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Bureau of Indian Affairs, Office of Indian Education Programs (2001). 2001 Risk Behavior Survey of High School Students Attending Bureau Funded Schools PDF (2.16 MB) . Retrieved May 5, 2005 from http://www.oiep.bia.edu/docs/hsyrbs_2001.pdf.

This report summarizes the results of the 2001 Bureau of Indian Affairs (BIA), Office of Indian Education Programs Youth Risk Behavior Survey which was completed in the spring of 2001 by 5,654 BIA high school students. Sixty-six out of a possible 75 Bureau schools with grades 9-12 participated. This represents a 66% student response rate and a 92% school response rate. A weighting factor was applied to each student record to adjust for students who did not complete the survey. This report is designed to stimulate useful data driven discussion among educators, parents, and youth in BIA funded schools about more effective ways to focus local programs and activities used to address risk behaviors.

Bureau of Indian Affairs, U.S. Department of the Interior (2006). Performance and Accountability Report: Fiscal Year 2005 Washington, DC: U.S. Government Printing Office. PDF (5.72 MB) Retrieved October 25, 2006 from http://www.doi.gov/bia/
BIA_PAR_2005_FINAL_02242006_web.pdf.

The Performance and Accountability report provides performance and financial information that enables the public to assess the performance of the Bureau relative to its mission and stewardship of its resources entrusted to it.

Bureau of Justice Statistics (2004, December). A BJS Statistical Profile, 1992-2002: American Indians and Crime. PDF (873 KB) Retrieved August 30, 2005 from http://www.ojp.usdoj.gov/bjs/pub/pdf/aic02.pdf.

Summarizes data on American Indians in the criminal justice system and reports the rates and characteristics of violent crimes experienced by American Indians. This report updates a previous BJS report, American Indians and Crime, published in 1999. The findings include the involvement of alcohol, drugs, and weapons in violence against Indians. The report describes victim-offender relationships, the race of those involved in violence against Indians, and the rate of reporting to police by victims. It discusses the rates of arrest, suspect investigations and charges filed, and incarceration of Indians for violent crimes.

Chapman, C., & Hoffman, L. (2007). Event Dropout Rates for Public School Students Grades 9-12: 2002-2003 and 2003-2004 (NCES 2007-026). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved May 18, 2007 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007026.

The report summarizes and compares event dropout rates for public high school students, by state, for 2002-03 and 2003-04. Among reporting states in 2003-04, the rates ranged from a low of 1.8 percent in Connecticut and New Jersey to a high of 7.9 percent in Louisiana. The event dropout rate measures the percentage of high school students who drop out in a given year. A dropout is a student who was enrolled at the beginning of the year, not enrolled at the beginning of the next year, and who did not graduate from high school or complete some other district- or state-approved educational program.

Dinkes, R., Cataldi, E.F., Kena, G., and Baum, K. (2006). Indicators of School Crime and Safety: 2006 (NCES 2007-003/NCJ 214262). U.S. Departments of Education and Justice. Washington, DC: U.S. Government Printing Office. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007003.

A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.

Dye, J., & Johnson, T. (2007). A Child’s Day: 2003. Selected Indicators of a Child’s Well-Being. PDF (678 KB) Washington, DC: U.S. Census Bureau. Retrieved March 21, 2007 from http://www.census.gov/prod/2007pubs/p70-109.pdf. Visit http://www.leaonline.com/doi/abs/10.1207/s15327892mcp0804_6 to order.

This report is the third examination of children’s well-being and their daily activities based on data from the Survey of Income and Program Participation. It addresses children’s living arrangements and their families characteristics, early child care experiences, daily interaction with parents, extracurricular activities, academic experience, and parents’ educational expectations.

General Accounting Office (2001). BIA and DOD School Student Achievement and Other Characteristics Often Differ from Public Schools'. PDF (1.5 MB) Retrieved May 5, 2005 from http://www.gao.gov/new.items/d01934.pdf.

The federal government has direct responsibility for two school systems serving elementary and secondary students – the Bureau of Indian Affairs and the Department of Defense school systems. This report provides information on student academic performance, teacher staffing, access to educational technology, the condition of facilities, and expenditure levels for each system. This study also provides comparative data for public schools when these data are available.

Guerino, P., Hurwitz, M.D., Noonan, M.E., and Kaffenberger, S.M. (2006). Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2003-04 (NCES 2007-302). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007302.

This report presents national-level information about crime and safety in U.S. public schools as reported by school principals, including the frequency of criminal incidents at school, the use of disciplinary actions, and efforts to prevent and reduce crime at school. Data come from the 2003–04 School Survey on Crime and Safety (SSOCS:2004). Eighteen percent of public schools reported at least one serious violent incident during the 2003–04 school year; two percent of public schools reported hate crimes; five percent of public schools reported gang-related crimes.

Hussar, W.J., & Bailey, T.M. (2006). Projection of Education Statistics to 2015. (NCES 2006-084). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. PDF (1.93 MB) Retrieved October 25, 2006 from http://nces.ed.gov/pubs2006/2006084.pdf.

This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2015. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2015. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., and Dunleavy, E. (2007). Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007-480). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved April 12, 2007 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480.

The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and in terms of four literacy levels—Below Basic, Basic, Intermediate, and Proficient. This report, Literacy in Everyday Life, presents findings from the 2003 assessment. It examines changes in literacy levels for the total adult population of the United States, as well as for adults with different demographic characteristics (gender, race, age, and ethnicity). Changes in literacy levels are reported for 2003 as well as between 1992 and 2003. In addition, the report describes how American adults age 16 and older at varying literacy levels use written information in their everyday lives. Specifically, this report describes the relationship between literacy and a number of self-reported background characteristics including education, employment, earnings, job training, family literacy practices, civics activities, and computer usage. It examines the relationship between educational attainment and literacy and reports changes between 1992 and 2003. In addition, the relationship between literacy and adult education, including basic skills classes, English as a second language classes, and information technology certification is reported. The findings discuss the relationship between literacy and employment status, occupation, weekly wage or salary, job training, and participation in public assistance programs. Moreover, the report examines how parents, grandparents, and guardians at different literacy levels interact with the children living in their homes around issues related to literacy and school. Finally, the report discusses how adults at different literacy levels participate in government and community affairs by voting, staying informed, and volunteering.

Laird, J., DeBell, M., and Chapman, C. (2006). Dropout Rates in the United States: 2004 (NCES 2007-024). U. S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007024.

This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04.

Meriam, L., Brown, R., Cloud, H., Dale, E., Duke, E., Edwards, H., et al. (1928). The Problem of Indian Administration. Baltimore, MD: Johns Hopkins Press.

Prepared by a team of social scientists led by Lewis M. Meriam (and including the Winnebago Henry Roe Cloud) and was published in 1928. It recounted the conditions for Indian peoples on reservations. The study found infant mortality rates of 190.7 per 1,000, far higher than the rate for any other ethnic group. Diseases such as measles, pneumonia, tuberculosis, and trachoma (an infectious eye disease) were rampant on the reservations, and material conditions ranging from diet to housing to health care were deplorable. The report singled out the U.S. government's allotment policy as the greatest contributor to Indian peoples' impoverishment and called for a complete overhaul of the Bureau of Indian Affairs and of national Indian policy.

National Bureau of Economic Research (2006, May). The Academic Achievement Gap in Grades 3 to 8. Washington, DC. Retrieved June 8, 2006 from http://papers.nber.org/papers/W12207.

Using data for North Carolina public school students in grades 3 to 8, the authors examine achievement gaps between white students and students from other racial and ethnic groups. They focus on successive cohorts of students who stay in the state's public schools for all six years, and study both differences in means and in quantiles. The results on achievement gaps between black and white students are consistent with those from other longitudinal studies: the gaps are sizable, are robust to controls for measures of socioeconomic status, and show no monotonic trend between 3rd and 8th grade. In contrast, both Hispanic and Asian students tend to gain on whites as they progress through these grades. Looking beyond simple mean differences, the authors find that the racial gaps between low-performing students have tended to shrink as students progress through school, while racial gaps between high-performing students have widened. Racial gaps differ widely across geographic areas within the state; very few of the districts or groups of districts that were examined have managed simultaneously to close the black-white gap and raise the relative test scores of black students.

National Center for Education Statistics (2004). The Condition of Education 2004. PDF (1.94 MB) Retrieved May, 18, 2005, from http://nces.ed.gov/pubs2004/2004077.pdf.

Recognizing that reliable data are critical in guiding efforts to improve education in American, The Condition of Education 2004 presents indicators of important developments and trends in American education. Recurrent themes underscored by the indicators include participation and persistence in education, student performance and other outcomes, the environment for learning, and societal support for education. In addition, this year's volume contains a special analysis that examines changes in undergraduate student financial aid between 1989-90 and 1999-2000.

National Center for Education Statistics (2005). National Assessment of Education Progress: The Nation's Report Card. Retrieved August 10, 2005 from http://nces.ed.gov/nationsreportcard/.

The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. NAEP does not provide scores for individual students or schools; instead, it offers results regarding subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., fourth-graders) and groups within those populations (e.g., female students, Hispanic students). NAEP results are based on a sample of student populations of interest.

National Center for Education Statistics (2005, December). National Assessment of Adult Literacy: A First Look at the Literacy of America’s Adults in the 21st Century. Washington, DC. Retrieved December 21, 2005 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470.

The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households and prisons). NAAL builds on the previous national assessment of literacy completed in 1992. The 2003 assessment defines literacy as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” Results are reported in terms of scale score averages and literacy levels on three literacy scales: prose, document, and quantitative. The literacy levels were described as below basic, basic, intermediate, and proficient. Each level corresponded to a specific range of scale scores and was described in terms of the abilities associated with each level and the types of tasks that adults could complete at that level. An additional component comprising 5 percent of the adult population was the non-literate in English. The non-literate in English included the 2 percent who could not be tested because they could not communicate in English or Spanish, and the 3 percent who took an alternative assessment because they were unable to complete a minimum number of simple literacy screening questions. Results showed that the average quantitative literacy scores of adults increased 8 points between 1992 and 2003, though average prose and document literacy did not differ significantly from 1992. Among Blacks, average prose literacy scores increased by 6 points and average document literacy scores rose by 8 points between 1992 and 2003 (figure 1). The average prose scores of Asians/Pacific Islanders increased as well, rising 16 points between 1992 and 2003.The average prose literacy scores of Hispanics fell 18 points from 1992 to 2003, while average document literacy scores decreased by 14 points. Average prose and document literacy scores among Whites did not change significantly.

National Center for Education Statistics (2005, June). The Condition of Education: 2005. Washington, DC. Retrieved January 30, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094.

The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.

National Center for Education Statistics (2006, January). Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-04. Washington, DC. Retrieved January 24, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006307.

This report contains data from the Common Core of Data (CCD) non-fiscal 2003-04 state, local education agency, and school surveys. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported.

National Center for Education Statistics (2006, June). The Condition of Education: 2006. Washington, DC. Retrieved June 8, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006071.

The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.

National Center for Education Statistics (2006, May). Degree completions in Areas of National Need, 1996-97 and 2001-02. PDF (365 KB) Washington, DC. Retrieved June 8, 2006 from http://nces.ed.gov/pubs2006/2006154.pdf.

The goal of this paper is to describe degree completions in academic programs of national need between the academic years of 1996-1997 and 2001-2002, focusing on institutions that grant awards of associate’s degrees and higher. In particular, it examines the following: the change in the number of degrees completed in areas of national need over the 5-year period; and degree completions in terms of gender and race/ethnicity and how they have changed over the 5-year period. Tables presenting the characteristics of students who completed degrees in the areas of national need are included, by degree type, for reference purposes.

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2002, May). Survey of the States’ Limited English Proficient Students & Available Educational Programs and Services 1999-2000 Summary Report. PDF (948 KB) Washington, DC: Anneka Kindler. Retrieved December 6, 2005 from http://www.ncela.gwu.edu/policy/states/reports/seareports/
0001/sea0001.pdf.

The report is based on survey data gathering information in three areas: enrollment levels of limited English proficient students (LEP), educational condition of reported LEP students, and services received by LEP students.

National Science Foundation Directorate for Human Education and Resources (2002). Culturally Responsive Education Evaluation as they pertain to Native Americans. PDF (948 KB) Retrieved October 26, 2006 from http://www.nsf.gov/pubs/2003/nsf03032/intro.pdf.

This document provides a detailed account from a two-day workshop sponsored by the National Science Foundation Directorate for Education and Human Resources. The workshop’s purpose was to discuss issues of culturally responsive educational evaluation as they pertain to Native Americans. The three major themes of the workshop were evaluation issues relating to the academic achievement of Native American students, education/training opportunities for Native American evaluators, and developing, maintaining and expanding a network of Native American evaluators. The goal of this workshop was to offer direction for future planning of evaluations and research activities, and to focus on capacity building within the field of educational evaluation. Appendices include the workshop agenda, a list of participants and participant biographies.

Ogunwole, S. (2006, February). We the People: American Indian and Alaska Natives in the United States. PDF (753 KB) U.S. Department of Commerce, Economics and Statistics Administration. Washington, DC: U.S. Census Bureau. Retrieved July 25, 2006 from http://www.census.gov/prod/2006pubs/censr-28.pdf.

This report provides a portrait of the American Indian and Alaska Native population in the United States and discusses the largest specified tribal groupings, reservations, Alaska Native village statistical areas, and areas outside reservations and Alaska Native village statistical areas at the national level. It is part of the census 2000 special reports series that presents demographic, social, and economic characteristics collected from Census 2000.

Planty, M., Bozick, R., and Ingels, S.J. (2006). Academic Pathways, Preparation, and Performance—A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04 (NCES 2007-316). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007316.

This report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report supplies a brief examination of the coursetaking patterns of 2003-04 graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. Additionally, the report links these coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. Major findings in the report are that: the high school graduating class of 2003-04 earned an average of 25.8 course credits (measured in Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of the class earned at least a credit in Advanced Placement or International Baccalaureate courses. Among the graduates, 5 percent got no further than basic math or pre-algebra courses, 45 percent completed at least algebra I or II, 36 percent completed at least one trigonometry, statistics, or precalculus course, and 14 percent calculus, as their highest level mathematics in high school. Ninety one percent of graduates who completed an academic curriculum and 46 percent of students who completed an occupational curriculum demonstrated mastery at proficiency level 3 on the ELS:2002 12th grade mathematics assessment, which is simple problem-solving, requiring low-level mathematical concepts.

Sable, J., and Hill, J. (2006). Overview of Public Elementary and Secondary Students, Staff, Schools, and School Districts, Revenues, and Expenditures: School Year 2004-05 and Fiscal Year 2004 (NCES 2007-309). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007309.

This report contains information from the 5 Common Core of Data (CCD) surveys: the 2004-05 state, local education agency, and school nonfiscal surveys for 2004-05 and the state and local education agency school finance surveys for fiscal year 2004. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported. Finance data include revenues by source (local, state, and federal) and total and per-pupil expenditures by function.

Snyder, T.D., Tan, A.G., and Hoffman, C.M. (2006). Digest of Education Statistics 2005 (NCES 2006-030). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved August 18, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006030.

The 41st in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent.

St. Charles, J., & Costantino, M. (2000, June). Reading and the Native American Learner: Research Report. DOC (322 KB) Olympia, WA: Office of Superintendent of Public Instruction, Office of Indian Education.

This document is intended as a resource for mainstream teachers. It provides a summary of current research on effective ways for teachers to more fully meet the educational needs of American Indian children attending public schools.

United States Census Bureau (2000). Census 2000 American Indian and Alaska Native Summary File: Sample Data. Retrieved May 18, 2005 from http://www.census.gov/Press-Release/www/2004/AIANSF.html.

The American Indian and Alaska Native Summary File (AIANSF) contains sample data, which is the information compiled from the questions asked of a sample of all people and housing units.

The sample data are presented in 213 population tables (matrices) and 110 housing tables, identified with "PCT" and "HCT," respectively. The tables are repeated or iterated for the total population, the total American Indian and Alaska Native population, the total American Indian population, the total Alaska Native population, and for 1,081 additional specified American Indian and Alaska Native tribes. For any of these iterations, tables will be shown only if the specific population threshold is met. The population for the specific iteration in a specific geographic area must be at least 100 people (based on a 100-percent count) of the specified population and include at least 50 unweighted sample cases. This threshold is based on respondents who reported only one tribe.

The AIANSF is released as one file providing data for the United States, regions, divisions, states (excluding Puerto Rico as a state equivalent), metropolitan areas, American Indian and Alaska Native areas, and Hawaiian home lands.

United States Commission on Civil Rights (2003). A Quiet Crisis: Federal Funding and Unmet Need in Indian Country. PDF (1.01 MB) Retrieved May 18. 2005 from http://www.usccr.gov/pubs/na0703/na0204.pdf.

This report examines federal funding of programs intended to assist Native Americans at the U.S. Department of Interior, U.S. Department of Health and Human Services, U.S. Department of Housing and Urban Development, U.S. Department of Justice, U.S. Department of Education, and U.S. Department of Agriculture. In this report the Commission assesses the adequacy of funding provided via programs administered by these six agencies and the unmet need that persist in Indian Country.

This study reveals that federal funding directed to Native Americans through programs at these agencies has not been sufficient to address the basic and very urgent needs of indigenous peoples. Among the myriad of unmet needs are: health care, education, public safety, housing, and rural development. The Commission finds that significant disparities in federal funding exist between Native Americans and other groups in our nation, as well as the general population.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (2005, October). Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten through Twelfth Grade: 2003. Washington, DC: Government Printing Office. Retrieved July 25, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005111rev.

This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.

U.S. Department of Education; Office of Planning, Evaluation, and Policy Development; Policy and Programs Studies Service (2007). State Strategies and Practices for Educational Technology: Volume 1 – Examining the Enhancing Education through Technology Program. PDF (1,384 KB) Washington, DC. Retrieved April 19, 2007 from http://www.ed.gov/rschstat/eval/tech/netts/netts-vol1.pdf.

This report discusses the role of the Enhancing Education Through Technology (EETT) program, the state priorities and programs that EETT supports, and the relationship between state educational technology program activities and the overarching goals and purposes of the No Child Left Behind Act of 2001. Chapter 1 of this report describes state educational technology policies and related programs, including the role of the EETT program in state efforts. Chapter 2 presents individual state profiles that present data summarized in Chapter 1.

This report is part of the U.S. Department of Education's National Educational Technology Trends Study (NETTS), a multiyear evaluation that documents the implementation of the EETT program. The report draws primarily on data from NETTS surveys of state educational technology directors and district technology coordinators that were gathered in 2004 and 2005 and case study data gathered by NETTS in six states in 2004. The survey results reported focus on administrators' perceptions of needs and strategies as opposed to providing direct evidence of needs or strategies, unless otherwise noted. The state survey asked state educational technology directors about state priorities for educational technology and administration of the EETT grant program. The district survey asked district technology coordinators about current and past activities supported by the EETT program and other general educational technology activities in their districts. State case study data are used to illustrate themes raised by state survey data.

U.S. Department of the Interior (2005). Strengthening the Circle: Interior Indian Affairs Highlights 2001-2004. For ordering information, visit http://www.doi.gov/bureau-indian-affairs.html.

This publication highlights the U.S. Department of the Interior's activities and accomplishments in the American Indian and Native Alaskan communities during the past four years. Programs reviewed include: Indian Education Programs, Fiduciary Trust Programs, Economic Development and Tribal Services, Law Enforcement and Security Programs, and Commissions and Boards.

Wells, J., and Lewis, L. (2006). Internet Access in U.S. Public Schools and Classrooms: 1994—2005 (NCES 2007-020). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 13, 2006 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007020.

This report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning.

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