Fact Sheet

Fact Sheet: Summary of Congressional Oversight Hearing to “Examine Native Communities’ Priorities for the 119th Congress”

tlmorri3 — Tue, 18 Feb 2025 17:02:38 +0000

Fact Sheet: Summary of Congressional Oversight Hearing to “Examine Native Communities’ Priorities for the 119th Congress”

tlmorri3 February 18, 2025

AIPI Blog

Fact Sheet: Summary of Congressional Oversight Hearing to “Examine Native Communities’ Priorities for the 119th Congress”

On February 12, 2025, the U.S. Senate Committee on Indian Affairs held an oversight hearing, Examining Native Communities' Priorities for the 119th Congress. Chaired by Senator Lisa Murkowski (R-AK), with Vice Chairman Brian Schatz (D-HI), the hearing reaffirmed the committee’s commitment to centering Native voices in policymaking.

Chair Murkowski emphasized the responsibility to uphold trust and treaty obligations—the federal trust responsibility is a legal obligation of the U.S. government to safeguard the rights and interests of Native American Tribes, upheld through the Marshall Trilogy. Additionally, treaty obligations refer to legally binding agreements between certain tribal nations and the U.S. government, such as the Navajo Treaty of 1868. Recognizing these commitments, Chair Murkowski highlighted the importance of engaging directly with tribal leaders to ensure federal policy reflects the priorities of Native nations. She acknowledged the evolving political landscape and the committee’s role in advocating for Native interests through direct engagement and legislative action. Vice Chairman Schatz echoed the committee’s responsibility as a bipartisan advocate for Native priorities, stressing that past legislative successes were achieved through collaboration with Native communities.

The hearing featured testimonies from Native leaders across various sectors, reflecting the broad and pressing challenges facing Indian Country. Key insights from each testimony are outlined below:

Testimonies from Native Leaders:

Mark Macarro, President of the National Congress of American Indians (NCAI): Macarro emphasized the federal government's trust and treaty obligations, advocating for:
- Sustainable Funding: Ensuring consistent and adequate appropriations for programs benefiting Native communities.
- Protection of Sovereignty: Upholding tribal sovereignty in all legislative actions.
- Healthcare Enhancements: Improving access to quality healthcare services for Native populations.
- Full Testimony
The Honorable William Smith, Chairperson / Alaska Area Representative, Valdez Native Tribe / National Indian Health Board (NIHB): Smith focused on healthcare challenges in Native communities, highlighting:
- Trust and Treaty Obligations: Reaffirming the federal government's responsibility to provide healthcare services to Native populations.
- Sustainable Funding: Advocating for consistent and adequate appropriations to support health programs serving American Indian and Alaska Native communities.
- Tribal Self-Governance: Empowering tribes to manage and deliver healthcare services tailored to their communities' specific needs.
- Full Testimony
Rodney Butler, Chairman of the Mashantucket Pequot Tribal Nation and President of the NAFOA Board of Directors: Butler addressed economic development, emphasizing:
- Economic Sovereignty: Empowering tribes to manage and develop their economic resources.
- Infrastructure Investment: Improving infrastructure to support business ventures in Native communities.
- Access to Capital: Facilitating financial opportunities for Native entrepreneurs and businesses
- Full Testimony
Kerry D. Bird, President of the National Indian Education Association (NIEA): Bird focused on educational disparities, calling for:
- Increased Funding: Allocating resources to Native-serving educational institutions.
- Culturally Relevant Curriculum: Integrating Native histories and languages into school programs.
- Support for Educators: Providing professional development tailored to educators serving Native students.
- Full Testimony
Joseph Kūhiō Lewis, Chief Executive Officer, Council for Native Hawaiian Advancement (CNHA): Lewis highlighted critical issues affecting the Native Hawaiian community, advocating for:
- Equitable Funding: Ensuring that Native Hawaiian programs receive fair and consistent financial support.
- Permanent Reauthorization of Legislation: Securing ongoing authorization for existing laws that benefit Native Hawaiians.
- Meaningful Consultation Policies: Developing policies that guarantee Native Hawaiian voices are heard in federal decision-making processes.
- Full Testimony

In short, the hearing stressed the U.S. government's trust and treaty obligations to Native peoples, reinforcing the legal foundation for addressing their priorities. However, the responsibility to uphold these commitments extends beyond Congress. Those serving American Indian communities—whether individuals or organizations—must actively engage in legislative processes, collaborate with tribal leaders, and advocate for policies that support education, healthcare, economic development, and sovereignty. Advancing these initiatives requires collective action, ensuring that Native nations shape the policies that impact their futures.

Posted on

February 18, 2025

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Policy Snapshot: Key Developments in American Indian Education 2024

tlmorri3 — Tue, 07 Jan 2025 22:19:27 +0000

Policy Snapshot: Key Developments in American Indian Education 2024

tlmorri3 January 7, 2025

AIPI Blog

Policy Snapshot: Key Developments in American Indian Education 2024

Read our recent infographic one-pager on American Indian Education. It offers a concise overview of significant legislative and policy advancements related to American Indian education in 2024, elevating efforts to support Tribal communities and education initiatives. Highlighted within the document is a breakdown of Congressional bills, Federal Register notices, and noteworthy milestones such as President Biden’s formal apology for American Indian boarding schools, the establishment of the Carlisle Federal Indian Boarding School National Monument, and the launch of the Department of Interior's Federal Boarding School Initiative.

Infographic

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January 7, 2025

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NTIA Announces Expanded Investment in Internet on Tribal Lands

tlmorri3 — Wed, 18 Dec 2024 22:12:24 +0000

NTIA Announces Expanded Investment in Internet on Tribal Lands

tlmorri3 December 18, 2024

AIPI Blog

NTIA Announces Expanded Investment in Internet on Tribal Lands

On December 16, 2024, the Department of Commerce’s National Telecommunications and Information Administration (NTIA) recommended that 44 tribal entities be awarded more than $276 million to expand high-speed Internet access and adoption. These grants are from the second round of funding, which made nearly $1 billion available for deploying Internet infrastructure on Tribal Lands, affordability programs, telehealth, and distance learning initiatives.

The Tribal Broadband Connectivity Program (TBCP) is a $3 billion program from President Biden’s Bipartisan Infrastructure Law and the Consolidated Appropriations Act that supports Tribal governments by bringing high-speed Internet to Tribal lands. The program also includes telehealth, distance learning, affordability, and digital inclusion initiatives.

The second round of funding from the TBCP will make approximately $980 million available on Native American, Alaska Native, and Native Hawaiian lands to deploy Internet infrastructure, affordability programs, telehealth and distance learning initiatives.

Projects funded by the Tribal Broadband Connectivity Program are complete or are now under construction in 27 Tribal communities, and more than 4,600 households have received access to free or low-cost high-speed Internet service.

Please see the Internet for All website here for a breakdown of recipients by state.

Additional grants will be announced on a rolling basis.

About the National Telecommunications and Information Administration

The National Telecommunications and Information Administration (NTIA), part of the U.S. Department of Commerce, is the Executive Branch agency that advises the President on telecommunications and information policy issues. NTIA’s programs and policymaking focus largely on expanding broadband Internet access and adoption in America, expanding the use of spectrum by all users, advancing public safety communications, and ensuring that the Internet remains an innovation and economic growth engine.

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December 18, 2024

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FAQ Guide: How to Read and Evaluate Education Policy

tlmorri3 — Wed, 23 Oct 2024 19:29:35 +0000

FAQ Guide: How to Read and Evaluate Education Policy

tlmorri3 October 23, 2024

AIPI Blog

FAQ Guide: How to Read and Evaluate Education Policy

Understanding and navigating education policy is essential for all who engage in the educational sector, as these policies shape the experiences of students, educators, and communities by defining the standards and expectations of educational systems. This FAQ guide provides a pathway to critically reading and evaluating education policy, highlighting the importance of centering Indigenous knowledge and voices in policy discussions. It also addresses common challenges and identifies the diverse stakeholders who benefit from this work. We invite you to explore the guide’s tools and resources to begin your journey toward fostering more inclusive, equitable, and culturally responsive education policies.

What is policy?

In the field of education, policy defines the standards and procedures that guide how systems operate, ensuring quality, equity, and accountability. These policies affect curriculum design, resource allocation, assessments, and educator roles. Importantly, they shape the experiences of students, educators, and communities by influencing how education is delivered, evaluated, and adapted to evolving societal and cultural needs. Developed by stakeholders such as governments and educators, policies play a critical role in promoting inclusivity and meeting the diverse needs of all learners.

Where can policy be found?

Education policy can be found in a variety of places, and it's important to recognize that policy decisions are shaped at multiple levels, from local communities to elected officials. Policy discourse at different levels—whether in a community forum, tribal council, or legislative hearing—can directly or indirectly be influenced to shape the education landscape. Here are some key places:

Federal, State, and Tribal Government	Policies impacting education are often published on official government websites.
	Example: Federal education policies can be found in the U.S. Department of Education’s website, state-level policies on state’s Department of Education site, and tribal policies through Tribal Education Departments or Councils.
School District and School Board Meetings	Local education policies are frequently discussed and approved during school board meetings, which are often open to the public.
	Example: School district websites may also publish policies for public access along with meeting notes and a recording of the gathering.
Community and Tribal Council Gatherings	Policy decisions can happen at community levels as well, this can include local tribal gatherings. Often this type of engagement helps shape how policies are understood and implemented on the ground.
	Example: A Chapter House meeting might invite the principal of a Head Start program to present and answer questions, allowing the community to influence school decisions outside the school environment itself.
Professional and Advocacy Organizations	Professional organizations often publish briefs, reports, and recommendations on education policies throughout the year; this can include specific policies related to Indigenous students, educators and communities.
	Example: The National Indian Education Association (NIEA) or the American Indian Policy Institute (AIPI) provide resources and updates on policy changes that affect Indigenous stakeholders.
Legislative Databases and Research Centers	These sources provide updated information about what policies are being proposed, debated, or enacted – often this information is found online.
	Example: Policy documents can also be accessed through legislative databases (e.g., Congress.gov, state legislative websites) or education research centers that track policy developments.

What does it mean to “read” education policy?

Reading policy about education involves examining the rules, regulations, and guidelines that govern educational systems. It requires an understanding of the policy’s intent, scope, language, and implications to see how it affects different stakeholders within the system.

What does it mean to “evaluate” education policy?

To evaluate education policy means to critically assess whether the policy achieves its intended goals, promotes fairness, and considers both short- and long-term impacts on students, teachers, and communities. This process involves examining the policy’s effectiveness, equity, implementation, and potential unintended consequences. Additionally, an essential aspect of policy evaluation is weighing the policy's success against its cost, ensuring that the benefits justify the financial and resource investments.

Why is it important to read and evaluate education policy?

Reading and evaluating education policy are essential tasks for ensuring equitable and effective educational systems. Reading policy allows stakeholders to understand who benefits and anticipate potential challenges or unintended consequences in implementation. Accurate interpretation of policies is key to advocating for inclusivity. Additionally, evaluating education policy ensures that policies are data-driven, inclusive, and responsive to the diverse needs of learners. Through comprehensive evaluation, stakeholders can confirm that educational practices are equitable, sustainable, and adaptable to changing societal and Indigenous cultural contexts.

How can reading and evaluating education policy be most beneficial?

Reading and evaluating education policy is most beneficial when done collaboratively, incorporating input from a diverse range of stakeholders, including educators, policymakers, communities, and students. This inclusive approach ensures that policy decisions are comprehensive and balanced.

The following graphic provides a visual representation of the outcomes derived from a collaborative process. At its center, it emphasizes the crucial role of stakeholder collaboration, with lines extending to five interconnected outcomes—Informed Decisions, Equity, Cultural Relevance, Adapt Policies, and Long-term Impact. Each outcome is equally important in shaping effective education policy, highlighting the collective impact of collaboration.

Where Can Reading and Evaluating Education Policy Be Most Beneficial?

Reading and evaluating education policy can be highly beneficial across various settings, including:

What Are Common Challenges When Reading and Evaluating Education Policy, and How Can They Be Addressed?

Policy reading and evaluation often presents challenges. The table below outlines four key categories of obstacles and provides solutions to facilitate the overall process:

Language	Education policies often use technical or legal language that can be difficult to interpret.
	Solution: Simplifying the Language Use guides, glossaries, or seek expert help to understand technical terms. Break down the policy into its key components (intent, scope, implications, language) to grasp its core purpose and impact.
Data	It can be challenging to find or access relevant data to evaluate the effectiveness or fairness of a policy.
	Solution: Improving Access to Data Collaborate with local educational agencies, research institutions, or government departments to gather relevant data. Use official public data sources or reports to identify trends and outcomes related to the policy’s implementation.
Stakeholder Engagement	Policies may not always reflect the perspectives of all affected groups, especially marginalized communities.
	Solution: Engaging Stakeholders Involve diverse community voices, especially from underrepresented or marginalized groups, in policy discussions and evaluations. Create forums, surveys, or focus groups to gather feedback from tribal education departments, students, teachers, parents, and community members.
Policy Design	Policies may unintentionally favor certain groups while placing others at a disadvantage, leading to inequitable outcomes.
	Solution: Addressing Bias in Policy Design Apply an equity lens to the policy by asking critical questions about who benefits and who might be left out. Consult with diverse experts and stakeholders to ensure that multiple perspectives are considered in the policy’s creation and evaluation.

What Tools and Resources Can be Used for Evaluating Education Policy?

Tools like logic models or SWOT analysis can be used to break down policy components, explore the list of tools/frameworks below:

Logic Models: Logic models help map out the intended inputs, activities, outputs, and outcomes of a policy. They allow evaluators to clearly see how a policy is supposed to work and where potential gaps may exist. CLICK HERE to learn how REL West collaborated with the Northern Arizona Council of Governments (NACOG) to support their development of a logic model and associated measures.
SWOT Analysis (Strengths, Weaknesses, Opportunities, Threats): A SWOT analysis can help identify internal and external factors that may affect the policy’s success, focusing on both strengths and areas for improvement. The SWOT analysis can be adapted to meet the unique needs of Indigenous communities, CLICK HERE to learn about the PUEBLO Analysis that combines Westernized-Eurocentric education and research methodologies to practices informed by traditional knowledge.
Equity Frameworks: These frameworks, such as the Equity Impact Review Tool, guide users in examining how policies impact marginalized groups and address systemic inequities. These frameworks consider the cultural, linguistic, and socioeconomic impacts of policies on historically underserved populations. CLICK HERE to learn about the Equity Impact Assessment Tool created by Washington State University.

Additional resources can be found through the following online databases:

National Center for Education Statistics (NCES): The NCES provides access to a wide range of educational data, including student performance, demographics, and school resources, which can be used to evaluate policy effectiveness across different communities.
State and Local Education Data Systems: Many states maintain education data systems that track student outcomes, teacher performance, and school resources. These systems can provide localized data to inform evaluations.
Tribal Education Departments National Assembly (TEDNA): TEDNA offers resources for evaluating education policies affecting Native students and provides tools for understanding how tribal sovereignty interacts with federal and state education policies.

Posted on

October 23, 2024

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Tribal Digital Sovereignty Defined

tlmorri3 — Fri, 14 Jul 2023 21:15:06 +0000

Tribal Digital Sovereignty Defined

tlmorri3 July 14, 2023

AIPI Blog

Tribal Digital Sovereignty Defined

Since at least the early 1990s, Tribal nations have been actively working to have a seat at the policy table as this new utility (for lack of a better word, though it will never be classified as such), now known as broadband, was developed. Simultaneously, Tribal allies have advocated for the same alongside Tribal Nations. Additionally, Indigenous and other researchers have been advocating for more research in this area in order to quantify the vastness of the ‘digital divide,’ a term coined in 2000 by President Bill Clinton. Indian Country didn’t need data to demonstrate just how disconnected Tribal Lands were (and still are). But data was and is a necessity to demonstrate the need to lawmakers and federal agencies the extent of the divide.

Fast forward to 2023, and now the ‘digital divide’ is framed as a digital equity issue, and rightly so. The COVID-19 pandemic shined a light on the issue in Indian Country in a way that all the data in the world couldn't (and there is still very little data). There are more allies and advocates now and more academics (a few, hopefully, more to come). And, because of the pandemic, legislative investments are infusing massive amounts of money into infrastructure–a Digital New Deal.

Tribes are no exception, as upwards of at least three billion dollars has been invested. Arguably, Native Nations are actively exercising sovereignty by using the monies for building networks, taking care of data, protecting cultural attributes, and any other digital participatory events–that is, Indigenous digital sovereignty in an active sense. The digital equity space is vast and growing, encompassing everything from policy to research, infrastructure to data, and beyond. However, the space requires some definitions.

Previously undefined, the following definitions of Tribal Digital Sovereignty in relation to Tribal Data Sovereignty and Tribal Network Sovereignty have emerged from a significant literature review in preparation for publication in a forthcoming article and book chapter. Think of Tribal Digital Sovereignty as an overarching umbrella term encompassing all facets of digital equity on reservation lands in the US. Please refer to the graphic and definitions below.

Tribal Digital Sovereignty is the umbrella term that encompasses both Tribal Network Sovereignty and Tribal Data Sovereignty. It is both the information and the physical means by which that information transfers, governed by a community's policies and codes that control the data, infrastructure, and networks.

Tribal Data Sovereignty is a subset of Tribal Digital Sovereignty, and the terms should not be conflated. Data Sovereignty refers to what flows through the network; it is intangible information. Data Sovereignty refers to control over the data transmitted on the network.

Network sovereignty is the physical infrastructure. Network Sovereignty refers to the act of building and deploying networks, which is the process of implementing Tribal self-determination policies.

While there is little literature on Indigenous or Tribal Digital Sovereignty, the term Indigenous Data Sovereignty is widely written and spoken about (primarily by academics). However, in existing literature, the terms Indigenous Data Sovereignty and Tribal Digital Sovereignty are often conflated. Some articles use the terms interchangeably, but they do not mean the same thing and should not be confused.

There is much literature on digital sovereignty globally. It's evolving as the internet evolves. Older literature talks about digital sovereignty in terms of a legal sense, an older understanding. But the definition has changed in the last twenty years. It has worldwide geopolitical implications.

Most of the literature points to the definition changing significantly as governments react to and seek to control issues such as privacy, cyber attacks, disinformation, deepfakes, and other such issues on behalf of their citizens. Indigenous Digital Sovereignty has a more holistic meaning than emerging worldwide definitions, similar to some African countries and their application of the term.

This preliminary blog post will be expanded on in a forthcoming journal article and a book chapter. As the concept evolves, more will be included under this umbrella term. Watch for the journal article by fall and the book in 2026.

Posted on

July 14, 2023

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COVID-19: Information and Resources for Tribal Governments and Citizens

spesweviwridriclitrauespuuadruwujihuthacrijowosomijeclifrewr — Thu, 19 Mar 2020 21:10:00 +0000

COVID-19: Information and Resources for Tribal Governments and Citizens

spesweviwridri… (not verified) March 19, 2020

AIPI Blog

COVID-19: Information and Resources for Tribal Governments and Citizens

Wednesday, March 18, 2020

On March 17, 2020 the Native American Finance Officers Association (NAFOA), the National Indian Health Board (NIHB), and the National Congress of American Indians (NCAI) held a Tribal Leader Town Hall webinar to discuss the policy and human impacts of the COVID-19 virus on tribal communities and citizens.

To view a recording of the NAFOA, NCAI, NIHB
Tribal Leaders Town Hall webinar click here.

To view the PowerPoint Slides from the presentations by
NAFOA, NCAI, NIHB click here.

The webinar featured a Congressional update from Congressman Tom Cole (R-OK-4) regarding legislation to provide funding to combat the spread of COVID-19 and leadership from NAFOA, NCAI, and NIHB provided updates regarding legislative advocacy to secure funding for tribes to battle COVID-19 and secure funding/tax breaks for tribal governments, healthcare facilities, and businesses.

Information and Resources for Tribal Governments and Citizens

Centers for Disease Control and Prevention: The CDC is continually monitoring the spread of COVID-19 and providing up-to-date information on healthy/safe practices to engage in.
National Indian Health Board: NIHB is also providing up-to-date information regarding the policy and human impacts of COVID-19 on tribal governments and citizens. Visit their website for ongoing developments and advocacy to secure tribal health resources. Visit their website for information regarding future calls and webinars with federal agencies and The White House.
National Congress of American Indians: NCAI has also developed an Indian Country resource landing page with links to partner organizations and healthcare institutions with information and resources available to tribes and their citizens.
Indian Health Service: IHS is providing up-to-date information on its website regarding COVID-19 and IHS/tribal healthcare facilities.
Bureau of Indian Affairs: BIA has developed a website for information and resources on the COVID-19 outbreak and information for tribal governments and schools.
Department of Education: The U.S. Department of Education has developed a landing page for COVID-19 information and resources for schools and school personnel
Federal Emergency Management Agency: FEMA has released a COVID-19 Emergency Declaration Fact Sheet following President Trump's COVID-19 Pandemic Declaration. Tribes are encouraged to reach out to their regional FEMA Tribal Liaisons for Assistance, contact information for your regional FEMA Tribal Liaison can be found here.
Substance Abuse and Mental Health Services Administration: SAMHSA has published guidance to curtail the spread of COVID-19.
C enters for Medicare & Medicaid Services: CMS is providing updates on its 'Newsroom' webpage for COVID-19 implications to the provision of Medicare and Medicaid services.
Department of Labor: The department has developed a COVID-19 webpage with information on how to protect and safeguard workplaces from the spread of COVID-19.

Posted on

March 19, 2020

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