Policy Analysis: Native Students and Their White Peers

Many see education as the key to future opportunity and success for children of all backgrounds. However, deeply entrenched inequities can obstruct future opportunities and successes for many American Indian and Alaska Native students (hereafter referred to as Native students). These inequities are apparent in the substantial achievement gap that exists between Native students and their white peers. On national reading and mathematics exams, Native students perform two to three grade levels below their white peers. Additionally, Native students face myriad difficulties outside of the classroom, including high levels of poverty and challenges with both physical and mental wellness.

Despite these problems, opportunities exist for action that could positively impact educational outcomes for Native students. This report provides an overview of the major education issues the Native student population faces and the current policies that exist to address those issues at the federal and state levels.

View State and Federal Policy: Native American youth by ECS online as PDF

Resource: Equity and ESSA Leveraging Educational Opportunity Through the Every Student Succeeds Act

Despite the American promise of equal educational opportunity for all students, persistent achievement gaps among more and less advantaged groups of students remain, along with the opportunity gaps that create disparate outcomes. However, the recent passage of the Every Student Succeeds Act (ESSA) represents an opportunity for the federal government, states, districts, and schools to equitably design education systems to
ensure that the students who have historically been underserved by these same education systems receive an education that prepares them for the demands of the 21st century.

ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation’s schools for students of color, low-income students, English learners, students with disabilities, and those who are homeless or in foster care. We review these provisions in four major areas: (1) access to learning opportunities focused on higher-order thinking skills; (2) multiple measures of equity; (3) resource equity; and (4) evidence-based interventions. Each of the provisions can be leveraged by educators, researchers, policy influencers, and advocates to advance equity in education for all students.

 

View entire report online (PDF)

Dr. Bowman’s NIEA Keynote: Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation

*View on SlideShare Dr. Bowman’s keynote, Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation.

About Dr. Bowman

Dr. Nicole Bowman is the president and founder of the nationally award-winning Bowman Performance Consulting (BPC) in Shawano, Wisconsin. Dr. Bowman earned her PhD in Educational Leadership & Policy Analysis at the University of Wisconsin-Madison (UW-Madison). Her dissertation is recognized as the nation’s first multi-jurisdictional educational policy study in the country to systemically examine how Tribal and non-Tribal educational policy is developed and implemented as public and Tribal governments intersect to educate Indigenous students attending K-12 public schools. Through her work at BPC and UW-Madison, she provides culturally responsive evaluation, research, and policy subject matter expertise where Tribal and non-Tribal governments and organizations collaborate. These projects and initiatives work towards improving the health, economy, education, justice, social, cultural, and human service outcomes for Indigenous populations in reservation, rural, urban, and international community contexts. Dr. Bowman has contributed over two decades of culturally responsive and multi-jurisdictional evaluation, research, training and technical assistance. Dr. Bowman has an academic appointment at UW-Madison’s Wisconsin Center for Education Research as a subject matter expert in culturally responsive research, policy, and evaluation through the Learning through Evaluation, Adaptation and Dissemination (LEAD) Center and the Wisconsin Evaluation Collaborative (WEC) Center. She is also an affiliate researcher for the Culturally Responsive Evaluation and Assessment (CREA) Center at the University of Illinois-Urbana. Dr. Bowman’s practical, passionate, and effective leadership attributes resonate and empower others at every level.

About NIEA

The National Indian Education Association advances comprehensive, culture-based educational opportunities for American Indians, Alaska Natives, and Native Hawaiians.

NIEA Vision Statement
Our traditional Native cultures and values are the foundations of our learning therefore, NIEA will:

  • Promote educational sovereignty;
  • Support continuing use of traditional knowledge and language;
  • Improve educational opportunities and results;

in our communities.

The National Indian Education Association (NIEA) was formed in 1970, in Minneapolis, Minnesota, by Native educators who were anxious to find solutions to improve the education system for Native children. The NIEA Convention was established to mark the beginning of a national forum for sharing and developing ideas, and influencing federal policy.

NIEA adheres to the organization’s founding principles: 1) to bring Native educators together to explore ways to improve schools and the schooling of Native children; 2) to promote the maintenance and continued development of Native languages and cultures; and 3) to develop and implement strategies for influencing local, state, and federal policy and policymakers.

Based in Washington, D.C., NIEA is governed by a 12-member Board of Directors elected annually by membership. Executive Director Ahniwake Rose, who reports to the board, leads NIEA’s dedicated staff of advocates.

Funding opportunity from the Office of Minority Health

Empowered Communities for a Healthier Nation Initiatives

The Office of Minority Health (OMH) is accepting applications for a cooperative agreement to reduce the impact of significant health disparities among racial and ethnic minorities and/or disadvantaged populations by implementing evidence-based strategies. The program aims to serve residents in communities disproportionately impacted by the opioid epidemic, childhood/adolescent obesity, and serious mental health disorders. OMH expects to fund as many as 16 cooperative agreements with up to $350,000 per year for up to three years.

Application Deadline: August 1, 2017 

Call for Papers! Policy towards Indigenous Peoples: Lessons to be learned!

Centre for Environmental and Minority Policy Studies (CEMiPoS), Sapporo/Japan

4-6 December 2017

http://cemipos.blogspot.jp/2016/12/v-behaviorurldefaultvmlo.html

Deadline: May 1, 2017

Preface

This conference is organized by the Centre for Environmental and Minority Policy Studies, an independent research centre in Sapporo, in cooperation with the Ainu Women’s Association in Hokkaido (Ainu Moshir), the Hugo Valentin Centre, Uppsala University and the Northern Institute of Environmental and Minority Law, Arctic Centre, University of Lapland.

2017 marks the tenth anniversary of the historic adoption of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) by the UN General Assembly with overwhelming favorable votes. The purpose of the Declaration is to remedy the historical denial of the right of self-determination and related human rights. Indigenous peoples are, however, still suffering from and fighting against wounds caused by historical injustices imposed on them as well as ongoing development projects at the cost of Indigenous rights. Furthermore, the linguistic and cultural survival of indigenous peoples are in many ways threatened by the sweeping policies adopted by governments. What progress has been made for Indigenous peoples since the UNDRIP? It is a perfect time to examine, from the standpoint of Indigenous peoples, the outcomes and effects of the UNDRIP on them.

For updated information, please follow: www.cemipos.blogspot.jp/

Apply Now: Leaders in Equitable Evaluation and Diversity (LEEAD)

LEEAD is seeking underrepresented minority scholars who have 4-8 years of experience in research and/or evaluation in criminal justice, psychology, public policy, public health, mental health, social psychology, sociology, economics, social work or related fields, with at least 3 years of that experience occurring post-doc.

 

*Message from The Leaders in Equitable Evaluation and Diversity (LEEAD) Program

 

Some of you may already be familiar with The Leaders in Equitable Evaluation and Diversity (LEEAD) Program, an Expanding the Bench® initiative led by The Annie E. Casey Foundation’s Research, Evaluation, Evidence and Data (REED) Unit.

 

For those who are not, LEEAD is an intensive, fast track program that consists of a semester of online-based evaluation coursework ongoing mentorship from established experts in evaluation; and a remote evaluation residency placement at a research organization, think tank, foundation or private firm.

 

We are writing you to ask for your support in our 2017 LEEAD recruitment! Please disseminate this opportunity broadly with your networks. See the attached flyers for more information, including an FAQ.

TO APPLY CLICK HERE: https://leead.workable.com 

We are seeking underrepresented minority scholars who have 4-8 years of experience in research and/or evaluation in criminal justice, psychology, public policy, public health, mental health, social psychology, sociology, economics, social work or related fields, with at least 3 years of that experience occurring post-doc.

We sincerely appreciate any and all assistance in making sure this amazing opportunity spans any unfortunate gaps in informational networks and reach all eligible scholars of color. Applications are due Friday April 14th. The final cohort will be announced June 30th. The program officially starts at the end of August 2017.

Email LEEAD2017@gmail.com for questions!

Coming up on Native America Calling

Native America Calling is a national call-in program that invites guests and listeners to join a dialogue about current events, music, arts, entertainment and culture.

The program is hosted by Tara Gatewood (Isleta Pueblo) and airs live each weekday from 1-2 pm Eastern.

*Check out the Podcast Series on iTunes

Join the conversation by calling 1-800-996-2848.

Wednesday, March 15, 2017 – Disenrollment (and re-enrollment)
The Robinson Rancheria of Pomo Indians granted tribal membership back to 60 people who were disenrolled nine years ago. The action is a departure from a recent wave of disenrollement among some tribes in the west. Disenrolled members are no longer federally recognized tribal citizens and as a result lose benefits like health care, percap income and even housing. The Nooksak Indian Tribe is suing the federal government over sanctions imposed over election disputes stemming from disenrollment. Sovereignty gives independent tribal nations the ability to determine their members. But campaigns against disenrollment are aiming to change opinions on this perfectly legal act.

Thursday, March 16, 2017 – U.N. human rights and Indigenous people
The United Nations Special Rapporteur on the Rights of Indigenous Peoples spent ten days collecting information from tribes and U.S. government officials. Victoria Tauli-Corpuz heard comments about the Dakota Access Pipeline in North Dakota and oil and gas exploration in New Mexico and Arizona. Among other things, she says she recognizes a need for better consultation and a consistent federal policy for projects that affect tribes.

Friday, March 17, 2017 – Reaching out to domestic violence survivors
A new helpline, StrongHearts, offers help to victims of domestic violence in a culturally appropriate way. Advocates say they cater to unique Native situations, laws and culture. That understanding is one reason for reaching out with culturally appropriate methods. We’ll explore how culturally appropriate methods pay off for domestic violence work and prevention.

How to Support Standing Rock

NAP invites funders to join their Funder Strategy Call on January 31, 2017 at 1:00PM EST to hear a recap of the Indigenous Women Rise collective at the Women’s March and to learn and share how foundations are engaging with the issues surrounding Standing Rock. The call will feature special guest Jodi Gillette of the Standing Rock Sioux Tribe. If you or a colleague are interested in joining the call, please contact  awheeler@nativephilanthropy.org to receive the dial-in information.

Call to Interview Families of Children with Mental Health Challenges

Become, Inc. is conducting the evaluation of the Child Psychiatry Consultation Program in Wisconsin. They’d like to interview families in the state whose children are facing mental health challenges, in order to ground the evaluation in their experience and be guided by their needs and strengths.

View the flyer.

Out of the Closet and Into the Darkness

nhnaBowman Performance Consulting would like to share this news story from the Native Health News Alliance. It was published with support from the Annie E Casey foundation and addresses issues LGTBQ teenagers face.

Out of the closet and into darkness: higher depression, suicide rates remain among LGBTQ youth

*Native Health News Alliance