Draft Report on Reorganization of Bureau of Indian Education


an excerpt:

After several discussions with tribal leaders regarding systemic issues within the Department of the Interior’s Bureau of Indian Education (BIE), in September 2013, Secretary of the Interior Jewell and Secretary of Education Arne Duncan appointed the American Indian Education Study Group (Study Group) to diagnose the causes of chronic academic failure in BIE-funded schools, one of the lowest-performing set of schools in the country. Charged with developing and implementing recommendations to transform the BIE, the make-up of the Study Group combines management, legal, education, and tribal expertise and ensures that the Study Group’s recommendations are grounded in a comprehensive, institutional understanding of how schools work, how effective teaching and learning occur, and American Indian affairs.

Federal Court Declines to Dismiss Navajo’s Shiprock Schools’ Tribally Controlled Schools Act Suit

Here are the materials in Shiprock Associated Schools Inc. v. United States (D. N.M.):

DCT Order Denying Federal Motion to Dismiss

Federal Motion to Dismiss

Shiprock Opposition

Federal Reply

An excerpt:

Defendants’ disallowance of the School’s administrative cost expenditures was based on an unreasonable and improper interpretation of the TCSA. Count I of the Complaint, which seeks relief from Defendants’ disallowance determination on the basis that it reflects an invalid interpretation of the TCSA, thus states a claim upon which relief can be granted. The remaining Counts of the Complaint, all of which are alleged in the alternative and necessarily depend upon a determination that Defendants’ interpretation of the TCSA was valid, are rendered moot by this Court’s decision.

GAO Report on Indian Education

Here, titled “Management Challenges Continue to Hinder Efforts to Improve Indian Education.”

An excerpt:

Management challenges within the Department of Interior’s Office of the Assistant Secretary – Indian Affairs (Indian Affairs), such as fragmented administrative structures and frequent turnover in leadership, continue to hamper efforts to improve Indian education. For example, incompatible procedures and lack of clear roles for the Bureau of Indian Education and the Indian Affairs’ Deputy Assistant Secretary for Management (DAS-M), which provides administrative functions to BIE, such as human resources and acquisitions, contribute to delays in schools acquiring needed materials and resources. According to BIE officials, some DAS-M staff are not aware of the necessary procedures and timelines to meet schools’ needs. For instance, delays in contracting have occasionally affected BIE’s ability to provide services for students with disabilities in a timely manner. A study commissioned by Indian Affairs to evaluate the administrative support structure for BIE and the Bureau of Indian Affairs (BIA) — also under Indian Affairs — concluded that organizations within Indian Affairs, including DAS-M, BIA, and BIE, do not coordinate effectively an d communication among them is poor. Similarly, preliminary results from GAO’s work suggest that lack of consistent leadership within DAS-M and BIE hinders collaboration between the two offices.