Indian Schools Face Unique Challenges, Witnesses Tell Education Subcommittee

Tuesday, September 9, 2008

WASHINGTON, DC -- The administration should do more to improve academic standards for schoolchildren who attend Bureau of Indian Education (BIE) schools, witnesses told the House Subcommittee on Early Childhood, Elementary and Secondary Education today. Specifically, the witnesses said that the U.S. Department of the Interior and the U.S. Department of Education must work more closely with tribal organizations to develop accountability systems under the No Child Left Behind Act.

“Our success in the 21st century economy is directly tied to our ability to produce a high quality labor force. And that ability is, of course, directly tied to our ability to meet the challenge of providing every child – including every Indian child – with a world-class education,” said Chairman Dale Kildee. “We must ensure that Indian tribes – which are sovereign entities who best understand their children’s needs – are full partners in that process.”

The federal government provides elementary and secondary education and educational assistance to Indian children directly through federally-funded schools or through assistance to public schools. Ninety percent of Indian students attend public schools operated by local school districts.  However, 10 percent attend BIE schools, which are schools funded by the Department of the Interior. BIE schools are subject to NCLB with limited exceptions.

“Recognizing and validating the cultural, social and linguistic needs of American Indians is critical to guaranteeing the continuity of their communities,” said Dr. Willard Sakiestewa Gilbert, President of the National Indian Education Association (NIEA), who testified that the BIE should expand upon the culturally based instruction currently taking place in Indian schools by promoting stronger integration of Native culture and languages into the curriculum. “We believe with good faith collaboration that we can provide our children with an education that honors their Native identities while simultaneously preparing them for successful futures by providing them with opportunities to incorporate into the curriculum their rich cultural heritages, languages, and traditions.” 

Ted Hamilton, Executive Director of the Oceti Sakowin Education Consortium discussed the need to develop strong accountability systems tailored to BIE schools under NCLB. “The frustration with this situation is NCLB provides opportunities for tribes to have a significant voice on assessing the quality of education for their children and making changes to their educational programs based on those assessments,” explained Hamilton.  “The manner in which the BIE has chosen to implement NCLB has left tribes with no voice in educating their own children.”

To view all the witness testimony from today’s hearing and for more information, please click here.

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