[Federal Register: June 15, 2001 (Volume 66, Number 116)]
[Notices]
[Page 32708-32711]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr15jn01-119]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
American Indian and Alaska Native Education Research Grant
Program
AGENCY: Office of Educational Research and Improvement, Department of
Education.
ACTION: Notice of final priority.
-----------------------------------------------------------------------
SUMMARY: The Secretary announces a priority for the American Indian and
Alaska Native Education Research Grant Program to fund research that
will evaluate the role of Native language and culture in the
development of educational strategies for improving achievement and
academic progress of American Indian and Alaska Native students. The
Secretary uses this particular priority for a competition in fiscal
year (FY) 2001 and may use this priority in later fiscal years.
EFFECTIVE DATE: This priority is effective July 16, 2001.
[[Page 32709]]
FOR FURTHER INFORMATION CONTACT: Karen Suagee, U.S. Department of
Education, 555 New Jersey Avenue, NW., room 610B, Washington, DC 20208-
5521. Telephone: (202) 219-2244 or via Internet: karen.suagee@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION:
Background
The Office of Educational Research and Improvement (OERI) and the
Office of Indian Education (OIE), within the Office of Elementary and
Secondary Education (OESE), support educational research and
development activities that improve the educational achievement and
academic progress of American Indian and Alaska Native students. Under
section 9141 of the Elementary and Secondary Education Act (the
national research activities authority), the Department is authorized
to fund research, evaluation, and data collection to provide
information on the status of education for the Indian population and on
the effectiveness of Indian Education Programs. Section 9141 further
provides that the research activities funded under this authority shall
be carried out in consultation with OERI.
Pursuant to this authority and in response to Executive Order
13096, entitled ``American Indian and Alaska Native Education'', OIE
and OERI are collaborating on their first grant competition. Moreover,
pursuant to a Memorandum of Understanding between OESE and OERI, OERI
will administer the competition.
The Executive Order requires the Department to develop and
implement a comprehensive research agenda designed to improve the
academic achievement and school retention of American Indian and Alaska
Native students. The research agenda is to address three goals: (1) To
establish baseline data on academic achievement and retention of
American Indian and Alaska Native students in order to monitor
improvements; (2) to evaluate promising practices used with those
students; and (3) to evaluate the role of native language and culture
in the development of educational strategies. Work on the research
agenda is in progress. When the agenda is completed, the Secretary may
establish additional priorities for grant competitions under this
authority in FY 2002 and later years. During the interim period, the
Secretary provides an absolute priority to address one of the agenda
goals: evaluating the role of language and culture in developing
educational strategies.
We published a notice of proposed priority for the American Indian
and Alaska Native Education Research Grant Program in the Federal
Register on April 19, 2001 (66 FR 20180). As noted in the proposed
priority, recent research points to the degree of fit, or congruence,
between the cultural contexts of home and school as a factor
influencing academic and social development outcomes of students. These
outcomes include, but are not limited to, academic achievement, reduced
dropout rate, school engagement, responsible behavior (taking into
account tribal values), attendance, and high school completion. The
research suggests that achieving positive academic and social outcomes
for students from diverse linguistic and cultural backgrounds may be
enhanced by incorporating native language and culture in the
development of educational strategies.
Family and community involvement in education is also vital to the
academic and social development of students. For schools serving
students from diverse linguistic and cultural backgrounds, the research
also suggests that strong family and community collaboration with
schools that reflects the language and culture of the community may
support the efforts of schools to enhance student achievement and
social development. The Secretary wishes to determine the extent to
which, and the ways in which, incorporating native language and culture
in educational strategies (including strong family and community
collaboration with schools) contributes to the attainment of these
positive academic and social outcomes for American Indian and Alaska
Native students.
Analysis of Comments and Changes
In response to our invitation in the notice of proposed priority,
10 parties submitted comments on the proposed priority. Three comments
indicated broad support for the purpose and content of the priority.
Other comments can be grouped into the following general areas:
recommendations to add a particular focus to the scope of the final
priority and recommendations for technical or procedural changes or
definitional clarity. An analysis of the comments and the changes to
the priority since publication of the notice of proposed priority
follow. Program administrative changes and changes the Secretary is not
authorized to make under the applicable statutory authority are not
addressed.
Comment: One comment noted that the majority of American Indians
now live in urban areas and recommended that the absolute priority
should focus the research on the educational needs of Indian children
in urban areas. This comment also noted the loss of native languages in
multi-tribal urban Indian environments and advised that the priority
include research on the reintroduction of native languages into the
curriculum in urban schools.
Discussion: Research on urban Indian educational needs is within
the scope of the final priority. The text of the priority recognizes
this by using the phrase, ``* * * in both rural and urban settings.''
However, the Secretary intends for applicants to have flexibility to
focus on either rural or urban settings, or both. Regarding the second
recommendation to include research on the reintroduction of native
languages, the Secretary wishes to allow for flexibility in selecting
topics rather than specifying particular topics, so no change will be
made.
Change: The final priority has been revised to permit applicants to
address research on either rural or urban settings, or both.
Comment: Two comments recommended making a distinction in the final
priority between the role of language and culture in developing
educational strategies. One comment emphasized that family and
community support is essential for school-based approaches to language
revitalization, and further noted the difficulties in many communities
of securing such joint commitment. According to this comment, only a
minority of Indian parents and community members supports native
language programs in the schools. The same comment indicated that for
the majority of tribes, incorporating tribal culture (as opposed to
language) into educational strategies may therefore produce a more
powerful effect on achievement. The second comment indicated that a
distinction should be made in the final priority between total language
immersion approaches and approaches that treat language and culture as
a supplement to the mainstream curriculum.
Discussion: Research supports the position that language and
culture are complementary elements insofar as language is a primary
vehicle through which culturally embedded concepts
[[Page 32710]]
are expressed. The final priority for funding research on both Native
language and culture reflects this position and in addition, responds
to the language of the Executive Order goal, ``* * * to evaluate the
role of native language and culture in the development of educational
strategies.'' However, the Secretary wishes to allow for flexibility in
conducting research on this broad subject and recognizes that it may be
feasible to address only one element at a time.
The Secretary also recognizes that total language immersion is a
distinct approach in contrast to the supplemental nature of many
instructional approaches to teaching language and culture. However, the
Secretary does not wish to specify particular approaches, preferring
that researchers identify approaches for study. Thus, no change has
been made to distinguish total language immersion from the array of
approaches to teaching language and culture.
Change: The final priority has been revised to allow applicants to
address language or culture, or both elements.
Comment: One comment suggested that educational leadership be added
to the listing of factors from among which applicants must consider in
addressing the final priority.
Discussion: The factors stated in the final priority were intended
to be illustrative of a range of factors, as opposed to an exhaustive
listing. The Secretary intends for the applicant to identify and
justify the factors that may affect either academic achievement or
social development (or both) of students. Notwithstanding this
intention, the Secretary agrees that educational leadership may be a
significant factor in establishing a climate for enhancing teaching and
learning and thus, adding educational leadership adds clarity.
Change: Educational Leadership will be added to the listing of
factors that may contribute to positive academic achievement or social
development.
Comment: Two comments indicated the need to add a specific focus to
the statement of priority. One comment emphasized the need to integrate
mental health approaches in conjunction with cultural strategies for
educational and social success. This comment emphasized the need to
have the issues of self-esteem, fear of failure, and discrimination
incorporated into the cultural strategies. A second comment indicated
that access to quality on-reservation instruction for deaf and hard of
hearing Indian students was critically important.
Discussion: Regarding the first comment, the term ``social
development'' as used in the priority statement is intended to
encompass a number of factors, including healthy emotional development.
The Secretary intends for applicants to identify these factors, if
applicable to their proposed research. The second comment is directed
to the provision of specialized instructional services and is thus not
applicable to the research focus of the final priority.
Change: None.
Comment: One comment recommended certain additions to the items
that the priority statement indicates should be included in a research
application. This comment recommended that the following be added: (1)
evidence that tribal protocols are followed to ensure access and
support for the proposed research project; (2) the active involvement
of American Indians and Alaska Natives in the conceptualization and
conduct of the research; and (3) language explaining that ``a rigorous
design'' can be one that uses many methods and creative approaches,
including Native Ways of Knowing designs.
Discussion: In listing the components of a research application,
the Secretary intended to identify the technical attributes of high
quality research. While the Secretary acknowledges that the first two
recommendations regarding proper protocol and active involvement of
stakeholders may clearly enhance the quality of the research, the
Secretary believes that high quality research may encompass additional
attributes, and thus does not believe it necessary to make the two
recommended changes. However, the third recommendation, to add multiple
methods, including quantitative and qualitative methods, as well as
innovative and creative approaches, does enhance understanding of what
constitutes a rigorous design. Finally, as there are many high quality
designs, the Secretary does not wish to specify examples.
Change: The listing of components of a high quality application
will include language regarding multiple methodologies.
Comment: One comment recommended that the term ``Indian
organization'' be defined for eligibility purposes and that tribal
colleges and universities be specifically mentioned as qualified
members of the applicant pool.
Discussion: The Secretary wishes to advise that there is no
statutory or regulatory definition of ``Indian organization.'' However,
the term, ``Indian'', which modifies organization, is a defined term
and is contained in section 9161(4) of Title IX of the Elementary and
Secondary Education Act (ESEA). In addition, there is no separate
definition of ``Indian IHE''. However, as just noted, there is a
statutory definition of ``Indian'' and the definition of ``IHE'' is
contained by reference in section 14101(17) of Title XIV of the ESEA.
Whether a particular tribal community college is an eligible applicant
will be determined on a case-by-case basis.
Change: None.
Comment: One comment stated that projects should be funded for five
years, and that the priority statement should include development and
pilot testing of instructional strategies in the list of factors that
may affect student outcomes.
Discussion: The Secretary believes that a project period of up to
three years is adequate to conduct this type of research. The Field-
Initiated Studies Education Research Grant Program, administered by
OERI, is an example of such research. Concerning the second
recommendation to add development and pilot testing of instructional
strategies, the list of factors was intended to be illustrative of a
range of factors, as opposed to an exhaustive listing. Thus, the
Secretary does not believe it is necessary to add more examples.
Change: None.
Comment: A comment recommended that the term ``evaluate'' be
replaced with ``investigate'' or ``examine,'' in order to reflect
research language.
Discussion: The Secretary acknowledges that the term ``evaluate''
often connotes an activity to judge the merit or worth of a specific
program or approach and may therefore be narrow in focus. However,
Executive Order 13096 (to which this priority responds) utilizes the
phrase, ``evaluate the role of native language and culture * * *'',
which the Secretary interprets in the broader sense of systematic
study.
Change: No change.
Comment: One comment recommended that in order to avoid confusion,
the words, ``in later years'', be deleted from the Background section
that precedes the priority statement.
Discussion: The Background section is intended to distinguish the
single proposed priority on language and culture for this fiscal year
from priorities in future years. Once the Research Agenda is completed
and priority research questions are identified, the Secretary may elect
to propose absolute, competitive, or invitational priorities from among
the
[[Page 32711]]
priority research questions in any given year, commencing in 2002.
Change: None
Absolute Priority: Under 34 CFR 75.105(c)(3), the Secretary gives
an absolute preference to applications that meet the priority in the
next paragraph. Funding this priority will depend on the availability
of funds and the quality of applications received. There will be only
one grant competition addressing this priority. Therefore, each
applicant will compete against all applicants under this competition.
The Secretary funds only applicants that propose to expand the
current research base for pre-kindergarten through secondary level
education of American Indian and Alaska Native students, in both rural
and urban settings, by addressing the following research question:
To what extent and in what ways does incorporating native language
and culture in educational strategies affect either academic
achievement or social development of American Indian and Alaska Native
students, or both? In addressing this question applicants may choose to
address only native language or culture (or both). In addition,
applicants may choose to address only rural or urban settings (or
both).
Applicants must take into account other factors that may affect
these outcomes, such as curriculum and instruction, standards and
assessment, school and classroom settings, educational leadership,
teacher professional development, and family and community
collaboration with schools.
The research proposed in the application should--
a. Incorporate a well-conceptualized and theoretically sound
framework;
b. Incorporate a rigorous design (that utilizes multiple methods
such as qualitative and quantitative as well as innovative and creative
approaches, as appropriate) that is capable of generating findings that
contribute substantially to understanding in the field;
c. Link previous research, theory, and findings to the proposed
study;
d. Conduct work of sufficient size, scope, and duration to produce
generalizable results;
e. Contribute to the advancement of knowledge; and
f. Provide for a dissemination plan that will facilitate effective
use of the research by educators, community members, policy makers, and
other interested parties.
Preference for Indian Applicants
Eligible entities for the national research program authorized
under section 9141 of the Elementary and Secondary Education Act (20
U.S.C. 7861) are Indian Tribes, Indian organizations, State educational
agencies, local educational agencies, institutions of higher education,
including Indian institutions of higher education, and other public and
private agencies and institutions. We want to advise the public that
the statute requires the Secretary to give a preference to Indian
Tribes, Indian organizations, and Indian institutions of higher
education in awarding research grants authorized under section 9141.
(Section 9153; 20 U.S.C. 7873.)
The Secretary will award 5 extra points to applications submitted
by the entities entitled to the statutory preference. We want to advise
the public that a consortium application of eligible entities that
includes an Indian Tribe, Indian organization or Indian institution of
higher education would be considered eligible to receive the extra 5
points.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at: www.ed.gov/
legislation/FedRegisterTo use PDF, you must have Adobe Acrobat Reader,
which is available free at this site. If you have questions about using
PDF, call the U.S. Government Printing Office (GPO), toll free, at
(888) 293-6498; or in the Washington, DC area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://
www.access.gpo.gov/nara/index.html.
(Catalog of Federal Domestic Assistance Number: 84.306N American
Indian and Alaska Native Education Research Grant Program)
Program Authority: 20 U.S.C. 7861 and 7873 and section 931 of
the Educational Research, Development, Dissemination, and
Improvement Act of 1994 (20 U.S.C. 6031).
Dated: June 12, 2001.
Sue Betka,
Deputy Assistant Secretary, Office of Educational Research and
Improvement.
[FR Doc. 01-15178 Filed 6-14-01; 8:45 am]
BILLING CODE 4000-01-P