Tribal leaders and education advocates are voicing concerns over the U.S. Department of Education’s recent decision to transfer several Native American education programs to other federal agencies without prior consultation with tribal entities. The Education Department recently announced this shift, revealing that responsibilities for various programs supporting the education of Native American children and college students will now be managed by the Departments of Labor and Interior.
Critics argue that this transition will create further budgetary confusion and potentially disrupt services essential for Native American students. Steve Sitting Bear, chairman of the Standing Rock Sioux Tribe, expressed strong discontent with the move, stating that it fails to provide additional support and merely shifts responsibilities from one inadequate system to another. He emphasized that the changes introduce instability at a critical time for students’ well-being and success.
The Standing Rock Sioux Tribe operates a K-12 school that relies on federal funding, and Sitting Bear highlighted the lack of consultation with the tribe before the decision was made, emphasizing that such legal requirements were overlooked. This sentiment was echoed by Ahniwake Rose, president of the American Indian Higher Education Consortium, who raised concerns about the complexities of funding for Tribal Colleges and Universities (TCUs), which may now face confusion navigating multiple agencies for solutions.
Rose described the need for clear delineations of roles among the agencies to ensure TCUs receive the appropriate support. She lamented that being involved in the planning phase could have alleviated many uncertainties. In response to these concerns, Assistant Secretary of Indian Affairs Billy Kirkland reassured stakeholders that the department intends to engage closely with tribes during the implementation of the transfer, highlighting the value of tribal input for future initiatives.
While the Education Department has yet to initiate the transfers, spokesperson Madison Biedermann stated that tribal consultation is on the agenda as they roll out the interagency agreement. However, many advocates argue that such consultations should have been undertaken beforehand. Julia Wakeford, policy director at the National Indian Education Association, asserted that tribes must be included throughout the process to ensure their needs and voices are heard.
The federal government’s education funding for Native Americans is historically part of its trust responsibilities, grounded in treaties and acts of Congress related to land taken from tribal nations. Since the previous administration, observers have noted increased uncertainty regarding the management of these legal obligations.
As the Education Department prepares to implement these significant changes, there is a call from tribal leaders for proactive engagement and collaboration to enhance the educational opportunities and resources available for Native American communities. Advocates remain hopeful that with proper consultation and support, these efforts can lead to a brighter future for Native students and their educational institutions.