Department of Education

INDIAN EDUCATION

Fiscal Year 2025 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 Fiscal Year 2024 Appropriations Reports .................................................... 7

Summary of Request ................................................................................................................. 8

Activities:

Grants to local educational agencies ......................................................................................9

Special programs for Indian children.....................................................................................17

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

Account Summary Table...........................................................................................................32

State Table* 

*State tables reflecting actual fiscal year 2023 allocations and fiscal years 2024 and 2025 

estimates are posted on the Department’s webpage at: 

https://www2.ed.gov/about/overview/budget/statetables/index.html.
INDIAN EDUCATION

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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, $194,746,000, 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 grants awarded under sections 6132 

and 6133 of the ESEA with funds provided under this heading may be for a period of up to 5 

years.4

NOTES 

A full-year 2024 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, 2024 and Other Extensions 

Act (Division A of Public Law 118-15, as amended). The amounts included for 2024 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 appropriations 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 grants awarded 

under sections 6132 and 6133 of the ESEA 

with funds provided under this heading 

may be for a period of up to 5 years.

This language allows the Secretary to make 

State-Tribal Education Partnership and Native 

language immersion grants for up to 5 years. 
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Appropriation, Adjustment, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2023 2024 2025

Discretionary:

Discretionary Appropriation $194,746 $194,746 $194,746

Total, discretionary appropriation 194,746 194,746 194,746
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Summary of Changes

(dollars in thousands)

2024 $194,746

2025 194,746

Net change 0 
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Authorizing Legislation

(dollars in thousands)

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

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

Special programs for Indian children

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

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

Total definite authorization To be determined To be determined

Total annual appropriation 194,746 194,746

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 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

20161 $173,939 $143,939 $123,939 $143,939

20172 174,939 174,939 143,939 164,939

20183 143,665 164,939 165,239 180,239

20194 164,939 180,239 180,239 180,239

20205 180,739 186,374 180,739 180,739

20216 180,739 181,239 180,739 181,239

2021 Mandatory 

Supplemental, ARP Act (P.L. 

117-02)7 0 0 0 20,000

20228 186,239 187,739 189,246 189,246

20239 186,239 110,381 110,381 194,746

202410 201,746 194,746 194,746 194,746

2025 194,746

1 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.

2 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.

3 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).

4 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).

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

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

6 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).

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

8 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).

9 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).

10 The House allowance reflects Subcommittee action and the Senate allowance reflects Committee action on the 

regular annual 2024 appropriations bill; the Appropriation reflects the annualized continuing resolution level.
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Significant Items in Fiscal Year 2024 Appropriations Reports

Special Programs for Indian Children

Senate: In addition, the Department shall continue support for the teacher retentioninitiative established in fiscal year 2023 to 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 Professional Development grants for 

teacher retention projects that support teacher leadership models and continue 

Demonstration grants for teacher retention projects that aim to increase the 

retention of effective, experienced Native American teachers in fiscal year 2024. 

National Activities

Senate: The Committee directs the Department to provide parity in the treatment to 

American Indian, Alaska Native and Native Hawaiian language immersion 

schools and programs, including the development of a fair and equitable process 

to confer with Native Hawaiian organizations and Hawaiian language education 

stakeholders regarding implementation of the Native American Language 

program.

Response: 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 students.

Senate: Furthermore, the Committee directs the Office of Indian Education to continue 

consulting with the Office of English Language Acquisition on the continued 

development, implementation, and support of the centers.

Response: The Department plans to make continuation awards for Native American 

Language Resource Centers in fiscal year 2024 and will continue to consult with 

the Office of English Language Acquisition on the development, implementation 

and support for this program.
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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 $194.8 million for fiscal year 2025 for Indian Education programs, 

the same as the fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation

level. The request would provide:

• $110.4 million for Grants to Local Educational Agencies 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 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$110,381 $110,381 0

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 2023, 27 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 2025 is expected through appropriations 

action.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $105,381

2021 105,381

2022 109,881

2023 110,381

2024 Annualized CR 110,381

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $110.4 million for the Indian Education Grants 

to LEAs program, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request reflects the Administration’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 barriers to educational opportunity and attainment, providing an average 

estimated per-pupil payment of $261 for roughly 424,000 eligible AI/AN elementary and 

secondary school students nationwide. The request would support the Administration’s efforts to 

assist States and districts in achieving academic recovery and excellence by supporting the 

conditions to accelerate learning and offer a comprehensive and rigorous education for every 

student as part of the "Raise the Bar: Lead the World" initiative to transform preschool through 

grade 12 (P-12) education.

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 
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11

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.1

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 MEASURES2

(dollars in thousands)

Output Measures 2023 2024 2025

Number of awards

Number to LEAs 1,112 1,112 1,112

Number to Tribes 27 27 27

Number to BIE– grant/contract schools 85 85 85

Number to BIE-operated schools 45 45 45

Number to Indian community-based 

organizations 1 1 1

Total Number of aw ards 1,270 1,270 1,270

1 https://www.nationsreportcard.gov/

2 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 

2023, it may do so in fiscal years 2024 and 2025.
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Output Measures 2023 2024 2025

Distribution of funds

Distribution LEAs $101,744 $101,744 $101,744

Distribution Tribes 1,524 1,524 1,524

Distribution BIE-grant/contract schools 5,211 5,211 5,211

Distribution BIE-operated schools 1,815 1,815 1,815

Number to Indian community-based 

organizations 87 87 87

Distribution Total $110,381 $110,381 $110,381

Number of eligible students

Students i n LEAs 389,183 389,183 389,183

Students i n Tribes 5,501 5,501 5,501

Students i n BIE-grant/contract schools 20,759 20,759 20,759

Students i n BIE-operated schools 7,687 7,687 7,687

Number to Indian community-based 

organizations 307 307 307

Total number of students 423,437 423,437 423,437

Range of awards (whole dollars)

Highest award $2,701,370 $2,701,370 $2,701,370

Lowest award 4,000 4,000 4,000

Average allocation 86,914 86,914 86,914

Average payment per eligible 

student 261 261 261

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

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

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program, 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 
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13

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

below are adjusted accordingly.

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

2020 100% Not applicable Not applicable

2021 100 19% 26%

2022 TBD 20 26

2023 21 — —

2024 22 — —

2025 23 — —

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

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

assessments due to the COVID-19 pandemic. Fiscal year 2023 data is expected to be available 

later in 2024 and will be included in the fiscal year 2026 Congressional Justification. 
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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

2020 100% Not applicable Not applicable

2021 100 14% 20%

2022 TBD 16 22

2023 17 — —

2024 18 — —

2025 19 — —

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

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

assessments due to the COVID-19 pandemic. Fiscal year 2023 data is expected to be available 

later in 2024 and will be included in the fiscal year 2026 Congressional Justification. 

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

2020 Not applicable Not applicable

2021 0 -7%

2022 TBD -6

2023 -5% —

2024 -4 —

2025 -3 —

Additional information: The Department does not have 2020 data due to the COVID-19 

pandemic. Fiscal year 2023 data is expected to be available later in 2024 and will be included in 

the fiscal year 2026 Congressional Justification. 
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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

2020 Not applicable Not applicable

2021 0 -6%

2022 To be determined -6

2023 -5% —

2024 -4% —

2025 -3% —

Additional information: The Department does not have 2020 data due to the COVID-19 

pandemic. Fiscal year 2023 data is expected to be available later in 2024 and will be included in 

the fiscal year 2026 Congressional Justification. 

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

4-year adjusted cohort graduation rate.

Year Target Actual

2020 83% 75%

2021 85 77

2022 80 77

2023 80 —

2024 80 —

2025 80 —

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. Fiscal 

year 2023 data is expected to be available later in 2024 and will be included in the fiscal year 

2026 Congressional Justification.
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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 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 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 2015 to 2019 and in 2022, 

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 made 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 2025 is expected through appropriations 

action.
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Special programs for Indian children

18

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $67,993

2021 67,993

2022 70,000

2023 72,000

2024 Annualized CR 72,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $72.0 million for Special Programs for Indian 

Children, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request includes appropriations language overriding the authorized funding 

level for this program. Funds would support approximately $10.0 million for new Demonstration 

grants, $27.0 million for Demonstration continuation awards, $31.5 million for new Professional 

Development grants, including grants for teacher training and teacher retention initiatives, and 

$3.1 million for Professional Development continuation awards. The request would support the 

Administration’s efforts to boldly support improved learning conditions by working to eliminate 

the teacher shortage and investing in every student's mental health and well-being.

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.
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Special programs for Indian children

19

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures1 2023 2024 2025

Demonstration Grants

Demonstr ati on Grants – NYC P – Funding for new awards $6,193 0 $10,000

Demonstr ati on Grants – NYC P – Funding for continuation awards $57,308 $68,888 $26,968

Total $63,501 $68,888 $36,968

Demonstr ati on Grants – NYC P - Number of new awards 16 0 15

Demonstr ati on Grants – NYC P - Number of continuation awards 82 98 58

Professional Development

Professi onal D evelopment Funding for new awards: Professional Devel opm ent 0 0 $31,529

Professi onal D evelopment Funding for continuation awards: 

Professi onal D evelopment

$8,387 $3,112 $3,103

Total: Professional Devel opm ent $8,387 $3,112 $34,632

Professi onal D evelopment Number of new awards: Professional Devel opm ent 0 0 31

Professi onal D evelopment Number of continuation awards: Professional Devel opm ent 28 28 28

Peer Review of new award 

applications $112 0 $400

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

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

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by this program.

The Department developed the following performance measure for the Demonstration Grants – 

Teacher Retention grants, first awarded in fiscal year 2023: The total number of Native 

American educators employed as educators at the beginning of the grant period who are still 

educators at the end of the performance period, if applicable.

1 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 2023, it may do so in fiscal years 2024 and 2025.
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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

2020 77% 73%

2021 78 67

2022 79 53

2023 80 —

2024 81 —

2025 82 —

Additional information: Fiscal year 2023 data is expected to be available in winter 2024 and 

will be included in the fiscal year 2026 Congressional Justification. 

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

2020 81% 40%

2021 82 81

2022 83 100

2023 84 —

2024 85 —

2025 86 —

Additional information: Fiscal year 2023 data is expected to be available in winter 2024 and 

will be included in the fiscal year 2026 Congressional Justification. 

Demonstration Grants – Choice Projects

Fiscal year 2023 data is expected to be available in winter 2024 and will be included in the FY 

2026 Congressional Justification. Fiscal year 2024 will be the final year of these projects. 

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

Year Target Actual

2020 380 380

2021 385 867

2022 390 864

2023 395 —

2024 400 —
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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 332 542

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 13

2023 18 —

2024 20 —

Measure: The total number of students served.

Year Target Actual

2020 2,935 2935

2021 2,945 12,190

2022 2,955 15,937

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 97

2023 69 —

2024 72 —
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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 97

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 4.5 119.0

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 67

2023 83 —

2024 84 —

Professional Development

Fiscal year 2023 data is expected to be available in winter 2024 and will be included in the fiscal 

year 2026 Congressional Justification. 

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

2020 50% 42%

2021 55 48

2022 60 73

2023 65 —

2024 70 —

2025 75 —
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Measure: The percentage of participants in teacher preparation projects who become teachers 

in LEAs that serve AI/AN students.

Year Target Actual

2020 50% 36%

2021 55 38

2022 60 67

2023 65 —

2024 70 —

2025 75 —

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

Year Target Actual

2020 50% 40%

2021 55 51

2022 60 61

2023 65 —

2024 70 —

2025 75 —

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

schedule.

Year Target Actual

2020 40% 20%

2021 45 25

2022 50 63

2023 55 —

2024 60 —

2025 65 —

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

2020 $98,000 $94,435

2021 96,000 93,040

2022 94,000 Not available

2023 92,000 —

2024 90,000 —

2025 88,000 —
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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

2020 $98,000 $108,164

2021 96,000 135,280

2022 94,000 Not available

2023 92,000 —

2024 90,000 —

2025 88,000 —
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National activities 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$12,365 $12,365 0

PROGRAM DESCRIPTION

This program supports five 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 support Native language resource 

centers; (4) grants to Tribes to build capacity for administrative planning, development, and 

coordination related to education systems; and (5) 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 self-determination in education as well as coordination and 

cooperation between Tribes and State educational agencies (SEAs) and local educational 

agencies (LEAs).

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

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

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

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

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

achievement, enrollment, graduation rates, and 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 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

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

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

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

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

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

Native languages as the primary languages of instruction.

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) 

2020 $7,365

2021 7,865

2022 9,365

2023 12,365

2024 Annualized CR 12,365

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $12.4 million for Indian Education National 

Activities, level with a fiscal year 2024 annualized CR based on 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:

• $1.5 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.

• $4.4 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.

• $2.4 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 
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2028 administration of the NAEP reading and mathematics assessments, as well as the 

educational experiences survey. 

• $3.0 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), 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-togovernment relationship between the United States and Indian Tribes.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures1 2023 2024 2025

Grants to Tribal education agencies

Grants to tribal education agenci es New awards $1,679 0 0

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

Grants to tribal education agenci es Continuation awards $445 $2,167 $1,495

Grants to tribal education agenci es Number of continuation awards 1 5 4

Native language immersion grants

Grants to tribal education agenci es New awards $3652 $2,450 $533

Grants to tribal education agenci es Number of new awards 3 5 4

Grants to tribal education agenci es Continuation awards $2,203 $800 $3,821

Grants to tribal education agenci es Number of continuation awards 5 8 13

Native American Language Resource 

Centers

$3,398 $2,408 $2,393

National Indian Education Study $970 $1,000 $1,000

Technical and logistical support $3,195 $3,417 $3,000

Peer review of new award applications $110 $123 $123

1 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 

2023, it may do so in fiscal year 2024 or 2025.

2 The Department funded three new Native language immersion grants in fiscal year 2023 from the fiscal year 2022 

slate.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program, as well as the 

resources and efforts invested by those served by this program.

The Department released the 2019 NIES in spring 2021. The 2023 NIES was delayed until 2024 

due to the COVID-19 pandemic. The Department expects to release the 2024 NIES in 

spring 2026. 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. 
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(7) The number of TEA actions taken to build capacity to convert a BIE-operated school to a 

BIE-funded Tribally-operated school, such as by developing structures necessary to ensure 

smooth 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. In 

2023, TEAs offered 35 capacity building activities for the SEA or LEA and SEAs or LEAs offered 

11 capacity building activities for the TEA. Grantees directly administered six education 

programs, recruited or retained 18 teachers, and created five work-based learning experience 

programs. TEAs took five actions to build capacity to convert a BIE-operated school to a BIEfunded Tribally-operated school.

The Department developed the following performance measures for the 2023 STEP grantees. 

The first measure applies to Tribes creating a TEA and measures 2 to 4 apply to Tribes 

expanding their capacity.

(1) The number of Tribes that create a TEA by the end of the grant period.

(2) 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).

(3) 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).

(4) The number of education programs directly administered by the grantees.

Data on these measures will be available in winter 2024 and will be included in the fiscal year 

2026 Congressional Justification.
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Native language immersion grants

Measure: The 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

2020 12% 12.8%

2021 14 3.0

2022 16 9.3

2023 18 54.8

2024 20 —

2025 22 —

Measure: The 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

2020 58% 63.7%

2021 64 36.5

2022 40 42.0

2023 45 67.5

2024 45 —

2025 45 —

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

outcomes as measured by academic assessments or other indicators.

Year Target Actual

2020 60% 83.6%

2021 84 64.4

2022 86 61.3

2023 90 97.3

2024 95 —

2025 95 —
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Measure: The difference between the average daily attendance of participating students and 

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

other)

Year Target Actual

2020 1.0% 2.8%

2021 2.5 4.0

2022 3.0 1.3

2023 1.5 2.1

2024 2.0 —

2025 2.0 —
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Account Summary Table

Select here for the online version.