In lieu of an abstract, here is a brief excerpt of the content:

• An Exploratory Analysis of Elementary and Secondary Education Funding Levels for American Indians and Alaska Natives from 1980 to 2017
• Meredith L. McCoy (bio) and Jeffrey D. Burnette (bio)

introduction

On May 13, 2022 the Joint Economic Committee issued a report detailing the barriers to economic mobility that Native American communities face (Joint Economic Committee, 2022). The report described disparities in educational attainment and economic security. These are known to be interrelated: research has shown that higher levels of per-pupil funding result in better outcomes in students' educational attainment and economic security, and the return on short-term investments in K-12 funding exceed their cost.¹ Just prior to this report's completion, the American Rescue Plan Act (ARPA) of 2021 designated $850 million for educational costs of the Bureau of Indian Education (BIE), including K-12 schools, K-12 dormitories, and Tribal Colleges and Universities (TCUs). ARPA also set aside $190 million in grants to Tribal Education Agencies (TEAs), as well as Native Hawaiian and Alaska Native organizations, to be administered by the Department of Education (ED). ARPA's significant influx of funding followed just six years after the enactment of the Every Student Succeeds Act (ESSA), the most recent reauthorization of the Elementary and Secondary Education Act (ESEA). ESSA opened up significant new grants for Indian Education. In light of the Joint Economic Committee report, we should ask whether recent influxes in Indian Education funding are sufficient, as well as how they rate compared to prior funding. It is within this context that we conduct an exploratory analysis of nearly 40 years of trends in education funding to describe the current state of funding for Indian elementary and secondary (K-12) [End Page 138] education; outline the challenges of conducting a per-pupil funding analysis for American Indian and Alaska Native (AI/AN) students; provide a model for conducting such analysis; and establish a baseline for future researchers to assess the impact of recent legislation, like the American Rescue Plan of 2021, on K-12 Indian education.

In this article, we begin with a description of the current funding system for K-12 Indian education; four programs undergirding our analysis; and relevant literature. We then describe the tools and databases used to derive our findings and examine the issues involved with conducting a per-pupil analysis of Indian K-12 education programs. This is followed by an application of these principles to conduct both a per-pupil and panel regression analysis of actual Department of Education (ED) expenditures on Title VI-A Grants to LEAs. Finally, we conclude with a discussion of our results and suggestions for further research.

funding american indian elementary and secondary education

Under the current funding system for schools in the United States, local property taxes provide the majority of district funding support. State and federal funds supplement these local tax dollars, and state and federal offices provide technical assistance and oversight. Within this system, the funding for Indigenous students has its own unique considerations. In this section, we provide a brief overview of current federal funding for American Indian students and ultimately concentrate on four funding streams (the Johnson O'Malley Program, Indian School Equalization Program, Title VI of the Every Student Succeeds Act, and the Title I-A Indian set-aside) because they are among the oldest and most consistent federal funds for Indian education.

For the purposes of this paper, we take "Indian education" to refer to the specific educational services designed to meet Native students' "unique educational and culturally related academic needs."² The federal responsibility for Indian education emerges from treaties, statutes, and the federal trust responsibility, with contemporary federal funding for elementary and secondary (K-12) Indian education coming primarily from the US Department of the Interior (DOI) and the US Department of Education (ED).³ The Department of the Interior [End Page 139] funds services for Native students in K-12 schools through the Indian School Equalization Program (ISEP), which funds the operational, academic, and, in some cases, residential costs of Bureau of Indian Education (BIE) schools. It also supports Native students' academic and cultural needs in public schools through Johnson O'Malley, often delivered...

中文翻译：

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1980 年至 2017 年美洲印第安人和阿拉斯加原住民中小学教育资助水平的探索性分析

代替摘要，这里是内容的简短摘录：

• 1980 年至 2017 年美洲印第安人和阿拉斯加原住民中小学教育资助水平的探索性分析
• Meredith L. McCoy（生物）和 Jeffrey D. Burnette（生物）

介绍

2022 年 5 月 13 日，联合经济委员会发布了一份报告，详细说明了美国原住民社区面临的经济流动障碍（联合经济委员会，2022 年）。该报告描述了受教育程度和经济保障方面的差距。众所周知，这些是相互关联的：研究表明，更高水平的人均资助会带来更好的学生教育成就和经济保障成果，并且 K-12 资助的短期投资回报超过其成本。^1个就在本报告完成之前，2021 年美国救援计划法案 (ARPA) 指定 8.5 亿美元用于印度教育局 (BIE) 的教育费用，包括 K-12 学校、K-12 宿舍和部落学院和大学 ( TCU）。ARPA 还拨出 1.9 亿美元拨款给部落教育机构 (TEA) 以及夏威夷原住民和阿拉斯加原住民组织，由教育部 (ED) 管理。ARPA 的大量资金涌入是在《每个学生成功法案》(ESSA) 颁布仅六年后，该法案是《中小学教育法案》(ESEA) 的最新授权。ESSA 为印度教育开辟了重要的新赠款。根据联合经济委员会的报告，我们应该问问最近涌入的印度教育资金是否足够，以及与之前的资金相比它们的评级如何。正是在这种背景下，我们对近 40 年的教育资金趋势进行了探索性分析，以描述印度中小学 (K-12) 的资金现状【完138页】教育；概述对美洲印第安人和阿拉斯加原住民 (AI/AN) 学生进行人均资助分析的挑战；提供进行此类分析的模型；并为未来的研究人员建立基准，以评估近期立法（如 2021 年美国救援计划）对印度 K-12 教育的影响。

在这篇文章中，我们首先描述印度 K-12 教育的现行资助体系；支持我们分析的四个项目；及相关文献。然后，我们描述了用于得出我们的发现的工具和数据库，并检查了对印度 K-12 教育计划进行每个学生分析所涉及的问题。随后应用这些原则对教育部 (ED) 对 LEA 的 Title VI-A 拨款的实际支出进行每个学生和面板回归分析。最后，我们以讨论我们的结果和进一步研究的建议作为结束。

资助美洲印第安人中小学教育

在美国现行的学校资助体系下，地方财产税提供了大部分地区资助。州和联邦资金补充这些地方税收，州和联邦办公室提供技术援助和监督。在这个系统中，对土著学生的资助有其独特的考虑。在本节中，我们简要概述了当前为美国印第安学生提供的联邦资助，并最终集中于四个资助来源（约翰逊·奥马利计划、印第安学校平等计划、《每个学生成功法案》第六篇和《第一篇》 Indian set-aside)，因为它们是最古老、最稳定的印度教育联邦基金之一。

就本文而言，我们将“印度教育”指为满足本土学生“独特的教育和文化相关学术需求”而设计的特定教育服务。²联邦对印度教育的责任来自条约、法规和联邦信托责任，当代联邦对小学和中学 (K-12) 印度教育的资助主要来自美国内政部 (DOI) 和美国国务院教育学（ED）。³内政部【完139页】通过印度学校平等计划 (ISEP) 为 K-12 学校的本土学生提供资金服务，该计划为印度教育局 (BIE) 学校的运营、学术和在某些情况下的住宿费用提供资金。它还通过 Johnson O'Malley 支持本地学生在公立学校的学术和文化需求，经常交付......