EDUCATION ISSUES President Bush's Executive Order on American Indian and Alaska Native Education (EO 13336). On April 30, 2004, after months of hard work by NIEA, which included close coordination with the Deputy Under Secretary for Indian Education, Vickie Vasquez, as well as with The White House and other national Indian organizations, President Bush signed Executive Order 13336, which adopted most of NIEA's suggestions. The Executive Order supports tribal sovereignty. In particular, it recognizes the unique legal relationship between the United States and American Indian tribes, as well as a special relationship with Alaska Native entities. The order commits the Federal government to work with tribes on a government-to-government basis. It specifically states that the Bush Administration supports tribal sovereignty and tribal self-determination. The Executive Order supports Tribal traditions, languages and cultures. The Executive Order states that its purpose is to assist American Indian and Alaska Native students to meet the challenging academic standards of the No Child Left Behind Act in a manner consistent with tribal traditions, languages and cultures. This is an important step towards refining the No Child Left Behind Act so that it works for Native students in a manner that supports Native culture. Development of a Federal Plan. The Executive Order establishes an interagency working group co-chaired by the Secretary of Education and the Secretary of the Interior, but also including the Department of Health and Human Services, the Department of Agriculture, the Department of Justice, and such other agencies as the co-chairs agree to designate. The Working Group has 90 days to develop a Federal interagency plan that recommends initiatives, strategies and ideas for actions to promote the purposes of the Executive Order. The Working Group is to consult widely in the development of this plan. Research Study. The Executive Order calls for a multi-year study of American Indian and Alaska Native education with the purpose of improving Native students' ability to meet the standards of the No Child Left Behind Act. The study agenda will include, but not be limited to: Compilation of comprehensive data on academic achievement and progress of Native students Identification and dissemination of research-based practices and "what works" in raising academic achievement and, in particular, reading achievement of Native students Impact and role of Native language and culture on the development of educational strategies to improve academic development Efforts to strengthen early childhood education so that Native students enter school ready to learn Efforts to increase high school graduation rates and develop pathways to college and the workplace for Native students Report to the President. The Working Group co-chairs are to issue a report to the President on the latest data from the Research Study and on "what works" for improving Native student academic achievement. The report will also comprehensively describe the educational status and progress of Native students with respect to the goals of the No Child Left Behind Act. Enhancement of Research Capabilities of Tribal-Level Educational Institutions. After consultation with the National Advisory Council on Indian Education (NACIE) and with representatives of American Indian and Alaska Native tribes and organizations, as well as tribally controlled colleges and universities, the Working Group co-chairs are to seek ways to develop and enhance the capacity of tribal governments, tribal universities and colleges, and schools and educational programs serving Native students and communities to carry out education research, including in partnership with non-Tribal institutions. National Conference. The Working Group co-chairs, in collaboration with the Working Group and Federal, Tribal, State and Local government representatives are to jointly convene a forum on the No Child Left Behind Act to identify means to enhance communication, collaboration, and cooperative strategies to improve the education of Native students attending Federal, State, Tribal and other schools. SUMMARY OF 2004 PRESIDENTIAL EXECUTIVE ORDER ON AMERICAN INDIAN AND ALASKA NATIVE EDUCATION Sovereignty Issues Recognition of the unique political and legal relationship the United States has with American Indian tribes and Alaska Native entities Commitment to work with tribes on a government-to-government basis Statement of support for tribal sovereignty Statement of support for tribal self-determination Tribal Traditions, Languages and Cultures The Executive Order states that its purpose is to assist American Indian and Alaska Native students to meet the challenging academic standards of the No Child Left Behind Act in a manner consistent with tribal traditions, languages and cultures. Development of a Federal Plan Inter-Agency Working Group. The Executive Order establishes an interagency working group co-chaired by the Secretary of Education and the Secretary of the Interior, but also including the Department of Health and Human Services, the Department of Agriculture, the Department of Justice, and such other agencies as the co-chairs agree to designate. Working Group to Develop a Plan. The Working Group will develop a Federal interagency plan that recommends initiatives, strategies and ideas for actions to promote the purposes of the Executive Order. The Working Group will consult widely in the development of this plan. Research Study The Executive Order calls for a multi-year study of American Indian and Alaska Native education with the purpose of improving Native students' ability to meet the standards of the No Child Left Behind Act. The study agenda will include, but not be limited to: Compilation of comprehensive data on academic achievement and progress of Native students Identification and dissemination of research-based practices and "what works" in raising academic achievement and, in particular, reading achievement of Native students Impact and role of Native language and culture on the development of educational strategies to improve academic development Efforts to strengthen early childhood education so that Native students enter school ready to learn Efforts to increase high school graduation rates and develop pathways to college and the workplace for Native students Report The Working Group co-chairs are to issue a report to the President on the latest data from the Research Study and on "what works" for improving Native student academic achievement. The report will also comprehensively describe the educational status and progress of Native students with respect to the goals of the No Child Left Behind Act. Enhancement of Research Capabilities of Tribal-Level Educational Institutions After consultation with the National Advisory Council on Indian Education (NACIE) and with representatives of American Indian and Alaska Native tribes and organizations, as well as tribally controlled colleges and universities, the Working Group co-chairs shall seek ways to develop and enhance the capacity of tribal governments, tribal universities and colleges, and schools and educational programs serving Native students and communities to carry out education research, including in partnership with non-Tribal institutions. National Conference The Working Group co-chairs, in collaboration with the Working Group and Federal, Tribal, State and Local government representatives shall jointly convene a forum on the No Child Left Behind Act to identify means to enhance communication, collaboration, and cooperative strategies to improve the education of Native students attending Federal, State, Tribal and other schools. DOWNLOADS Briefing Papers Testimony of Cindy La Marr, President, National Indian Education Association Before the Senate Committee on Indian Affairs on the No Child Left Behind Act