National Dropout Rural Videos (2016)
In 2016, work was completed on a Rural Dropout Prevention Project, funded by the U.S. Department of Education (US ED) through its High School Graduation Initiative (HSGI). The purpose of the Rural Dropout Prevention Project (Contract No. ED-ESE-13-C-0069) was to provide technical assistance to state education agencies and middle and high schools in designing and implementing programs and securing resources to implement effective school dropout prevention and reentry programs in rural communities. The US ED awarded the rural dropout prevention project to Manhattan Strategy Group, which executed the project with assistance from the American Institutes for Research, the National Dropout Prevention Center and Clemson Broadcast Productions. Project deliverables included producing videos focusing on dropout prevention from each state’s perspective. The videos focus on dropout prevention strategies used or challenges faced, specific to each state or selected state districts. The project provided technical assistance to 14 states: Alaska, Arkansas, Iowa, Maine, Mississippi, Montana, Nebraska, New Hampshire, North Carolina, North Dakota, Oklahoma, Vermont, West Virginia and Wyoming.
Thunder Valley Community Development Corporation
Founded by Nick Tilsen, a Citizen of the Oglala Lakota Nation, "Thunder Valley Community Development Corporation is a Lakota-led grassroots non-profit organization working to create systemic change on the Pine Ridge Reservation. We collaborate with—and empower—Lakota youth and families to improve the health, culture and environment of our community in a way that heals and strengthens our identity." Thunder Valley CDC currently provides development of a sustainable regenerative community that creates jobs, builds homes and creates a National model for alleviating poverty in America's poorest communities.
American Indian Institute
Within the College of Continuing Education at the University of Oklahoma, "the American Indian Insititue (AII) provides expert technical assistance to American Indian, Alaska Native and Canadian First Nation tribes and bands."
American Indian Science and Engineering Society
As noted at its website, "The American Indian Science and Engineering Society's (AISES) mission is to increase substantially the representation of American Indian and Alaskan Natives in engineering, science and other related technology disciplines."
Center for Indian Education
As noted at its website, "the Center for Indian Education is an interdisciplinary research and service organization housed in the College of Education at Arizona State University. The center promotes studies in American Indian/Alaska Native policy and administration that contribute to the quality of scholarship and effective practices in education, professional training and tribal capacity building."
Corporation for National and Community Service - Indian Communities
This link to the Corporation for National and Community Service provides information about its Native American community initiative.
Indian Education Priority - West Comprehensive Center
The West Comprehensive Center, (WCC), serving the states of Arizona, Nevada and Utah, is one of five centers that have been awarded additional funds to assist state departments of education in addressing needs of American Indian students. Working with its Indian Education Advisory Board members, the WCC identified regional needs and goals which include preserving native language, history and culture—increasing access to effective teachers and leaders and improving outcomes in low-performing schools with significant numbers of Indian students.
Indigenous Bilingual Education (IBE) Special Interest Group
As noted at its website, "the Indigenous Special Interest Group (SIG) of the National Association for Bilingual Education supports the teaching of tribal languages and the improvement of the education of American Indian students."
Johnson O’Malley Program
This Bureau of Indian Education website features information about the Johnson O'Malley (JOM) program, which is authorized by the Johnson-O'Malley Act of 1934, and the implementing regulations are provided in Part 273 of Title 25 of the Code of Federal Regulations. As amended, this Act authorizes contracts for the education of eligible Indian students enrolled in public schools and previously private schools. This local program is operated under an educational plan, approved by the BIE, which contains educational objectives to address the needs of the eligible American Indian and Alaska Native students by providing supplementary financial assistance for the specialized educational needs of Indian children. (Minnesota) (California Fact Sheet)
National Congress of American Indians (NCAI)
As noted at its website, "the NCAI was founded in 1944 in response to termination and assimilation policies that the United States forced upon the tribal governments in contradiction of their treaty rights and status as sovereigns. NCAI stressed the need for unity and cooperation among tribal governments for the protection of their treaty and sovereign rights. Since 1944, the National Congress of American Indians has been working to inform the public and Congress on the governmental rights of American Indians and Alaska Natives."
National Indian Education Association (NIEA)
As noted at its website, "The National Indian Education Association is a membership based organization committed to increasing educational opportunities and resources for American Indian, Alaska Native and Native Hawaiian students, while protecting our cultural and linguistic traditions."
Office of Indian Education
This link is to the U.S. Department of Education's Office of Indian Education website.
Partnerships Between Tribal Education Deparments and Local Education Agencies (LEAs)
This 2012 study examines nine voluntary working relationships or partnerships between tribal education departments and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students.
The Center for Native American Youth (Aspen Institute)
The Center for Native American Youth believes all Native American youth should lead full and healthy lives, have equal access to opportunity and draw strength from their culture and one another. As a policy program of the Aspen Institute founded by former U.S. Senator Byron Dorgan (ret.), we work to improve the health, safety and overall well-being of Native American youth. We do this through youth recognition, inspiration and leadership, research, advocacy and policy change, serving as a national resource exchange and by building a Native-youth driven narrative.
Tribal College: Journal of American Indian Higher Education
This website is the Summer 2018 edition of the Tribal College Journal of American Indian Higher Education. There is a map of tribal colleges. Dine College celebrates 50 years!
Tribal Education Departments National Assembly
As noted at its website, "Tribal Education Departments National Assembly (TEDNA) is a membership organization for the Education Departments of American Indian and Alaska Native Tribes."
*NEW video* Building Resilient Communities: A Moral Responsibility
In this June 2015 Tedx video, Nick Tilsen provides an educational and informative presentation on building resilient communities in Indian country. He is a citizen of the Oglala Lakota Nation and the founding Executive Director of the Thunder Valley Community Development Corporation, a community development organization that works with the local grassroots people and national organizations in the development of sustainable regenerative communities, that creates jobs, builds homes and creates a National model for alleviating poverty. Tilsen has over 15 years of experience in working with non-profits and Tribal Nations on projects that have a social mission. He is also the founder the Lakota Action Network which fought to protect Native American sacred sites, provide community organizing training while educating tribes in the implementation of sustainable renewable energy practices. He was selected by the White House to lead the Ladders of Opportunity and Promise Zone Initiatives on the Pine Ridge Indian Reservation. In 2014, he was selected as an Ashoka Fellow joining a global network of the worlds leading social innovators.
Native American Scholarships
This April 2018 edition of 'Native American Youth Magazine,' offers a summary of college scholarships, school scholarships and educational programs for Native American students.
Native Children Are Facing A ‘National Emergency.’ Now Congress Is Pushing To Address It (2015)
This June 27, 2015, Huffington Post article, a summation of issues involving American Indian Education is explored. After a visit from former President Obama in November 2014, the Department of Justice released a report detailing Native children’s unhealthy exposure to violence. The DOJ report was soon followed by the White House’s 2014 Native Youth Report on the state of education in Indian Country. Together, these reports told an alarming story of overwhelming poverty, epidemic suicide, combat-level rates of post-traumatic stress disorder (PTSD) and low educational attainment among Native youth. Here are some of the more striking statistics: More than one in three Native children live in poverty. The high school graduation rate for Native students is 67 percent—the lowest of any ethnic group in the country. At Bureau of Indian Education schools, the graduation rate is 53 percent, compared to the U.S. average of 80 percent. Suicide is the second leading cause of death for Native youth aged 15 to 24, and occurs at 2.5 times the national rate. Twenty-two percent of Native youth suffer from Post Traumatic Stress Disorder—exceeding or matching PTSD rates among Afghanistan, Iraq and Gulf War veterans and almost three times the 8 percent rate of PTSD in the general population.
Partnering with Diverse Community Members
This webinar explores the ways several schools have successfully cultivated and sustained partnerships with diverse families and community members. Our schools and districts throughout the country are experiencing dramatic shifts in demographics, and this diversity brings rich resources, but this can also be a source of misunderstanding and conflict among school staff, families and other community stakeholders. The webinar focuses directly on the topic of diversity and offered tools and guidance to develop rich partnerships with diverse families and community members. The session featured school and district strategies to address and embrace diversity in ways that enable partnerships among home, school and community.