

2015 65% 95%

2016 70

2017 75

2018 80

Measure: The percentage of participating AI/AN students successfully completing at least 

3 years of challenging core courses (English, mathematics, science, and social studies) by the 

end of their fourth year in high school.

Year Target Actual

2015 70% 81%

2016 75

2017 80

2018 85

Measure: The percentage of participating AI/AN students who graduate with their incoming 

9

th

-grade class.

Year Target Actual

2015 85% 81%

2016 90 90

2017 95

2018 100

Additional Information: The performance data for 2015 represents the 2011 cohort, and data 

for 2016 represents the 2012 cohort. Data for 2016, 2017 and 2018, representing the 2012, 

2013 and 2014 cohorts (except for the graduation rate measure for 2016, which is shown 

above) are not available. The performance data for 2018 represents the 2014 cohort, the last 

cohort funded with these performance measures.
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Native Youth Community Projects

The Department developed the following performance measures for the NYCP program: (1) the 

percentage of the annual measurable objectives, as described in the application, that are met by 

grantees; and (2) the percentage of grantees that report a significant increase in community 

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

For 2016, based on data from the 2015 and 2016 cohorts, grantees met 43 percent of their 

annual measurable objectives, and 50 percent of grantees reported a significant increase in 

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

Due to concerns about data quality and consistency, the Department is not able to report data 

for 2017 or 2018.

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

2016 30% 21%

2017 35 37

2018 40

2019 45

2020 50

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

in LEAs that serve AI/AN students.

Year Target Actual

2016 30% 30%

2017 35 36

2018 40

2019 45

2020 50

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

Year Target Actual

2016 30% 32%

2017 35 37

2018 40

2019 45

2020 50
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Measure: The percentage of program participants who complete their service requirement on 

schedule.

Year Target Actual

2016 20% 35%

2017 25 23

2018 30

2019 35

2020 40

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

2019 $100,000

2020 $95,000

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

2019 $100,000

2020 $95,000

Additional Information: Data for 2018 will be available in early 2020.

The Department will develop performance measures for the Demonstration grants in 2020.
E-21

National activities

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

(dollars in thousands)

FY 2020 Authorization: $5,565

Budget Authority: 

2019 2020 Change

$6,865 $6,865 0

PROGRAM DESCRIPTION

The program supports three 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; and (3) grants to Tribes to build capacity for 

administrative planning, development, and coordination related to education systems. 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 self-determination 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 English-speaking ability of Indian students as 

well as the characteristics of teachers and principals serving those students.12 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 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 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 

 

12 https://nces.ed.gov/nationsreportcard/nies/
INDIAN EDUCATION

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of awards in fiscal year 2015. 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)

2015............................................................ ............................ $5,565

2016............................................................ .............................. 5,565

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

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

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

FY 2020 BUDGET REQUEST

The Administration requests $6.9 million for Indian Education National Activities in fiscal year 

2020, the same as the fiscal year 2019 appropriation. The request includes appropriations 

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

length of State-Tribal Education Partnership (STEP) and Native language immersion grants to 

three years to allow grantees sufficient time to implement their projects. The requested funds 

would support the following activities:

 $1.0 million for the sixth 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 2023 administration of the NAEP reading and mathematics assessments, as well as the 

educational experiences survey. 

 $2.0 million for new and 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.

 $1.6 million for continuation awards to Tribal education 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.

 $928 thousand for technical assistance to support Demonstration and STEP grantees.

 $1.2 million for logistical support 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 education 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.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2018 2019 2020

Grants to tribal education agencies

Grants to tribal education agenci es New awards 0 $1,573 0

Grants to tribal education agenci es Number of new awards 0 4 0

Grants to tribal education agenci es Continuation awards $1,797 0 $1,573

Grants to tribal education agenci es Number of continuation awards 5 0 4

Native language immersion grants

Grants to tribal education agenci es New awards 249 0 1,995

Grants to tribal education agenci es Continuation awards 2,163 2,311 249

Grants to tribal education agenci es Number of new awards 1 0 4

Grants to tribal education agenci es Number of continuation awards 5 6 1

National Indian Education Study 970 970 970

Technical assistance 912 916 928

Technical and logistical support 774 1,026 1,081

Peer review of new award 

applications 0 69 69

NOTE: 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 2018, it may do so in fiscal years 2019 and 2020.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information and results based on GPRA 

goals, objectives, measures, and performance targets. Achievement of program results is based 

on the cumulative effect of the resources provided in previous years and those requested in 

fiscal year 2020 and future years, as well as the resources and efforts invested by those served 

by this program. 

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

2017.13

 

13 http://nces.ed.gov/nationsreportcard/nies/
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The Department established two performance measures for the STEP program 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 beginning of the 

second grant period (i.e., the second year of their 4-year projects); and (2) the number of funded 

projects that, at the end of the project period, report that the project 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 grant period (i.e., 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 Statelevel 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. Information on the second performance measure will be available in December 2019 or 

later, if grantees request a 1-year, no-cost extension. 

The Department developed the following performance measures for the Native language 

immersion grants: (1) the number and percentage of participating students who attain 

proficiency in a Native language, as determined by each grantee through pre- and postassessments of Native language proficiency; (2) 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; (3) the number and 

percentage of participating students who show an improvement in academic outcomes, as 

measured by academic assessments or other indicators; and (4) 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). The Department expects to 

have data on these measures beginning later in 2019.