Alaska Native Education

What's New

In Fiscal Year 2025, the Alaska Native Education (ANE) program awarded 17 new grants by funding down the slate using eligible, high scoring applications from the FY2024 competition, totaling $27,473,012. To learn more about the FY 2024 grant competition and eligibility, please review the Notice Inviting Applications, available here. These grants will support supplemental educational programs that recognize and address the unique educational needs of Alaska Natives.

Please visit the ANE Awards tab for abstracts and information on the funded projects.

The regulator revisions to 2 CFR Part 200, commonly referred to as the Uniform Guidance, became effective on October 1, 2024.

• For 2024 Revised Uniform Guidance, please review the FAQs page found here. 
• Additional Grants Training and Management Resources may be found here.

Program Description

The overall purpose of the Alaska Native Education program is to meet the unique education needs of Alaska Natives and to support supplemental education programs to benefit Alaska Natives. Grantees under the program use their funds for such activities as the development of curricula and education programs that address the education needs of Alaska Native students, and the development and operation of student enrichment programs in science and mathematics. Eligible activities also include professional development for educators, activities carried out through Even Start programs and Head Start programs, family literacy services, and dropout prevention programs.

Types of Projects

Allowable activities include, but are not limited to, the development of curricula and education programs that address the education needs of Alaska Native students deepen the cultural knowledge of Alaska Native students, and the development and operation of student enrichment programs in science and mathematics. Eligible activities also include professional development for educators, activities carried out through Even Start (#84.213) programs and Head Start programs, family literacy services, and dropout prevention programs.

FY 2025

The Raven Writes: Expanding Culturally Responsive Writing Instruction Throughout Southeast Alaska project by Sealaska Heritage Institute (SHI) expands the framework and partnerships between SHI and six public school districts in Southeast Alaska. The goals and objectives of the project are to engage Alaska Native (AN) students in writing with culturally responsive tools, methods and materials, to provide high-quality professional development (PD) in culturally responsive pedagogies for English/Language Arts (ELA); and to involve AN families and communities in school events to deepen their connection to their children’s education. SHI, Alaska’s Educational Resource Center (SERRC), and six school districts are collaborating to improve the academic achievement of AN students by incorporating Native ways of knowing, with an emphasis on writing about shared experiences, which include harvesting, preparing, and sharing traditional foods – all to help AN students learn from their own stories, connect to who they are, and otherwise write to recount, reveal, and celebrate. The Raven Writes Expansion will serve students, teachers, and families of K-5 students in 6 villages (Hoonah, Yakutat, Angoon, Klukwan, Kake, and Hydaburg) and 10 elementary schools in the Juneau School District. Altogether, Raven Writes Expansion, will serve 2,009 students annually. 

Pathways and Partnerships to Support Culturally Relevant Career and Technical Education for Southeast Alaska Students project by Sealaska Heritage Institute will improve educational outcomes for Alaska Native (AN) students through a coordinated approach to design and delivery of career and technical (CTE) education that is culturally responsive and relevant and is responsive to regional needs. The project aims to provide AN students with the opportunity to participate in a well-designed, locally and culturally relevant career and technical education program that is inclusive of career and postsecondary guidance and results in in an actionable postsecondary plan upon high school graduation and increased resilience and cultural confidence. There are three project objectives that include (1) developing learning opportunities for students and professional development for educators defined by career pathways and clusters, in both virtual and hybrid instructional formats, (2) developing a college and career pathway plan prior to high school graduation, and (3) developing competence with cultural identity tools and gaining resilience and confidence. Project activities include the formation of a Southeast Alaska Regional CTE consortium to offer CTE curriculum in virtual and hybrid format, an annual college and career summit, student internships and mentorships, career guidance and postsecondary planning for all students, a Community of Practice for educators related to CTE practices, and Traditional Games sponsorship at the local and regional level. The target population for this proposal is the 1,198 AN students in grades 9-12 who attend one of the 37 high schools in the 15 partner school districts in Southeast Alaska who will have access to career guidance and planning resources. A subset of the target population will elect to participate in project-sponsored CTE Intensives-288 students and Internships-30 students. In addition, the program will impact 20 teachers who participate in a structured Community of Practice and sponsor coach training for Traditional Games and up to 375 students participating in Traditional Games/Native Youth Olympics.

The Building Bridges for Indigenous Children (BBIC) project by the Native Village of Napakiak has three broad objectives, which include to professionalize pre-school leaders, establish a village-based pre-school leader career ladder, and strengthen communities’ ability to support emerging literacy. The project’s core activities are to establish preschools in 12 Lower Kuskokwim River villages; train the Preschool Leaders who staff them in best preschool education practices; recruit, hire and prepare new Pre-School Leaders from local villages; and involve Elders and the community in preschool education. The project will serve populations including 12 Pre-School Leaders, 12 Communities, 120 Parents and Caretakers, and 24 Aspiring Pre-School Leaders within the Villages of Kasigluk, Kongiganak, Newtok/Mertarvik, Bethel, Kipnuk, Eek, Atmautluak, Kwigillingok, Nightmute, Mekoryuk, Tununak, and Napakiak.

Baby Raven Reads (BRR) A Culturally Sustaining Early Literacy Program project by Sealaska Heritage Institute (SHI) is a kindergarten-readiness early literacy program that will improve the educational outcomes of Alaska Native (AN) children in Southeast Alaska. The goals and objectives in this project include increasing positive attitudes for early literacy in the homes of 350 AN children through the following three activities: (1) engaging AN families in culturally responsive literacy activities at Family Literacy Events, (2) mailing 350 Native children BRR Literacy Kits (books & activity) and, (3) publishing three culturally sustaining BRR books. The project will also increase training for Early Childhood Workforce with a family focus and cultural proficiency to support early literacy through the following five activities: (1) offering Circles of Security Parenting Trainings to staff and caregivers; (2) hosting three Early Childhood Conferences; (3) providing relationship-based coaching to early educators working with Native children; (4) Native Elders and Roving Readers bringing BRR Literacy Kits to childcare centers; and (5) providing cultural proficiency training through a 25-hour asynchronous course to early educators. The final objective includes developing an Early Learning Curriculum for birth to five through the following three activities: (1) publishing and distributing six early learning, standard-based BRR curriculum units; (2) Developing and publishing family event lesson plans for the Tribal Head Start programs; and, (3) partnering with the Tribal Head Starts   kindergarten-readiness summer camps called, “Gumboot Camp” for pre-K AN children. SHI’s design of curriculum and services (in partnership with the Southeast Alaska Association for the Education of Young Children and Central Council of Tlingit and Haida Indian Tribes of Alaska) will improve the kindergarten readiness of 350 AN children in 17 Southeast Alaska communities-- Hydaburg, Juneau, Kasaan, Wrangell, Petersburg, Hoonah, Angoon, Sitka, Kake, Metlakatla, Yakutat, Craig, Klawock, Haines, Klukwan, Ketchikan and Saxman.  

The Ilakucaraq Project (IP) by the Alaska Native Heritage Center, Inc., is an educational program that seeks to address academic disparities amongst the Alaska Native (AN) community through cultural education, supports to teachers, and community development efforts focused on building cohesive educational networks. The project has been carried out since 2021 through a partnership between the Alaska Native Heritage Center (ANHC), the Alaska Humanities Forum (AKHF) and Mt. Edgecumbe High School (MEHS). IP improves AN high school and college graduation rates and long-term wellbeing. The first objective includes activities include strengthening AN students’ cultural identity development through Urban/Rural Travel Cohorts, Exploring Our Identities Intensives, and Sitka programming. The project also will provide school professionals with teaching and community building strategies through professional development courses . The final objective includes implementing cultural identity development programming through a summit, workshops, and development of a vision statement. Through 20 communities hosting programming, 365 AN students, 200 school professionals and their estimated 2,000 AN students, along with 50 community stakeholders, will be served. 

Akpaktuq: Improving Student Success with Place-Based and Indigenized Support Programs for Pre-College and First-Year College Students by Iḷisaġvik College, an Alaska Native (AN) Organization and Tribally Controlled College and University located in Utqiaġvik, Alaska, has three main goals: (1) improve academic achievement,  retention, and persistence by addressing math and writing gaps in first-year college (and other) students, (2) improve motivation towards college in the North Slope region and increase matriculation rates by exposing secondary students to college and career pathways through pre-college programming activities each summer, and (3) expand capacity for indigenizing Iḷisaġvik College (institutionally and curriculum) by growing the Iñupiaq Studies program and ensuring all staff and faculty meet cultural competencies. These goals will be accomplished through four main activities, which include (1) implementing math and writing supports by hiring a dedicated math and writing specialist and foundational English faculty member,  (2) implementing a math and writing support program in student services, (3) supporting pre-college programming via summer camps by offering and augmenting pre-college summer programming for rural and Alaska Native secondary students, and (4) building capacity in the Iñupiaq Studies Program to support increased student enrollment by hiring a new Iñupiaq Studies faculty member to serve the growing academic program with large Alaska Native enrollment at Iḷisaġvik. The college will also continue indigenization efforts by creating and implementing a cultural competency program for all staff and faculty and indigenizing curriculum with support from Iñupiaq Studies faculty members. Within this project workstream is the plan to create an assessment of cultural competency and a thorough education program for both existing and new staff and faculty members. These goals and activities will help facilitate better persistence and retention rates, course and programmatic completion rates, and graduation rates over three years. Iḷisaġvik serves the eight Iñupiaq Tribal villages in the arctic North Slope region, as well as greater Alaska, with quality postsecondary education. Each year, Iḷisaġvik serves approximately 1,400 students.

Nghughenłnik1 project by Clare Swan Early Learning Center (CSELC) will address the need for services to mitigate the persistent and acute disparity between the school-readiness rates of Alaska Native (AN) children and those of other children entering the Anchorage School District. The project will support increased school readiness by providing social emotional learning (SEL) resources and training to teachers of AN/American Indian (AI) children ages 3-5 years in Anchorage. Through partnership with Thread, Alaska’s Childcare Resource & Referral organization, the project will make these resources available to early learning professionals statewide. Nghughenłnik is designed to align with the Anchorage School District framework for supporting students’ behavioral, academic, social, emotional, and mental health while mitigating gaps in the cultural relevance of existing resources. The resources adapt “Pyramid Model” scripted stories and associated resources to reflect and reinforce the lived experiences and cultural values of Alaska’s indigenous peoples. Project deliverables include books, teacher trainings, lesson plans, kits of teacher support materials, such as puppets, posters, and activity cards, and parent support materials. Over three years, Nghughenłnik1 will develop four culturally relevant books and associated resources aligned with the Pyramid Model SEL framework; distribute project resources to 50 pre-school classrooms serving AN/AI students; train 120 preschool teachers in Nghughenłnik implementation; translate four sets of Nghughenłnik resources into at least two AN languages; convene a Culturally Responsive Early Education Advisory Group; and use Nghughenłnik resources in CSELC’s preschool classroom. 

The Read With Me program by the Cook Inlet Tribal Council Inc. (CITC), will supplement Anchorage School District efforts at four elementary schools to comply with the Alaska Reads Act through a culturally informed at-home reading campaign. The project will begin with development and distribution of early literacy awareness and education material tailored to parents of Alaska Native/American Indian (AN/AI) children in the Anchorage School District, emphasizing strategies for engaging in at-home reading. At participating schools, CITC staff will support Anchorage School District teachers with reading interventions during the school day and afterschool will facilitate catch-up-on-reading programming, with a strong focus on use of culturally reflective materials and culturally appropriate teaching strategies. Over three years, Read With Me will develop and implement a system to track and support at home reading engagement among parents of AN/AI students enrolled in participating schools in grades K-3 who have an Individual Reading Improvement Plan (IRIP). The project will provide services at four Anchorage School District elementary schools to AN/AI students in grades K-3 screened as below literacy benchmarks, which include culturally informed reading support services, afterschool language and literacy enrichment services emphasizing Native Language and Culture, and referrals to a school break literacy enrichment program emphasizing Native language and culture. Once a semester, the project will also offer early literacy outreach and education materials to parents of AN/AI students enrolled in participating schools in grades K-3 who have an IRIP. 

North Slope Prepare for Graduation Program by EXCEL Alaska, Inc. dba Alaska EXCEL, a 501c3 educational nonprofit, in partnership with the Inupiat Community of Arctic Slope (ICAS), a Tribally Designated Organization  , Qargi Academy Tribal School (Inupiaq Tribal School), and the North Slope Borough School District (a public district) will increase on-time graduation rates and decrease dropout rates. The main objectives of this goal include increasing academic performance and engagement, fostering ownership of learning, enhancing knowledge of academic and transition processes, and strengthening students' connections with caring adults. Annual project activities include 21 culturally relevant sessions, where students can earn high school credits.    The sessions are short-term, residential educational experiences that range in length from four to 12 days during the school year and 28 days in the summer, depending on the age of the student and the type of training. Every EXCEL session consists of two broad components: (1) a comprehensive, culturally relevant curriculum tailored to the needs of individual students, and (2) multiple layers of social and academic support. Specific activities include one session titled "How to be a Successful High School Student" for 9th graders, three credit recovery sessions in Math, Science, & English, the creation of a Personal Learning Career Plan by each student, opportunities for students to gain 2+ job experiences, and two Graduation Workshops for grant partners to collaborate on increasing graduation rates for Native Alaskan students. In addition to academic performance, students can also choose to participate in sessions dedicated to skilled trades/career and technical education. Additionally, each 7th-12th grade student will receive graduation coaching from their EXCEL Graduation Coach throughout their school career until graduation. Students will also benefit from graduation, career, life skills, and well-being counseling. Annually, this project will serve over 300 students across the eight villages in the North Slope region. Additionally, an estimated 40 North Slope educational staff members will attend the annual graduation workshops. The project will serve eight remote North Slope Villages: Point Hope, Point Lay, Wainwright, Utqiagvik, Atqasuk, Nuiqsut, Kaktovik, and Anaktuvuk Pass.

The Edzege1 Extended Day program by Cook Inlet Tribal Council Inc. (CITC), will address gaps and weaknesses in extended day programming to ensure that the programming meets the unique educational needs of Alaska Native/American Indian (AN/AI) K-8 students in Anchorage. In the Anchorage School District (ASD), at the elementary school level, a limited number of schools serving AN/AI students offer extended day services on-site, but even those schools rely on partnership with community organizations to provide enrichment opportunities. At the middle school level, most schools rely on online and off-site services to extend the school day. To meet the need for K-8 extended day programming that is both accessible and relevant to AN/AI students, Edzege Extended Day will offer before school services at four ASD middle schools and afterschool programming at elementary schools served through the 21st Century Community Learning Center (CCLC) program. Edzege Extended Day is designed to achieve the relevant outcomes of increasing school-based protective and promotive factors among participating students. Youth Advocacy services will be available to support students as they develop social-emotional learning (SEL)  skills, and to help families access any social services needed to help them move from surviving to thriving. Over three years, Edzege Extended Day will develop and deliver extended day programming for K-8 settings in Anchorage that focuses primarily on AN/AI culture, provide 20 hours per semester of high-quality afterschool programming at eight elementary schools in Anchorage served by the CCLC program, provide 90 hours per semester of high quality before school programming to AN/AI Indian students enrolled at four middle schools, provide at least 50 opportunities to increase connection to culture and community at 12 ASD schools, and provide at least 50 culturally-relevant problem-solving opportunities to enrolled AN/AI K-8 students. 

F.S.A Full STEAM Ahead by Knik Tribe, implemented by the Youth Education Service’s Benteh STEAM Academy, is a high school and middle school in-, after-, and out-of-school program providing STEAM standards-based and culturally- based education to students in the Matanuska Susitna Borough (Matsu Valley). The proposed project will provide youth, ages 12-19, with opportunities for cultural connection, STEAM enrichment, academic and advocacy support, and career/post-secondary planning  . F.S.A. will increase interest in STEAM careers, increase performance on student achievement assessments, increase graduation rates, and increase students’ cultural awareness and connection for Native Alaska (NA) and American Indian (AI) students. This proposed project will also bring together STEM and cultural educators, local fabricators and engineers,  , and students from across Alaska in collaboration and sharing of ideas, projects, curriculum and interests. The program will also provide educational and advocacy support by creating individual academic plans and providing advocacy support to our students. Students may also be hired on as interns to learn more in depth 21st century skills, as well as gain education and manufacturing experience. Major outcomes of this program are anticipated to be an increase in AN and AI students graduating high school with a regular high school diploma, an increase in the number of students at proficient or exceeds proficient on state assessments, and an increase of students passing STEM core subjects. Over 36 months, F.S.A will provide nine STEAM lessons to Matsu Valley students. The program will provide 3,000 hours of Academy and Fab Lab time to 135 AN and AI students with school break camps. 

The STEAM Academy Facility Project by Knik Tribe, designed for the Youth Education Service’s Benteh STEAM Academy, has a goal to construct a STEAM Academy facility to house their growing educational programs. The building is estimated to be approximately 7000 square foot building with five large classrooms and five offices. The Knik Tribe STEAM Academy has grown through great participation numbers, with youth from Matanuska Susitna Borough School District (MSBSD) schools, homeschools, charter schools, fly-in from rural/remote schools, and even online live classes to remote schools. Knik STEAM Academy has also been recognized as a STEAM Ecosystem by nationally recognized TIES, an educational framework focused on inclusivity developed by the University of Minnesota, due to providing such a great educational opportunity to many students and covering all of Alaska. This new facility will also become the location of F.S.A. STEAM, another fiscal year 2025 Alaska Native Education Program funded project. 

Náakw Daat Yéi Jiné: Working Around Medicine by Goldbelt Heritage Foundation (GHF), a not-for-profit Alaska Native (AN) organization created in 2001 to preserve Tlingit culture throughout Southeast Alaska, will prepare southeast Alaskan high school students for a successful career in health and medicine by providing a school course that builds and integrates Indigenous knowledge and culture into biomedical science. Students will complete health science-related coursework, conduct community projects, and complete professional job shadows with the Southeast Alaska Regional Health Consortium (SEARHC). The goal of Náakw Daat Yéi Jiné is to increase the number of AN students entering healthcare professions. The project’s objectives are to (1) develop an indigenized biomedical science curriculum based on local input and consultation, and engage community partners to conduct outreach and promote the program, (2) enroll at least 40 high school students per year to become HOSA members and participate in a healthcare pathways course that includes science instruction, workshops, career fairs, community service projects, the Na-ha-shnee STEAM Summer Institute, job shadowing, and networking opportunities, and (3) develop a sustainability plan that describes the results and lessons learned from continuous improvement efforts and evaluation with a long-term strategic plan to expand the program. Based on these collective objectives, the project will increase interest among high school students in health and medical fields and more students will be equipped with the science foundation, social-emotional and communications skills, and resiliency training to help them enter further training in health and medicine. This healthcare pathway program will increase the number of AN students entering health and medical professions, thereby increasing workforce diversity to help reduce health disparities and improve health care for all. 

Project ACHIEVE is proposed by Hydaburg City School District. The Hydaburg Cooperative Association (Alaska Native Tribe – chartering tribe) authorizes the Hydaburg City School District (HCSD) (whose governing board is comprised of over 80% Alaskan Natives – and two other school districts - Southeast Island (SISD) and the Klawock City Schools (KCS) to bring an innovative research-based program to 400 Alaskan Native (AN) students in grades K-12 each year of the project. The targeted schools are located in small, remote, RURAL villages on Alaska’s Prince of Wales Island. The overall goal of Project ACHIEVE is to provide educational programs for at-risk Alaska Native students that are designed to improve academic proficiency and graduation rates by using strategies based upon strong evidence research from the What Works Clearinghouse that incorporate a strong data collection and continuous evaluation component. These activities will address the identified gaps: Academic Integration Specialist (AIS) supplements the district curriculum with culturally relevant units, Research-Based delivery of Full-Color Webs of Support. CHAMPS and Positive Action to improve student resiliency, 57 hours of targeted professional development to improve teacher instructional practice, provide age-appropriate, culturally relevant books for students, provide a teacher support mentor and provide student Leadership opportunities. Goals of the project are: Research based PD opportunities embedded with AK cultural Standards, improve student’s relevancy to their education and engagement, Provide instructional supports and modeling with an Academic Integration Specialist and a Teacher Support Mentor. 

The Molly of Denali Denaakk’e Gamification Project by the Doyon Foundation, will increase student engagement and motivation toward language learning and education, expand and deepen Indigenous Language instructors teaching technology focused skills and techniques by learning and practicing their Indigenous Denaakk’e language, and expand Language Instructor professional development opportunities for utilizing existing online and digital resources in the classroom.  The primary project activities will be to create an online Denaakk’e educational language learning game, deliver professional development opportunities to language instructors in both classroom and online language instructional methods and techniques to use educational games in the classroom, and conduct academic research on the impact online language learning games have on K-5 student language learner engagement and language development. The game will be initially piloted at 10 schools in the Yukon-Koyukuk School District with students in K-3rd grade. By the end of the grant, the game will be shared district- wide in the language learning classrooms with a total of 150 students in the Yukon-Koyukuk School District. The end product will be a language game platform for students in kindergarten to 3rd-grade to easily access Denaakk’e language content for use in the classroom and in the home.

The Naaqi project by Learning Point Alaska, will create high impact individualized virtual tutoring in reading and math. A major component of this project is a four-week summer learning program of sufficient duration and design, based on best practices, to increase student achievement. The goal of the Naaqi (“to read” in Yup’ik) is to increase academic achievement and cultural connectedness for Hooper Bay Charter School students through a summer academic and cultural session and high intensity tutoring during the school year and summer session. There are three supporting objectives with related performance measures, including (1) creating and offering four weeks of academic content and cultural activities to 60 students in grades 3-9 each summer, (2) providing high intensity virtual tutoring to Hooper Bay students in grades 3-9 in English/language arts, math, and science during the summer session and regular school year that is of sufficient duration for each student receiving tutoring to demonstrate academic gains, and (3) providing each student in grades 3-9 enrolled in Hooper Bay Charter School with at least four books of his or her choice for summer reading. Project partners include Learning Point Alaska, Native Village of Hooper Bay, Sea Lion Corporation, Hooper Bay Charter School, and Hooper Bay Charter School Academic Policy Committee. All students enrolled in Hooper Bay Charter school will receive in school year tutoring and counseling services. Sixty students annually will participate in the summer session. Other individuals to be served include Elders, parents, and the community of Hooper Bay who will be invited to participate in project activities.

The Iñupiatun Iḷisaqta Project (TIIP) by the North West Arctic Borough School District (NWABSD), aims to preserve Inupiaq culture and language, focusing on educational innovation for Alaska Native (AN) students. TIIP will revitalize the endangered Inupiaq language through structured educational programs, supported by the Inupiaq Language Commission, Aqqaluk Trust, and charters from the Native Villages of Noatak, Kobuk, and Shungnak. The project is designed around four main goals, which are (1) to increase NWABSD’s Students’ knowledge, skills and extent of the Inupiaq language and promote Inupiaq fluency in reading, speech and writing, (2) to increase Inupiaq language and cultural activities within High School Physical Science and Biology courses, (3) to increase the exposure of the NWABSD Pilot Schools Iñupiaq language and cultural activities, and (4) to provide opportunities for stakeholders to be actively involved in developing the NWABSD curriculum and cultural activities by using the local community in writing, developing, and incorporating Ilitqusiat. This initiative aims to expand immersion classrooms, increase fluent Inupiaq speakers, and foster comprehensive community involvement in its educational approach. TIIP will serve 929 students at 3 sites (Buckland, Shungnak, Kotzebue). 
 

FY 2024

Thru the Cultural Lens (TCL) is a cultural orientation and training and professional development project designed to improve educational outcomes of Alaska Native students in Southeast Alaska by providing high-quality culturally responsive and place-based training and resources to educators in the region. The project goal, objectives, and outcomes are as follows: Project Goal: Provide high-quality culturally responsive and place-based training and professional development activities to educators in the region to improve educational outcomes of Alaska Native students in Southeast Alaska. Objective 1: Increase teacher effectiveness and deepen praxis of culturally responsive teaching of Southeast Alaskan teachers through professional development and instructional support training. Objective 2: Build capacity and professional connections among educators to increase their ability to integrate culturally responsive practices through the provision of mentoring, networking, and coaching opportunities. The primary project activities of professional development on culturally responsive educational practices include: Annual cultural orientation seminars; Culturally Responsive UbD Workshop; Culturally Proficient Coaching; Culturally Responsive Community of Practice; and an Educational Professional Development Conference focused on Culturally Responsive Educational Practices. This project will serve 1,395 educators and paraeducators that work for the Southeast Alaskan school districts. While this project will primarily focus on and prioritize Southeast Alaskan school districts, the application for activities will also be open to educators and paraeducators in all 54 Alaskan School Districts. Activities will take place virtually and in Juneau, Alaska on the SHI Building and Arts Campus or on the University of Alaska Southeast Campus located in Juneau Alaska.

Voices on the Land: Alaska Literacy Blueprint and Arts Integration will increase the percentage of Alaska Native children advanced or proficient in Language Arts through culturally responsive literacy & arts integration. Project objectives and activities: Objective 1 implements the inquiry-based coaching model to support educators, improve instruction for 2nd and 3rd grade readers, and develop 15 arts and literacy integration Strategy Cards. Objective 2 develops culturally responsive educators through professional learning opportunities by providing embedded professional development with aligned continuing education and hosting in-service workshops. Objective 3 immerses students in cultural, literacy, and arts experiences to cultivate engagement and confidence by: (1) Alaska Native Teaching Artists provide three-week 4th-5th grade arts and literacy residencies annually. (2) hosting cultural arts literacy integration intensives for elementary students. Objective 4 grows Alaska Native Teaching Artists by establishing professional pathways (1) apprenticeships & trainings, and (2) internships and arts camps. Number of participants to be served: Annually Alaska Native people impacted include: 417 2nd – 5th graders, 75 elementary students through out-of-school intensives, 3 Teaching Artist Apprentices, 4 interns, and 10 arts camp attendees along with 85 educators who serve Alaska Native students through coaching and professional development. Number and location of proposed sites: 90 classrooms at 15 schools in Juneau, Yakutat, Ketchikan, Craig, & Klawock.

Cultural Heritage and Opportunities In Career/College Education (CHOICE) service area is the ten Yup’ik communities in the rural, western region of Alaska within the boundaries of LYSD. The project offers 260 Alaska Native 7-12th grade students an alternative to full-year boarding schools by providing three short-term CTE intensives in Anchorage at LYSD’s Kusilvak Career Academy, University of Alaska Anchorage’s Alaska Middle College School, and Chugach School District’s Voyage School. Goals are to improve educational outcomes; improve personal, social, resiliency, & urban living skills; preserve Yup’ik culture; & provide college and career preparation and planning activities. Objectives are to: 1) utilize culturally informed contextual and online curriculum; 2) provide personalized instruction; individualized career and learning plans; comprehensive school-based support services including School Based Mental Health Services; college and career exploration, preparation, and planning in career intensive units of study; personal, social, urban living, and resiliency skill training and experiences; and opportunities to share local culture and interact with Alaska Native professionals 3) integrate culture-based programming; and 4) facilitate job certifications, job-shadow, internship, apprenticeship, and dual credit opportunities.

The Ilisautri Project (Ilisautri) is a partnership between the Northwest Arctic Borough School District and the Alaska Humanities Forum. Ilisautri’s goal is to increase Alaska Native student achievement and engagement in school by increasing educator retention, improving school cultural responsiveness, and building school-community relationships. Project objectives and activities: Through Objective 1, the Creating Cultural Competence program will support educators to build community relationships and cultural competency, and stay in their districts for longer. Through Objective 2, Educators Rising Alaska will provide education career preparation to high school students across the district, with the goal of increasing their interest in pursuing education careers. Through Objective 3, the Alaska Technical Center Education Program will support paraprofessionals to become certified “homegrown” teachers, offering instruction and mentorship through a cohort structure. Number of participants to be served: 1,032 Alaska Native students and 57 educators. Number and location of proposed sites: 11 communities across the Northwest Arctic region.

Haa Kusteeyí Initiative: Building a Culture, Leadership, Ecological Knowledge, and Indigenous STEM Pathway to Post-Secondary Education & Career in Southeast Alaska (Haa Kusteeyí Initiative) is three-year project serving 60 Southeast Alaska Native young men, ages 16-24, who live in the small and remote urban communities of Juneau, Ketchikan, and Sitka – or live in the rural villages of Haines, Hydaburg, and Kake. The Haa Kusteeyí (Our Way of Life) Initiative draws from – and immerses our Alaska Native young men in – applying our region’s four core cultural values: Haa Latseen (Our Strength, Leadership), Haa Aaní (Our Land), Haa Shuká (Our Past, Present, Future), and Wooch Yax (Balance, Reciprocity, Respect). SHI’s Haa Latseen committee, comprised of Southeast Alaska tribal leaders and traditional food harvesters, will co-design the program’s curriculum. Project Goal and Objectives: The design of the Haa Kusteeyí Initiative is predicated first on our traditional culture and values, and then on applying Western educational outcomes to our ancient practices. Our overall project goal is to develop a culturally responsive pathway reflecting traditional “uncles training” for our Southeast Alaska Native young men to identify and pursue educational and career opportunities in natural resource management and to earn dual credit and/or six college credits. Objective 1: Increase 60 Native young men’s Traditional Ecological Knowledge (TEK) and science self-efficacy through their engagement in traditional harvesting practices, contextualizing Western science, and earning 6 college credits. Activities: The young men attend the 14-day Haa Aani Academy where they earn safety certifications, learn and apply TEK and Indigenous STEM skills harvesting traditional foods with Native mentors for tribal elders, and contextualize uses of Western science in natural resource management. They then complete a 120-hour Haa Shuká Program in their community, analyzing synergies between TEK/Western science and harvesting traditional foods with Native mentors for tribal elders. Objective 2: Enhance 60 Native young men’s cultural resiliency and agency for pursuing their educational/career goals through their engagement in mental wellbeing supports, cultural events, and natural resource-related career exploration. Activities: Participants learn healthy traditional life choices by engaging in Yaak Groups (modeled on “Healing of the Canoe”), host Wooch Yax Events where they serve elders foods they harvested and share with them what they have learned, and engage in natural resource management career exploration with state/federal agencies.

Rural Indigenous Students College Readiness Alliance launched by the Bering Strait and Lower Kuskokwim School Districts, the two largest rural districts in Alaska, and key partners have come together to address three areas of identified urgent educational needs of 6-12 grade Alaska Native students. These identified needs are 1) academic preparation/achievement, 2) college readiness, and 3) high school graduation. The goal is to increase the low Alaska Native students’ college-going rates. Alliance Partners: The Bering Strait School District (BSSD) as the provider in 15 schools, Lower Kuskokwim School District (LKSD) consisting of 25 schools, Native Village of Unalakleet, Alaska Council of School Administrators/Alaska Staff Development Network (ASDN) and RGI Research Corporation have come together to create an alliance to address three areas of identified educational needs of Alaska Native students. BSSD will be the applicant and fiscal agent for this proposed grant. Sites: We propose to serve 15 village school sites in BSSD: Aniguiin, Anthony A. Andrews, Brevig Mission, Diomede, Gambell, Hogarth Kingeekuk Sr., James C. Isabell, Koyuk-Malimiut, Martin L. Olson, Shaktoolik, Shishmaref, Tukurngailnguq, Unalakleet, Wales, White Mountain. 25 village school sites in LKSD: Akiuk, Akula Elitnaurvik, Anna Tobeluk, Arviq, Ayagina’ar Elitnaurvik, Ayaprun, Bethel Regional High, Chaputnguak, Chief Paul, Eek, Joann A. Alexie, Ket’acik/Aapalluk, Kuinerrarmiut Elitnaurviat, Kwigillingok, Lewis Angapak, Metarvik School, Negtemiut Elitnaurviat, Nelson Island, AreaNuniwarmiut, Paul T. Albert, Qugcuun Memorial, Rocky Mountain, William Miller, Z. John Williams, Ayaprun Elitnaurvik. Number of Students to be Served: The project will serve 2,759 students each year in grades 6-12 of whom 98% are Alaskan Native Inupiat, Yup’ik, or Siberian Yup’ik and 97% are low income. Objectives: To reverse the low college going rates of Alaska Native students, the project proposes to 1. To support students in achieving academic success in preparation for college. 2. To increase Alaska Native students’ college readiness. 3. To increase high school graduation.

The Opening the Box of Indigenous Science: STEAM Pathways project, led by Sealaska Heritage Institute, offers a comprehensive approach to integrating Indigenous Science and cultural values into STEAM education, ultimately empowering Alaska Native students to excel in these fields. Program Goals: The Opening the Box of Indigenous Science: STEAM Pathways project, aims to achieve three goals. First, it seeks to increase educator capacity for teaching and creating high quality Indigenous Science (IS)-based STEAM curriculum. Second, it aims to create opportunities for Alaska Native (AN) students to explore STEAM education and careers that center cultural identify and values. Third, it provides AN students with pathways to STEAM careers through interactions with STEAM professionals. To support these goals, SHI will use program funds for the following allowable activities which include the development of curriculum and education programs that address the educational needs and deepen the cultural knowledge of AN students, and the professional development of educators. The project outlines seven objectives. 1.1 Expand a regional IS-STEAM community of practice (CoP) comprised of STEAM educators and cultural specialists; 1.2 Create hybrid high school IS STEAM curriculum, an undergraduate IS course, and an Occupational Endorsement (OE) in Indigenous Science; 2.1 Develop dual credit opportunities for high school students through participation in Virtual Indigenous Science (VIS) courses; 2.2 Undergraduate student participation in the IS course in the Environmental Science Program at the University of Alaska, Southeast; 2.3 AN students increase expectancy in IS and STEAM careers through participation in local AISES chapters and a summer STEAM Academy; 3.1 AN students have opportunities to participate in summer internships and job shadowing experiences and/or semester-long mentorships; and 3.2 Local STEAM professionals will participate in training and opportunities to foster interest in STEAM career pathway. People/Communities Served: Over a three-year duration, the project expects to impact approximately 250 Alaska Native students and educators in 8 partner school districts, tribal organizations, and universities in Southeast Alaska.

The Teaching Culture, Honoring Heritage: Bristol Bay’s Native Language Empowerment Collaborative (TC2H) is an education initiative by the Bristol Bay Foundation in partnership with the Igiugig Village Council, Bristol Bay Borough School District, and Lake & Peninsula School District. Developed collaboratively with schools, tribes, and community members, this project serves a high concentration of AI/AN students in the targeted area, making our project a high-impact initiative that impacts 2,165 residents of 17 southwestern Alaska villages, including 350 school-age children and 48 educators across two school districts. Leveraging the momentum of existing language and education projects, TC2H will create a robust, culturally relevant program with three key goals: 1) Expanding Yup’ik, Dena’ina, Alutiiq Language and Cultural Learning Opportunities; 2) Building Strong Foundations for Holistic Community Development and Educational Excellence; and 3) Strengthening Community-School Bonds for Education Success with Enrichment Activities. Through place-based and Indigenous language curricula, expanded Indigenous language learning opportunities, educational and career counseling, identifying pathways and barriers for language access and development, enrichment programming to build community bonds, and providing trauma/healing informed training and support for program staff and educators, TC2H seeks to enhance educational outcomes for PreK-12 Alaska Native students.

Haa At.oowú Haa Kusteeyíx̱ Sitee: Our At.oowú is Our Life is proposed by Goldbelt Heritage Foundation (GHF) to the U.S. Department of Education Alaska Native Education Program, to address the unique needs of Alaska Native/American Indian (AN/AI) students. The goal is to preserve and proliferate Tlingit endangered art forms in the education system to improve educational outcomes of PreK-12 AN/AI students in Math, Science, and English through the culturally relevant traditional knowledge of canoe carving, woolen weaving, and hide processing. This project will improve educational outcomes and have a positive impact on AN/AI student belonging and critical thinking skills by developing and teaching traditional arts-based STEAM lessons using evidence-based methods of culturally responsive teaching (CRT), place-based education (PBE), and project-based learning (PBL). Curriculum units will be taught by artist apprentices and their effectiveness assessed using an indigenous evaluation tool. By the end of the three-year grant period, GHF will deliver curriculum to 150 AN/AI youth/year for 3 years total 450 AN/AI youth served in Juneau School District.

The Building Up Bristol Bay Language Education (BUBBLE) project is an education initiative by the Bristol Bay Foundation in partnership with the Igiugig Village Council, Bristol Bay Borough School District, and Lake & Peninsula School District. Developed collaboratively with schools, tribes, and community members, this project serves a high concentration of AI/AN students in the targeted area, making our project a high-impact initiative that impacts 2,165 residents of 17 southwestern Alaska villages, including 350 school-age children and 48 educators across two school districts. Leveraging the momentum of existing language and education projects, BUBBLE will create a robust, culturally relevant program with two key goals: 1) Enrichment Activities and Resource Development for Educational Success and 2) Educational Excellence Through Culturally Informed Pedagogy. Through language immersion programming, a language summit, the development of a strategic plan for language development, traditional dance classes, traditional story publication for literacy development and bilingual education, the development of an educational resource hub, and culturally responsive teacher training, BUBBLE seeks to enhance educational outcomes for PreK-12 Alaska Native students.

FY 2022

FY 2021

FY 2019

FY 2018

FY 2017

FY 2016

Eligibility

In general, eligible applicants for the Alaska Native Education Program include nonprofit organizations and other educational organizations and/or agencies.

Specifically, the following entities are eligible:

1. Alaska Native organizations, education entities with experience in developing or operating Alaska Native programs or programs of instruction conducted in Alaska Native languages;
2. Cultural and community-based organizations with experience in developing or operating programs to benefit Alaska Natives, and consortia of organizations may apply.
3. A state education agency (SEA) or local education agency (LEA) may apply as part of a consortium involving an Alaska Native organization. The consortium may include other eligible applicants.

2024

Appropriation: $44,953,000
Number of New Awards: 10
Number of Continuation Awards: 28

2023

Appropriation: $44,953,000
Number of New Awards: 0
Number of Continuation Awards: 28

2022

Appropriation: $37,953,000
Number of New Awards: 28
Number of Continuation Awards: 0

2021

Appropriation: $36,453,000 (Regular ANE Appropriation); $85,000,000 (American Rescue Plan)
Number of New Awards: 33
Number of Continuation Awards: 18

2020

Appropriation: $35,953,000
Number of New Awards: 0
Number of Continuation Awards: 38

2019

Appropriation: $35,453,000
Number of New Awards: 19
Number of Continuation Awards: 35
 

2018

Appropriation: $35,453,000
Number of New Awards: 20
Number of Continuation Awards: 21

2017

Appropriation: $32,453,000
Grants Awarded: 16
Number of Continuation Awards: 16

2016

Appropriation: $32,453,000
Number of New Awards: 5
Number of Continuation Awards: 48

Legislation

Regulations

The Alaska Native Education is regulated by the Education Department General Administrative Regulations (EDGAR). The full text of EDGAR can be found here.

Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards

• For 2024 Revised Uniform Guidance, please review the FAQs page found here.
• To aid grantees in the administration of Federal grants awarded by the Department of Education, guidance may be found here. 

Performance Reports

All current ANE grantees are required to submit Annual Performance Reports (APRs) that detail their project's progress and results. More information regarding the specific APR requirements for your cohort will be provided closer to the APR due date (usually in late June).

All grantees whose grants are ending in the current fiscal year are required to submit a Final Performance Report (FPR). Further details regarding the submission of the FPR will be e-mailed to project directors closer to the FPR deadline.

If you have questions concerning the APR or FPR, need additional guidance for preparing your APR/FPR, or need instructions on submitting a paper copy of the APR/FPR, please contact the ANE Program Office at OESE.ASKANEP@ed.gov.

Government Performance Results Act

The Government Performance Results Act (GPRA) is designed to be used by both Federal Program Managers (to improve program effectiveness) and Congress (to ensure spending decisions and oversight are informed about program performance). All grantees must choose at least one GPRA measure by which to measure the efficacy of their project. This measure should be explicitly included in your application. Grantees are required to report on progress with their assigned GPRA measures in the Annual Performance Report and Final Performance Report.

The GPRA measures for the Alaska Native Education program are:

• The number of grantees who attain or exceed targets for the outcome indicators for their projects that have been approved by the Secretary.
  • The percentage of program participants who demonstrated substantial progress on outcomes outlined in a grantee-developed, Department-approved Logic Model. (Logic Model Measure) Grantees will report on their GPRA measures in Part 2 of the Annual Performance Report, which can be found above.
• The percentage of Alaska Native children participating in early education programs who consistently demonstrate school readiness in literacy as measured by the Revised Alaska Developmental Profile (ADP). (Early Childhood Measure)
• The percentage of students in schools served by the program who graduate from high school with a high school diploma in four years. (Retention Measure)
• The number of Alaska Native programs that primarily focus on Alaska Culture and Language. (Language/Culture Measure)

G5

• Portal through which grantees access ANEP grant funds: www.g5.gov
• G5 Hotline
  • Hours of Operation: 8:00 AM to 6:00 PM EST, Monday — Friday, except on Federal holidays.
  • Toll-Free: 1-888-336-8930
  • TTY: 1-800-877-8339
  • Email: obssed@servicenowservices.com

System for Award Management (SAM)

• Website for required UEI (Unique Entity Identifier) number registration: www.sam.gov
  • The Department has a SAM Tip Sheet available here.
• SAM Hotline: 1-866-606-8220

Grant Training and Risk Management

• Resources and information to assist grantees in fulfilling their responsibilities as good stewards of federal grant funds can be found here.

Amita Reed, Program Manager/Officer

Alaska Native Education Program

almita.reed@ed.gov

Dr. Amber Williams, Program Officer

Native Achievement Programs

amber.williams@ed.gov

Krista Taylor, Program Officer

Native Achievement Programs

krista.taylor@ed.gov

Program Office Contact Information

Email: OESE.ASKANEP@ed.gov  
Phone Number: 202-245-6911

U.S. Department of Education
LBJ Federal Office Building
400 Maryland Ave. S.W.
Washington, D.C. 20202-64000