The American Indian Education KnowledgeBase is an online resource to aid education professionals in their efforts to serve American Indian students and close the achievement gap American Indian students have faced in public, Bureau of Indian Affairs, and other schools.
This KnowledgeBase is currently being updated to reflect recent changes under federal law. The current version is provided for your reference as much of the information may still be relevant.
Purpose: To ensure educators working with American Indian students are aware of past efforts at improving the academic achievement of these students, the limited success of these efforts, and current federally funded Indian education programs
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook. The authors tell what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook provide vivid pictures of the real life of parents, teachers, and kids.
The Reform Support Network (RSN) conducted studies between April and August of 2013 of 11 States and districts, urban and rural, engaged in the communities surrounding low-performing schools.
As defined by the Coalition for Community Schools a community school is both a set of partnerships and a place where services, supports and opportunities lead to improved student learning, stronger families and healthier communities. One such initiative widely recognized for its effectiveness is Bridges to Success jointly sponsored by the Indianapolis Public Schools and the United Way of Central Indiana. The document describes the Bridges to Success initiative, offers several lessons learned and outcomes achieved.
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."
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."
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."
This link to the Corporation for National and Community Service provides information about its Native American community initiative.
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."
This link is to information about the Johnson O'Malley (JOM) program. It provides supplementary financial assistance for the specialized educational needs of Indian children.
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."
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."
As noted at its website, "NISBA's mission is to support quality education in a safe environment from early childhood through life in accordance with the Tribe's needs for cultural and economic well-being in keeping with the wide diversity of Indian tribes and communities as distinct cultural and governmental entities."
This link is to the U.S. Department of Education's Office of Indian Education website.
As noted at its webiste, "Tribal Education Departments National Assembly (TEDNA) is a membership organization for the Education Departments of American Indian and Alaska Native Tribes."
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.