	Introduction

The federal government provides elementary and secondary education and educational assistance to Indian children, either directly through federally funded schools or indirectly through educational assistance to public schools. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system of elementary and secondary schools. The ED ESEA Title VII-A programs, on the other hand, serve a broader set of students: (1) members of federally recognized tribes and their first and second degree descendants; (2) members of two types of nonfederally recognized tribes, state-recognized tribes and tribes whose federal recognition was terminated after 1940, and their first and second degree descendants; (3) members of an organized Indian group that received a grant under the ED Indian Education formula grant program as it was in effect before the passage of the Improving America's Schools Act of 1994; (4) Eskimos, Aleuts, or other Alaska Natives; and (5) individuals considered to be Indian by the Secretary of the Interior, for any purpose. NCES's race/ethnicity-based AI/AN student population is not the same as the student population served by federal Indian education programs. NCES data based on race/ethnicity, then, cannot be assumed to accurately represent the Indian student population served by federal Indian programs. BIE Schools and Students

The BIE funds a system consisting of elementary and secondary schools, which provide free education to eligible Indian students, and "peripheral dormitories" (discussed below). In addition, some schools are operated through a cooperative agreement with a public school district. BIE funds 169 schools and 14 peripheral dorms. Federal Indian Elementary and Secondary Education Programs and Services

Federal Indian elementary and secondary education programs serve Indian elementary and secondary students in public schools, private schools, and the BIE system. Public schools instead receive most of their federal assistance for Indian education through the U.S. Department of Education (ED). Indian students benefit from ED's general assistance as they attend public schools. ED Indian education funding to public and BIE schools flows through a number of programs, most authorized under the Elementary and Secondary Education Act (ESEA) or the Individuals with Disabilities Education Act (IDEA), although other acts also authorize Indian education assistance. In many instances, BIE schools are included in the definition of local educational agency (LEA) in the ESEA and IDEA, so many ED programs may provide funding to BIE schools even when the programs have no BIE set-aside or other specific provision for BIE schools, but these programs are not discussed here. Issues in Indian Education

Some of the issues of concern with regard to Indian education pertain to the comparatively poor academic outcomes of Indian students, Indian communities' desire for greater control of education, the effect of the Elementary and Secondary Education Act (ESEA) on Bureau of Indian Education (BIE) schools, the poor condition of BIE school facilities, and the allocation of Johnson O'Malley funds. Beginning in 2012, Congress appropriated funds specifically to promote tribal self-determination with respect to public schools. Poor Academic Achievement and Outcomes

There are significant gaps in educational outcomes for Indian students in BIE schools and American Indian/Alaska Native (AI/AN) students in public schools compared to other students. A counter argument is that native language instruction detracts from the core curriculum. Federal administration of BIE schools is complicated by statutory provisions. AI/AN students in public schools demonstrate higher academic achievement than BIE students, which lends some support for this option. Congress has periodically directed the BIA to develop replacement school priority lists.
The federal government provides elementary and secondary education and educational assistance to Indian children, either directly through federally funded schools or indirectly through educational assistance to public schools. Direct education is provided by the Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI), through elementary and secondary schools funded by the BIE. Educational assistance to public schools is provided chiefly through programs of the U.S. Department of Education (ED). The student population served by federal Indian education programs consists of members (or descendants of members) of Indian tribes, not American Indians/Alaska Natives (AI/ANs), as identified by race/ethnicity. Most of this Indian education population attends public schools. Most federal data on Indian students are based on race/ethnicity, however, which complicates analysis of results for the population served by federal Indian education programs.
The BIE was originally part of the Bureau of Indian Affairs (BIA) in DOI. The BIA began the current system of direct Indian education in the decades following the Civil War, with congressional approval and funding. The system developed gradually to its current structure. In the late 19th century, the BIA began placing a few students in public schools, a trend that accelerated after about 1910. At present, over 90% of the Indian student population attends public schools.
The BIE-funded education system for Indian students includes 169 schools (and 14 "peripheral dormitories" for students attending public schools nearby). Schools and dorms may be operated by the BIE itself or by tribes and tribal organizations. A number of BIE programs provide funding and services, supplemented by set-asides for BIE schools from ED programs. Federal funding for Indian students in public schools flows to school districts chiefly through ED programs, with a small addition from a single BIE program. Most of the ED funds are authorized under the Elementary and Secondary Education Act (ESEA) and Individuals with Disabilities in Education Act (IDEA).
A perennial issue regarding Indian education is comparatively poor academic achievement among students in BIE schools and AI/AN students in public schools. Since the 1970s, federal policies to address this issue include permitting greater tribal control and influence through tribally operated BIE schools and culturally relevant educational curriculum and language instruction, and encouraging collaboration between states, local educational agencies, and public schools and tribes and parents of Indian students. ESEA standards and accountability requirements also aim to promote the academic achievement of students. With respect to BIE schools, Congress has wrestled to find a BIE administrative structure that will support greater academic achievement of BIE students. Other issues that Congress and Administrations have attempted to address are the condition of school facilities, the incidence of violence and alcohol and drug use among Indian students, the differential administration of discipline in public schools, and the adequacy of funding.