This is the first post from our newest team member, Senior Advisor Allison Crean Davis.
Inasmuch as an hour and a half can sufficiently examine an issue that exemplifies “a long history of broken promises” (per Chairman John Kline), last Thursday’s Committee on Education and the Workforce hearing on Native American schools provided a public mea culpa from a government that has consistently failed to provide quality education for Native American students. While the hearing, entitled “Examining the Federal Government’s Mismanagement of Native American Schools,” allowed us a peek into the challenges at hand and emphasized hope moving forward, nagging questions remain.
First, let’s talk about what was clear. There were an abundance of grim words used to describe the longstanding status of Indian education: “bungling bureaucracy,” “bleakest outcomes,” and “individual and national economic tragedy.” As cited during the hearing, approximately 93% of Native children attend traditional public schools and 7% attend schools run by the Bureau of Indian Education (BIE), part of the Department of Interior. Within the public schools, only 69% of Native American children graduate high school. For those in BIE schools, the number is barely 50%. There is a long list of BIE school facility issues documented over a decade ago and still being addressed, which includes heating problems, gas leaks, buckling floors, and popping circuit breakers. There are also the problems of mobility: students and families move frequently, there have been 33 BIE Directors in the past 36 years, and a heap of restructuring attempts has left educators in the system chasing moving targets.
The jury’s out on what’s required to provide adequate financial support for schools serving Native American students both on reservations and in our towns. At first blush, BIE schools have the highest per-student spending in the country at over $20,000 per year. That’s nearly double the national average. Then how is it possible that there are crumbling walls in these schools? As BIE Director Charles Roessel suggested, some of these schools are so remote they have to allocate their own resources to areas typically covered by city and town infrastructure, such as water and fire safety. We also know that funding formulas for rural education may not sufficiently address these additional and necessary supports.
It is indisputable that change is needed. Generations of Native American students have failed to thrive academically within the public school and BIE systems. The consensus during last week’s hearing was that this change needs to address a fundamental yet long neglected concern: the need to better integrate the rich history, languages, and cultures of Native American students into the educational content and process to bolster a stronger sense of identity. How to do so? Transfer control for the education of these children to their tribes. Continue reading