Department of Education

INDIAN EDUCATION

Fiscal Year 2024 Budget Request

CONTENTS

Page

Appropriations Language.............................................................................................................. 1

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

Appropriation, Adjustment, and Transfers .................................................................................... 3

Summary of Changes ................................................................................................................... 4

Authorizing Legislation.................................................................................................................. 5

Appropriations History................................................................................................................... 6

Significant Items in FY 2023 Appropriations Reports ................................................................... 7

Summary of Request .................................................................................................................... 9

Activities: 

Grants to local educational agencies .......................................................................................10

Special programs for Indian children .......................................................................................18

National activities .....................................................................................................................25

Account Summary Table.............................................................................................................31

State Tables*

*State tables reflecting actual fiscal year 2022 allocations and fiscal years 2023 and 2024 

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, [$194,246,000] $201,746,000, of which $72,000,000 shall be for subpart 2 of part A 

of title VI and $12,365,000 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 five years.4 (Department of Education Appropriations Act, 2023)

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 $72,000,000 shall be for subpart 2 

of part A of title VI and $12,365,000 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 five years.

This language allows the Secretary to 

make State-Tribal Education Partnership 

and Native language immersion grants for 

up to 5 years.
3

Appropriation, Adjustment, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2022 2023 2024

Discretionary:

Discretionary Appropriation $189,246 $194,246 $201,746

Total, discretionary appropriation 189,246 194,246 201,746
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Summary of Changes

(dollars in thousands)

2023 $194,746

2024 201,746

Net change +7,000

Increases: 2023 base

Change

from base

Program:

Grants to Local Educational Agencies $110,381 +$7,000

Subtotal, increases 7,000

Net change +7,000
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Authorizing Legislation

(dollars in thousands)

Activity

footnote

2023

Authorized

2023

Appropriation

2024

Authorized

2024

Request

Grants to local educational agencies (ESEA VI-A-1) 0 $110,381 To be determined1 $117,381

Special programs for Indian children

(ESEA VI-A-2-6121 & 6122) 0 72,000 To be determined1 72,000

National activities (ESEA VI-A-3-6131) 0 12,365 To be determined1 12,365

Total definite authorization 0 To be determined1

Total annual appropriation 194,746 201,746

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations action.
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance

Footnote

Appropriation

Footnote

20151 $123,939 N/A $123,939 $123,939

20162 173,939 $143,939 123,939 143,939

20173 174,939 174,939 143,939 164,939

20184 143,665 164,939 165,239 180,239

20195 164,939 180,239 180,239 180,239

20206 180,739 186,374 180,739 180,739

20217 180,739 181,239 180,739 181,239

2021 Mandatory 

Supplemental, ARP Act (P.L. 

117-02)8 0 0 0 20,000

20229 186,239 187,739 189,246 189,246

202310 186,239 110,381 110,381 194,746

2024 201,746

1 The House allowance is shown as N/A because there was no Subcommittee action. The level for the Senate 

allowance reflects Senate Subcommittee action only.

2 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.

3 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.

4 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).

5 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).

6 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

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

7 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).

8 The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02).

9 The House allowance reflects floor action; the Senate allowance reflects the Chair’s mark; and the 

Appropriation reflects Division H of the Consolidated Appropriations Act, 2022 (P.L. 117-103).

10 The House allowance reflects the regular annual FY 2023 appropriation, which was introduced on the floor; the 

Senate allowance reflects the Chair’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 2023 

(P.L. 117-328).
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Significant Items in FY 2023 Appropriations Reports

Special Programs for Indian Children

Omnibus: The Department is directed to use no less than $2,750,000 of funds available for 

the Demonstration Grants for Indian Children and Youth program for a teacher 

retention initiative to help address the shortage of Native American educators 

and expand their impact on Native American students' education. The initiative 

should support teacher leadership models to increase the retention of effective, 

experienced Native American teachers.

Response: The Department plans to award new Demonstration grants for teacher retention 

projects that aim to increase the retention of effective, experienced Native 

American teachers in fiscal year 2023.

National Activities

Omnibus: The increase for National Activities shall support new awards under the Native 

American Language Immersion competition and the State-Tribal Education 

Partnership program for up to five years.

Further, the Department is directed to provide adequate notice, consultation, and 

technical assistance to support applications from and grants to a diverse range of 

language immersion schools and programs, including those serving Native 

Hawaiian and Alaska Native students.

Response: The Department plans to award new grants under the Native American language 

immersion and State-Tribal Education Partnership programs in fiscal year 2023. 

Awards for Native American language immersion would be made to applicants 

on the fiscal year 2022 slate. 

The Department will continue to provide adequate notice, consultation, and 

technical assistance to support applicants from and grants to a diverse range of 

language immersion schools and programs, including those serving Native 

Hawaiian and Alaska Native students.

Omnibus: Within National Activities, the agreement includes $1,500,000 for this activity 

described under this heading in House Report 117-403. Further, the Office of 

Indian Education is directed to consult with the Office of English Language 

Acquisition on the development, implementation, and support for this program.

Response: The Department plans to make new awards for Native American Language 

Resource Centers in fiscal year 2023 and will consult with the Office of English 

Language Acquisition on the development, implementation and support for this 

program.
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House: Native American Language Immersion and the State-Tribal Education 

Partnership Program.—The Committee provides a $3,000,000 increase to the 

Native American Language Immersion and the State-Tribal Education 

Partnership (STEP) programs above the fiscal year 2022 enacted levels for these 

programs. The Committee looks forward to a new fiscal year 2023 STEP 

competition and directs a portion of this increase to support new STEP awards.

Response: The Department plans to hold a new competition for State-Tribal Education 

Partnership grants in fiscal year 2023.
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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 2023 for Indian Education programs, 

$5.0 million more than the fiscal year 2022 annualized CR based on the fiscal year 2021

appropriation. The request would provide:

• $117.4 million for Grants to Local Educational Agencies, an increase of $7 million, to help 

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

• $72.0 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.

• $12.4 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 awards for Native language immersion grants, grants to Tribal educational agencies 

to build their capacity by entering into agreements with SEAs and LEAs to administer 

education programs, and Native American Language Resource Centers.
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Grants to local educational agencies

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

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$110,381 $117,381 +$7,000

PROGRAM DESCRIPTION

The Indian Education Grants to Local Educational Agencies 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 2022, 28 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 

and youth. Each applicant must develop this plan in collaboration with a local committee 

comprised primarily of parents and family members of Indian children and youth 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 and youth 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.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
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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) 

2019 $105,381

2020 105,381

2021 105,381

2022 109,881

2023 110,381

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $117.4 million for the Indian Education Grants 

to LEAs program, $7.0 million more than the fiscal year 2023 appropriation. The request reflects 

the Department’s ongoing 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 opportunity and attainment, providing an average estimated per-pupil payment of

$277 for roughly 424,000 eligible AI/AN elementary and secondary school 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 and youth develop their academic skills and participate 

in enrichment programs that would otherwise be unavailable. More than 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 9.9 percent of all U.S. children ages 5 to 21 in 2017-2018, it served 15.5 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 not 

graduating from 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 197 in 2022, and the 8th grade reading scale score was 249 in 2005 and 

246 in 2022, 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 underserved student groups over the same period. 
INDIAN EDUCATION

Grants to local educational agencies

12

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

demonstrate the need for additional supports for AI/AN students. While the AI/AN graduation 

rate increased from 65 percent in 2010-2011 to 74 percent in 2018-2019, mirroring national 

trends, that rate remains substantially lower than the national average (86 percent) and 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 9.6 percent in 2019, 

compared to the overall national average of 5.1 percent. Furthermore, while AI/AN enrollment in 

postsecondary education for 18- to 24-year-olds increased from 16 percent in 2000 to 

41 percent in 2010, by 2017 it had fallen to 20 percent 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.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Number of awards

Number to LEAs 1,115 1,115 1,115

Number to Tribes 28 28 28

Number to BIE- grant/contract schools 89 89 89

Number to BIE- operated schools 43 43 43

Number to Indian community-based 

organizations 1 1 1

Total Number of awards 1,276 1,276 1,276

Distribution of funds

Distribution LEAs $100,652 $101,110 $107,523 

Distribution Tribes $1,601 $1,608 $1,710 

Distribution BIE- grant/contract schools $5,811 $5,837 $6,207 

Distribution BIE- operated schools $1,724 $1,732 $1,842 

Number to Indian community-based 

organizations $93 $93 

$99 

Distribution Total $109,881 $110,381 $117,381
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Output Measures 2022 2023 2024

Number of eligible students

Students in LEAs 387,697 387,697 387,697

Students in Tribes 5,880 5,880 5,880

Students in BIE- grant/contract schools 23,089 23,089 23,089

Students in BIE- operated schools 7,340 7,340 7,340

Number to Indian community-based 

organizations 324 324 324

Total number of students 424,330 424,330 424,330

Range of awards (whole dollars)

Highest award $2,653,404 $2,825,420 $3,004,599 

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

Average allocation $43,057 $86,505 $91,991 

Average payment per eligible 

student $259 $260 $277

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 2022, it may do so in fiscal years 2023 and 2024.

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 2024 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 EDFacts, including State assessments, to track Indian 

students’ educational achievement. 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. Note that the 2021 NAEP 

assessments were postponed to 2022 due to the COVID-19 pandemic, shifting the schedule for 

NAEP reading and math assessments to even-numbered years beginning in 2022. The tables 

below are adjusted accordingly.
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Grants to local educational agencies

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

2022 64 43 63

2024 66

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

2022 75 55 70

2024 77

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

2022 84 59 75

2024 86
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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

2022 69 45 62

2024 71

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

2019 100% 24.9% 31.4%

2020 100 Not applicable Not applicable

2021 100

2022 To be determined

2023 To be determined

2024 To be determined

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

accountability under ESEA Title I. The Department does not expect to have 2020 data on State 

assessments due to the COVID-19 pandemic. The Department expects to have 2021 data in 

2023 and will develop targets based in part on those data. 
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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

2019 100% 22.0% 28.3%

2020 100 Not applicable Not applicable

2021 100

2022 To be determined

2023 To be determined

2024 To be determined

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

accountability under ESEA Title I. The Department does not expect to have 2020 data on State 

assessments due to the COVID-19 pandemic. The Department expects to have 2021 data in 

2023 and will develop targets based in part on those data. 

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

2019 0.0 6.5%

2020 Not applicable Not applicable

2021 0.0

2022 To be determined

2023 To be determined

2024 To be determined

Additional information: The Department does not expect to have 2020 data due to the 

COVID-19 pandemic. The Department expects to have 2021 data in 2023 and will develop 

targets based in part on those data.

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

2019 0.0 6.3%

2020 Not applicable Not applicable

2021 0.0

2022 To be determined

2023 To be determined

2024 To be determined
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Additional information: The Department does not expect to have 2020 data due to the 

COVID-19 pandemic. The Department expects to have 2021 data in 2023 and will develop 

targets based in part on those data.

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

4-year adjusted cohort graduation rate.

Year Target Actual

2019 81% 79%

2020 83 75

2021 85

2022 To be determined

2023 To be determined

2024 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 2021 data later in 2023.
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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 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$72,000 $72,000 0

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 made 

awards for Native Youth Community Projects (NYCP) that implemented community-driven 

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

Department funded projects to expand educational choice. The Department plans to make 

new awards for teacher retention in 2023.

• 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.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
INDIAN EDUCATION

Special programs for Indian children

19

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $67,993

2020 67,993

2021 67,993

2022 70,000

2023 72,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $72.0 million for Special Programs for Indian 

Children, level with the fiscal year 2023 appropriation. The request includes appropriations 

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

approximately $60.0 million for Demonstration continuation awards, $1.7 million for new 

Professional Development grants, and $10.0 million for Professional Development continuation 

awards.

Demonstration grant 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. Professional Development grant funds enable 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.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Demonstration Grants

Demonstration Grants – NYCP –Funding for new awards $20,541 $2,750 0

Demonstration Grants – NYCP –Funding for continuation awards $38,059 $58,571 $59,985

Total $58,600 $61,321 $59,985

Demonstration Grants – NYCP -Number of new awards 43 5 0

Demonstration Grants – NYCP -Number of continuation awards 40 83 89
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20

Output Measures 2022 2023 2024

Professional Development

Professional Development Funding for new awards: Professional Development 0 0 $1,708

Professional Development Funding for continuation awards: 

Professional Development

$11,400 $10,372 $10,000

Total: Professional Development $11,400 $10,372 $12,011

Professional Development Number of new awards: Professional Development 0 0 5

Professional Development Number of continuation awards: Professional Development 48 29 29

Peer Review of new award 

applications 01 307 $307

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 2022, it may do so in fiscal years 2023 and 2024.

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 2023 and future years, as well as the resources and efforts invested by 

those served by this program.

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

2019 76% 56%

2020 77 73

2021 78 67

2022 79

2023 80

2024 81

Additional information: Data for 2022 will be available in winter 2023.

1 Funding for peer review in fiscal year 2022 was provided under Indian Education National Activities.
INDIAN EDUCATION

Special programs for Indian children

21

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

2019 80% 78%

2020 81 40

2021 82 81

2022 83

2023 84

2024 85

Additional information: Data for 2022 will be available in winter 2023.

Demonstration Grants – Choice Projects

Measure: The total number of options from which participating students can choose.

Year Target Actual

2020 380 380

2021 385 867

2022 390

2023 395

2024 400

Measure: The number of options offered from which participating students can choose 

education-related services that are culturally relevant, as determined by the grantee.

Year Target Actual

2020 322 322

2021 327 478

2022 332

2023 337

2024 342

Measure: 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.

Year Target Actual

2020 5 5

2021 7 13

2022 15

2023 18

2024 20
INDIAN EDUCATION

Special programs for Indian children

22

Measure: The total number of students served.

Year Target Actual

2020 2,935 2935

2021 2,945 12,190

2022 2,955

2023 2,965

2024 2,975

Measure: The percentage of parents who report that the number and variety of options offered 

meet their children's needs.

Year Target Actual

2020 59% 59%

2021 60 89

2022 63

2023 69

2024 72

Measure: The percentage of parents who report that the quality of options offered meet their 

children's needs.

Year Target Actual

2020 75% 81%

2021 77 89

2022 79

2023 81

2024 83

Measure: The average time it took a grantee to respond to requests for specific services.

Year Target Actual

2020 6.5 6.5

2021 5.5 160.1

2022 4.5

2023 3.5

2024 2.5

Measure: The percentage of parent requests for additional services that resulted in adding new 

services to the offerings.

Year Target Actual

2020 80% 81%

2021 81 46

2022 82

2023 83

2024 84
INDIAN EDUCATION

Special programs for Indian children

23

Data for 2022 will be available in winter 2023.

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

2019 45% 41%

2020 50 42

2021 55 48

2022 60

2023 65

2024 70

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

in LEAs that serve AI/AN students.

Year Target Actual

2019 45% 44%

2020 50 36

2021 55 38

2022 60

2023 65

2024 70

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

Year Target Actual

2019 45% 42%

2020 50 40

2021 55 51

2022 60

2023 65

2024 70
INDIAN EDUCATION

Special programs for Indian children

24

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

schedule.

Year Target Actual

2019 35% 21%

2020 40 20

2021 45 25

2022 50

2023 55

2024 60

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

2019 $100,000 $81,747

2020 $98,000 $94,435

2021 $96,000 $93,040

2022 $94,000

2023 $92,000

2024 $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

2019 $100,000 $105,360

2020 $98,000 $108,164

2021 $96,000 $135,280

2022 $94,000

2023 $92,000

2024 $90,000

Additional Information: Data for 2022 will be available in winter 2023. The Department will 

develop performance measures for the Demonstration Grants – Teacher Retention grants 

in 2023.
INDIAN EDUCATION

25

National activities

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

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$12,365 $12,365 0

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; 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 

(https://nces.ed.gov/nationsreportcard/nies/). 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 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 

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 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
INDIAN EDUCATION

National activities

26

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.

Beginning in 2023, funds have been used to support American Indian, Alaska Native and Native 

Hawaiian language activities for Native American Language Resource Centers. 

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $6,865

2020 7,365

2021 7,865

2022 9,365

2023 12,365

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $12.4 million for Indian Education National 

Activities, level with the fiscal year 2023 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:

• $2.9 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.

• $2.9 million for new and continuation awards under the 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.

• $3.0 million for continuation awards for the Native American Language Resource Centers. 

• $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. 
INDIAN EDUCATION

National activities

27

• $2.7 million for technical assistance and logistical support, including technical assistance for 

all Office of Indian Education formula and discretionary program grantees, the Electronic 

Applications System for Indian Education (EASIE) (https://easie.grads360.org/#program), 

the Professional Development Payback system, and 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 2022 2023 2024

Grants to Tribal education agencies

Grants to tribal education agencies New awards $4451 $2,416 0

Grants to tribal education agencies Number of new awards 1 5 0

Grants to tribal education agencies Continuation awards $1,432 $445 $2,861

Grants to tribal education agencies Number of continuation awards 4 1 6

Native language immersion grants

Grants to tribal education agencies New awards $1,233 $6852 0

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

Grants to tribal education agencies Continuation awards $2,363 $1,212 $2,885

Grants to tribal education agencies Number of continuation awards 11 5 8

Native American Language Resource 

Centers

0 $2,965 $2,965

National Indian Education Study $970 $970 $970

Technical and logistical support $2,828 $3,548 $2,684

Peer review of new award applications $94 $124 0

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 2022, it may do so in fiscal year 2023 or 2024.

1 The Department funded one new Grants to Tribal education agencies award in fiscal year 2022 from the fiscal year 

2020 slate. 2 The Department may fund four new Native language immersion grants in fiscal year 2023 from the fiscal year 2022 

slate.
INDIAN EDUCATION

National activities

28

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 2023 and future years, as well as the resources and efforts invested by 

those served by this program.

The Department released the 2015 NIES in early 2017 and released the 2019 NIES in 

spring 2021. More information about NIES can be found at 

https://nces.ed.gov/nationsreportcard/nies/. 

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.

For the fiscal year 2020 competition, the Department established new performance measures 

for the three-year STEP program for grants to TEAs. These measures are:

(1) the number of capacity building activities offered by the TEA for the SEA or LEA (e.g., 

trainings, technical assistance in areas related to tribal history, language, or culture);

(2) the number of capacity building activities offered by the SEA or LEA for the TEA (e.g., 

trainings, technical assistance in developing TEA capacity to administer and coordinate 

education programs);

(3) The number of education programs grantees directly administer;

(4) the number of teachers recruited or retained to serve students the TEA serves as a result of 

the STEP grant;

(5) the number of work-based learning experience programs created as a result of the capacity 

built using the STEP grant;

(6) the number of TEA actions taken to build capacity to open a charter school, such as by 

developing the charter school concept; writing a mission statement; defining an educational 

model; establishing a governance structure; developing a budget; establishing curriculum; 

choosing a location; developing partnerships with key stakeholders; or developing other 

materials related to applying for a charter from the appropriate authorizing entity; and

(7) the number of TEA actions taken to build capacity to convert a BIE-operated school to a BIEfunded Tribally-operated school, such as by developing structures necessary to ensure smooth 
INDIAN EDUCATION

National activities

29

transition of instruction; ensuring necessary and appropriate facilities; developing processes and 

procedures for oversight of funds and compliance with statute and regulations; and preparing to 

hire teachers and staff.

For the fiscal year 2020 cohort, in 2021, TEAs offered 24 capacity building activities for the SEA 

or LEA and SEAs or LEAs offered 19 capacity building activities for the TEA. Grantees directly 

administered seven education programs, recruited or retained six teachers, and created six 

work-based learning experience programs. Additionally, TEAs took 15 actions to build capacity 

to open a charter school. Finally, grantees did not take any actions to build capacity to convert a 

BIE-operated school to a BIE-funded Tribally-operated school. In 2022, TEAs offered 61 

capacity building activities for the SEA or LEA and SEAs or LEAs offered 27 capacity building 

activities for the TEA. Grantees directly administered seven education programs, recruited or 

retained 16 teachers, and created 13 work-based learning experience programs. TEAs took 33 

actions to build capacity to open a charter school. Finally, grantees did not take any actions to 

build capacity to convert a BIE-operated school to a BIE-funded Tribally-operated school.

The Department plans to develop new performance measures for the 2023 STEP grantees.

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

2019 10% 7.7%

2020 12 12.8

2021 14 3.0

2022 16 9.3

2023 18

2024 20

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

2019 45% 57.7%

2020 58 63.7

2021 64 36.5

2022 70 42.0

2023 76

2024 82
INDIAN EDUCATION

National activities

30

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

2019 56% 59.0%

2020 60 83.6

2021 84 64.4

2022 86 61.3

2023 88

2024 90

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

2019 1.0% 1.2%

2020 1.0 2.8

2021 2.5 4.0

2022 3.0 1.3

2023 3.5

2024 4.0
INDIAN EDUCATION

31

Account Summary Table

Click here for the online version

 

DEPARTMENT OF EDUCATION FISCAL YEAR 2024 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code 2022 Appropriation 2023 Appropriation

2024 President's 

Budget Request

FY 2024 President's Budget Request

Compared to FY 2023 Appropriation

Amount Percent

Indian Education (ESEA VI)

1. Grantsto local educational agencies(Part A-1) D 109,881 110,381 117,381 7,000 6.34%

2. Special programsfor Indian children (Part A-2) D 70,000 72,000 72,000 0 0.00%

3. National activities(Part A-3) D 9,365 12,365 12,365 0 0.00%

Total D 189,246 194,746 201,746 7,000 3.59%

NOTES:

1) D = discretionary program; M = mandatory programs

2) Detail may not add to totals due to rounding.