Department of Education

INDIAN EDUCATION

Fiscal Year 2019 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 2018 Appropriations Reports...............................................................E-6

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

Activities:

Grants to local educational agencies ..................................................................................E-9

Special programs for Indian children.................................................................................E-16

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

State Tables*

State tables reflecting final 2017 allocations and 2018 and 2019 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html
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Appropriation s Langu age

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

the ESEA, $164,939,000, of which $6,565,000 shall be for subpart 3 of part A of title VI, and of 

which $57,993,000 shall be for subpart 2 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).2

NOTES

A full-year 2018 appropriation for this account was not enacted at the time the budget was prepared; therefore, 

the budget assumes this account is operating under the Continuing Appropriations Act, 2018 (Division D of 

P.L. 115–56, as amended). The amounts included for 2018 reflect the annualized level provided by the continuing 

resolution. 

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 $6,565,000 shall be for subpart 3 of 

part A of title VI, and of which $57,993,000 shall 

be for subpart 2 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).

This language allows the Secretary to make 

Native language immersion grants without 

regard to the funding limitation in section

6133(b)(1).
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Appropriation, Adjustment, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2017

2018

Annualized CR 2019

Discretionary:

Discretionar y Appropriation ............................................... $164,939 0 $164,939

Annualized CR (P.L. 115–56)...................... 0 $163,818 0

Total, discretionary appropriation......... 164,939 163,818 164,939
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Authorizing Legislation

(dollars in thousands)

Activity

footnote

2018

Authorized

footnote

2018

Annualized CR

2019

Authorized

2019

Request

Grants to local educational agencies (ESEA VI-A-1) $102,389 $99,699 $104,436 $100,381

Special programs for Indian children

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

17,993 57,599 17,993 57,993

National activities (ESEA VI-A-3-6131) 5,565 6,520 5,565 6,565

Total definite authorization 125,947 127,994

Total appropriation 163,818 164,939
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance

Footnote

Appropriation

Footnote

2010 $122,282 $132,282 $122,2821$127,282

2011 127,282 127,2822 129,2821127,0273

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

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

2014 130,779 N/A6 130,3811123,939

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 163,81810

2019 164,939

 

1 The level for the Senate allowance reflects Committee action only. 2 The level for the House allowance reflects the House-passed full-year continuing resolution. 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 levels for the House allowance reflect floor action on an Omnibus appropriation bill; the Senate allowance

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

Continuing Resolution level.
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Significant Items in FY 2018 Appropriations Reports

National Activities

Senate: Committee recognizes that the establishment of a Native American Language 

Center to function as a consortium for institutions of higher education that have 

significant experience and expertise in Native American languages and Native 

American language medium education would be a strong way to provide 

nationwide coordination for Native American language activities. In addition, it 

could promote best practices, develop curricular materials for Native American 

languages, disseminate high-quality research on the efficacy of programs of 

instruction in these languages, and serve as an information clearinghouse and 

hub for distance learning and continuing professional development in Native 

American language education. Further, such a center could provide benefits to 

practitioners at schools from the Pre- K to PhD levels who teach through the 

medium of a Native American language, and include Native American scholars 

and staff who are fluent in Native American languages and have the 

demonstrated capacity to reach out and collaborate with Native American 

communities. The Committee therefore directs the Department to provide to the 

Committee a report on the feasibility of designating such a center and the 

potential associated costs.

Response: The Department will explore the feasibility of designing such a Native American 

Language Center and will report on the potential costs and feasibility.
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E-7

Summary of R equest

Click here for accessible version

DEPARTMENT OF EDUCATION FISCAL YEAR 2019 PRESIDENT'S BUDGET 

(in thousands of dollars)

Amount Percent

Indian Education (ESEA VI)

1. Grants to local educational agencies (Part A-1) D 100,381 99,699 100,381 682 0.68%

2. Special programs for Indian children (Part A-2) D 57,993 57,599 57,993 394 0.68%

3. National activities (Part A-3) D 6,565 6,520 6,565 45 0.69%

Total D 164,939 163,818 164,939 1,121 0.68%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding. 

2019 President's Budget 

Category Compared to 2018 Annualized CR 

Code

2017 

Appropriation 

2018 

Annualized CR

2019 

President's 

Budget
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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 (ESEA), as amended by the Every Student Succeeds 

Act (ESSA). These activities support a comprehensive approach to educational improvement 

and reform for Indian students, helping to ensure that they benefit from national education 

reforms and receive every opportunity to achieve to high standards. 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. 

A full-year fiscal year 2018 appropriation was not enacted at the time the fiscal year 2019 

Budget was prepared; therefore, the Budget assumes the Department is operating under the 

Continuing Appropriations Act, 2018 (Division D of P.L. 115–56, as amended). The amounts 

included for fiscal year 2018 reflect the annualized level provided by the continuing resolution.

The Administration requests $164.9 million for fiscal year 2019 for Indian Education programs, 

an increase of $1.1 million, to restore funding to the fiscal year 2017 level. The request would 

provide:

• $100.4 million for Grants to Local Educational Agencies to help them address the particular 

needs of Indian children enrolled in urban and rural schools.

• $58.0 million for Special Programs for Indian Children to make new and continuation awards 

for Native Youth Community Projects under Demonstration Grants and new and 

continuation awards under the Professional Development program.

• $6.6 million for National Activities to support research that will provide information on the 

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

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

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

grants to tribal education agencies in support of their efforts to undertake ESEA 

administrative responsibilities pursuant to agreements they enter into with State educational 

agencies. 
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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 2019 Authorization: $104,436

Budget Authority: 

2018

Annualized CR 2019

Change from

Annualized CR

$99,699 $100,381 +$682

PROGRAM DESCRIPTION

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

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

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 2017, 23 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 or BIE schools in which the number of 

American Indian/Alaska Native (AI/AN) children is at least 10 or constitutes at least 25 percent 

of total enrollment. LEAs in California, Alaska, and Oklahoma, and those located on or near 

reservations are exempt from this requirement. The grant amount is determined by multiplying 

the number of Indian children in an LEA by the average per-pupil expenditure in the LEA’s State 

or 80 percent of the average per-pupil expenditure in the U.S., whichever is greater. Grants are 

then ratably reduced to fit within the available appropriation. In addition, the statute requires that 

each participating LEA receive at least $3,000.
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Grants to local educational agencies

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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2014......................................................... $100,381

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

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

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

2018............................................................. 99,699

FY 2019 BUDGET REQUEST

The Administration requests $100.4 million for fiscal year 2019 for the Indian Education Grants 

to Local Educational Agencies program, an increase of $682 thousand, to restore funding to the 

fiscal year 2017 level. The request reflects the Department’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 estimated per-pupil 

payment of $214 for nearly 500,000 eligible American Indian and Alaska Native (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. Funds support such activities as 

after-school programs, tutoring, counseling, dropout prevention, and Native language programs. 

Approximately three-quarters 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 BIE in the 

Interagency Working Group on American Indian and Alaska Native Education. The Working 

Group is in the process of developing and implementing goals, benchmarks, and key activities 

for improving educational outcomes for American Indian and Alaska Native 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 served 8.7 percent of all U.S. children 

ages 3 to 21 in 2014, it served 14.5 percent of AI/ANs of the same age. Further, absenteeism 

rates for AI/AN students are higher than for other students, particularly when it comes to chronic 

absenteeism, defined as missing at least 15 days of school in a year. In the 2013-2014 school 

year, 23 percent of AI/AN students were chronically absent, compared to 14 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 and the likelihood 

of dropping out of high school. 
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Grants to local educational agencies

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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 

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 205 in 2015, and the 8th grade 

reading scale score was 249 in 2005 and 252 in 2015, 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 70 percent in 2013-2014, 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 11.5 percent in 2014, compared to the overall national average of 6.3 percent. 

Furthermore, AI/AN student enrollment in postsecondary education dropped from 2009 to 2012 

and remains well below the rate for all students.

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 2017 2018 2019

Number of awards

Number to LEAs 1,153 1,153 1,153

Number to Tribes 23 23 23

Number to BIE- grant/contract schools 79 79 79

Number to BIE- operated schools 48 48 48

Number to Indian community-based organizations 2 2 2

Total Number of awards 1,305 1,305 1,305

Distribution of funds

Distribution LEAs $92,397 $91,770 $92,397

Distribution Tribes 1,093 1,086 1,093

Distribution BIE- grant/contract schools 4,494 4,463 4,494

Distribution BIE- operated schools 2,147 2,132 2,147

Number to Indian community-based organizations 250 248 250

Distribution Total 100,381 99,699 100,381
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Output Measures 2017 2018 2019

Number of eligible students

Students i n LEAs 423,773 423,773 423,773

Students i n Tribes 4,989 4,989 4,989

Students i n BIE- grant/contract schools 22,378 22,378 22,378

Students i n BIE- operated schools 11,467 11,467 11,467

Number to Indian community-based organizations 1,201 1,201 1,201

Total number of students 463,808 463,808 463,808

Range of awards (whole dollars)

Highest award $3,254,999 $3,254,999 $3,254,999

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

Average allocation 76,920 76,920 76,920

Average payment per eligible student 216 215 216

_________________

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 2017, it may do so in fiscal years 2018 and 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 2019 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 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. 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.

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.
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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% 49% 67%

2013 56 51 68

2015 58 52 69

2017 60

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% 64% 76%

2013 67 62 78

2015 69 63 76

2017 71

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% 68% 82%

2013 76 68 83

2015 78 69 82

2017 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

2019 67

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. Results from the 2017 NAEP will be available later in 2018.
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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

2014 100 39.9% 50.9%

2015 100 40.8 51.6

2016 100 38.7 49.5

2017 100

2018 100

2019 100

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

2014 100 34.1% 45.1%

2015 100 34.9 47.5

2016 100 34.6 45.5

2017 100

2018 100

2019 100

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

accountability under ESEA Title I. The Department established a baseline in 2004 and targets 

for reaching 100 percent proficiency by 2014, the ESEA objective prior to reauthorization by 

ESSA. The Department expects to have 2017 data in fall 2018. Performance targets based on 

proficiency rates will be changed in future years based on the reauthorized ESEA. 

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

2014 0.0% 10.9%

2015 0.0 10.9

2016 0.0 10.8

2017 0.0

2018 0.0

2019 0.0
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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

2014 0.0% 11.1%

2015 0.0 12.5

2016 0.0 10.9

2017 0.0

2018 0.0

2019 0.0

Additional information: The Department established indicators to measure the achievement 

gap between AI/AN students’ performance and all students’ performance on State assessments 

in reading and math. The targets reflect the ESEA goal, prior to reauthorization by the ESSA, of 

eliminating the achievement gap between AI/AN students and all students by 2014. The 

Department expects to have 2017 data in fall 2018.

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

4-year adjusted cohort graduation rate.

Year Target Actual

2014 71% 71.6%

2015 73

2016 75

2017 77

2018 79

2019 81

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 2018.
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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 2019 Authorization: $17,993

Budget Authority: 

2018

Annualized CR 2019

Change from

Annualized CR

$57,599 $57,993 +$394

PROGRAM DESCRIPTION

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

Indian students and to prepare and train Indians to serve as teachers and school administrators. 

Funds are awarded competitively to support the following programs:

• 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. In 2015, the Department transitioned to using funding 

for Native Youth Community Projects 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 

Indians, 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)

2014...........................................................$17,993

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

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

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

2018.............................................................57,599

FY 2019 BUDGET REQUEST

The Administration requests $58.0 million for fiscal year 2019 for Special Programs for Indian 

Children, an increase of $394 thousand, to restore funding to the fiscal year 2017 level. The 

request includes appropriations language overriding the authorized funding level for this 

program. Most funds would be used to pay continuation costs for an estimated 108 Native 

Youth Community Projects (NYCP) grants first awarded in fiscal years 2016, 2017, and 2018 to 

support improved educational and life opportunities for Native youth; remaining funds would pay 

continuation costs for an estimated 30 Professional Development grants awarded in fiscal years 

2016, 2017, and 2018.

NYCP grants are designed to support community-driven strategies to improve the college- and 

career-readiness of Native youth by focusing on the unique educational needs of American 

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

demonstrated in part by the educational outcome data described under Indian Education Grants 

to LEAs. Funded projects have supported blended learning and individualized instruction for 

Native youth, a comprehensive preschool-through-grade-12 approach to academic and career 

preparation in science, technology, engineering and mathematics (STEM) fields, and improving 

instruction by focusing on culturally relevant lessons based on both Native cultural heritage and 

evidence-based practices. 

For fiscal year 2019, the Department would use about $49.0 million for continuing NYCP awards 

under the Demonstration Grants authority. Since launching the NYCP initiative in fiscal year 

2015, the Department has made 69 awards to entities in 20 States to support such projects as:

• A partnership between the Yukon Flats School District in Fort Yukon, Alaska and the Gwichyaa 

Zhee Gwich’in Tribal Government to improve college- and career-readiness by allowing students 

to complete coursework through a project-based learning experience, and to design and 

implement a project in their home village with advice and support from the local Native 

population;

• Project AAIMS (Advancing American Indians in Medical and STEM careers) in Northeastern 

Oklahoma, which promotes STEM as a career pathway by providing students with 

information on the education requirements of STEM jobs and helping students understand 

how medical and science practices are related to Native culture, including by providing

Indian students from 26 tribes with mentoring from Native Americans working in STEM jobs;

and
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• Establishing a career and technical education program at Lummi Nation School (WA) that 

will focus on preparing students for college or a career in the marine industries, including

fishing, crabbing, marine engine building and boat maintenance, boat building, marine 

sciences and natural resources.

In addition to the 69 NYCP awards made from fiscal years 2015-2017, the Department 

anticipates making 39 new awards in fiscal year 2018. The Department also would use funds 

from the National Activities program (described elsewhere in the Indian Education account) to 

support technical assistance in response to NYCP-related consultations with Tribes that 

identified the need for culturally-relevant technical assistance to help in such areas as 

conducting needs assessments, collecting and analyzing data, and identifying best practices. 

The Department also would use about $9.0 million in fiscal year 2019 funds for continuation 

awards to IHEs and other eligible entities under the Professional Development program to 

effectively train Indian students as teachers and school administrators to work in schools with 

concentrations of Indian children and youth. Grants support teacher training programs at IHEs, 

including tribal colleges and universities, as well as recruitment of students that are likely to 

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

students. Grantees also provide comprehensive student services, including support for tuition 

and living expenses, as well as program development and operational costs for the institutions.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2017 2018 2019

Demonstration Grants

NYCP Grants

Demonstr ati on Grants – NYC P -Funding for new awards $13,516 $18,873 0

Demonstr ati on Grants – NYC P -Funding for continuation 

awards $33,354 $23,977 $49,003

Total $46,870 $42,850 $49,003

Demonstr ati on Grants – NYC P -Number of new awards 25 39 0

Demonstr ati on Grants – NYC P -Number of continuation 

awards 44 69 108

Other Demonstration Grants

Demonstr ati on Grants Funding for new awards 0 0 0

Demonstr ati on Grants Funding for continuing awards $3,537 0 0

Total: Demonstration $3,537 0 0

Demonstr ati on Grants Number of new awards 0 0 0

Demonstr ati on Grants Number of continuing awards 12 0 0
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Output Measures 2017 2018 2019

Professional Development

Professi onal D evelopment Funding for new awards: Professional Devel opment $1,310 $6,362 0

Professi onal D evelopment Funding for continuation 

awards: Professi onal D evelopment $6,276 $8,061 $8,990

Total: Professional Devel opment $7,586 $14,423 $8,990

Professi onal D evelopment Number of new awards: Professional Devel opment 4 21 0

Professi onal D evelopment Number of continuation awards: 

Professi onal D evelopment

24 20 45

Peer Review of new award 

applications 0 $326 0

NOTES: 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 2017, it may do so in fiscal years 2018 and 2019.

The Department funded new applications for Demonstration and Professional Development grants in fiscal year 

2017 from the fiscal year 2016 slates.

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 2019 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

2014 75% 82%

2015 80 95

2016 85

2017 90

2018 95

2019 100
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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

2014 65% 80%

2015 70 95

2016 75

2017 80

2018 85

2019 90

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

2014 60% 75%

2015 65 95

2016 70

2017 75

2018 80

2019 85

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

2014 65% 67%

2015 70 81

2016 75

2017 80

2018 85

2019 90
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Measure: The percentage of participating AI/AN students who graduate with their incoming 

9th-grade class.

Year Target Actual

2014 80% 75%

2015 85 81

2016 90 90

2017 95

2018 100

2019 100

Additional Information: The performance data for 2014 represents the 2010 cohort, and data 

for 2015 represents the 2011 cohort. Data for 2016 representing the 2012 cohort (except for the 

graduation rate measure, which are shown above) will be available later in 2018.

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 were met, and 50 percent of grantees reported a significant 

increase in community collaborative efforts that promote college- and career-readiness of Indian 

children.

Professional Development

The indicators for the Professional Development Grants measure (1) the percentage of 

participants in administrator preparation projects who become principals, vice principals, or 

other school administrators in LEAs that serve AI/AN students; (2) the percentage of 

participants in teacher preparation projects who become teachers in LEAs that serve AI/AN

students; (3) the percentage of program participants who meet State licensure requirements; 

(4) the percentage of program participants who complete their service requirement on schedule; 

(5) 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; and (6) 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. 

In 2015, the Department completed a transition to a new electronic Data Collection System 

(DCS) to support the collection and reporting of performance data for the Professional 

Development Grants program. Prior to 2015, program participants submitted paper reports on 

their service or payback status; the 2015 cohort will be the first to report exclusively in the DCS. 

Since fiscal year 2013, the Department has provided significant and ongoing technical 
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assistance to both grantees and participants to assist with more timely and accurate reporting in 

the new system. 

Because of the time it takes for participants to complete their training and service requirements, 

fiscal year 2013 served as the baseline year, with a total of 97 percent of grantees reporting in 

the new DCS. For the 2013 reporting year, 6.0 percent of program participants became school 

administrators and 15.7 percent of participants became teachers in LEAs with 5 percent or more 

Native American students. Nineteen percent of participants received full State licensure, and 

zero percent of participants completed their service requirement on schedule. The cost per 

individual who successfully completed a teacher preparation program could not be determined 

based on the limited information available at time of reporting. 

Data for 2014 will be available in early 2018.
E-23

National activities

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

(dollars in thousands)

FY 2019 Authorization: $5,565

Budget Authority: 

2018

Annualized CR 2019

Change from

Annualized CR

$6,520 $6,565 +$45

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 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; to 

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

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

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

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

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

be used to track the educational progress of Indians over time and to compare the status of 

Indians 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.

11 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 authorizes a program for Tribal educational agencies (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 of awards in fiscal year 2015. The 

second new authority establishes a Native language immersion grant program to support 

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

2014.............................................................. $5,565

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

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

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

2018................................................................ 6,520

FY 2019 BUDGET REQUEST

For fiscal year 2019, the Administration requests $6.6 million for Indian Education National 

Activities, an increase of $45,000, to restore funding to the fiscal year 2017 level. The request 

includes appropriations language overriding the authorized funding level for this program. The 

requested funds would support the following activities:

• $2.5 million for new awards to TEAs participating in the State-Tribal Education Partnership 

(STEP) program, which makes grants to TEAs to build their capacity by entering into 

agreements to assume certain SEA responsibilities for the administration of ESEA 

programs. 

• $2.0 million for continuation awards under the new Native American Language Immersion 

program, which made grants for the first time in fiscal year 2017 to maintain and promote 

the use of Native languages, support Native language education and development, and 

provide professional development for teachers.

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

components: (1) oversampling American Indian and Alaska Native students in the National 

Assessment of Educational Progress (NAEP), and (2) a survey to collect information on the 

educational experiences of American Indian/Alaska Native students and the role of Indian 

culture in their education. The request would support the 2019 administration of the NAEP 

reading and mathematics assessments, as well as the educational experiences survey. 

• $416 thousand for technical assistance to support Native Youth Community Project and 

STEP grantees.

• $576 thousand 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 2017 2018 2019

Grants to tribal education agencies

Grants to tribal education agenci es New awards 0 0 $2,477

Grants to tribal education agenci es Continuation awards $1,581 $1,796 0

Native language immersion grants

Grants to tribal education agenci es New awards 2,044 0 0

Grants to tribal education agenci es Continuation awards 0 2,026 2,026

National Indian Education Study 1,130 970 970

Technical assistance 350 535 416

Technical and logistical support 1,420 1,238 576

Peer review of new award 

applications 40 0 100

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 2017, it may do so in fiscal years 2018 and 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 2019 and future years, as well as the resources and efforts invested by those served 

by this program. 

The Department released two reports as the culmination of the 2011 NIES in July 2012 and 

released the 2015 NIES in early 2017.

12

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; 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 

 

12 http://nces.ed.gov/nationsreportcard/nies/
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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 State-level functions delineated in their TEA-SEA 

agreements after Federal funding ends.

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

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

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

period (i.e., the second year of their 4-year projects).

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 2018.