2019 Immediate Aid to Restart School Operations Program Authorization
Additional Supplemental Appropriations for Disaster Relief Act of 2019, P.L. 116-20 (June 06, 2019). In enacting this legislation, Congress directed the Department to implement, with some modifications, certain provisions of the Hurricane Education Recovery Act, P.L. 109-148 (HERA).
2018 Immediate Aid to Restart School Operations Program Authorization
Bipartisan Budget Act of 2018, P.L. 115-123 (February 9, 2018). In enacting this legislation, Congress directed the Department to implement, with some modifications, certain provisions of the Hurricane Education Recovery Act, P.L. 109-148 (HERA).
The 2019 Emergency Impact Aid program was authorized in the Additional Supplemental Appropriations for Disaster Relief Act of 2019, P.L. 116-20 (June 06, 2019). In enacting this legislation, Congress directed the Department to implement, with some modifications, certain provisions of the Hurricane Education Recovery Act, P.L. 109-148 (HERA).
The 2018 Emergency Impact Aid program was authorized in the Bipartisan Budget Act of 2018, P.L. 115-123 (February 9, 2018). In enacting this legislation, Congress directed the Department to implement, with some modifications, certain provisions of the Hurricane Education Recovery Act, P.L. 109-148 (HERA).
Who May Apply: (by category) Institutions of Higher Education, Local Education Agencies, Nonprofit Organizations, Other Organizations and/or Agencies, State Education Agencies (SEAs)
Who May Apply: (specifically) In addition to the entities above, Indian tribes, Indian organizations, Indian(IHEs), and other public and private agencies and institutions may apply.
The Assistance for Homeless Children and Youth (AHCY) program is authorized in Division B, Subdivision 1,Title VIII of P.L. 115-123, the “Bipartisan Budget Act of 2018.
The National Activities authority funds research, evaluation, and data collection to provide information on the education status of the Indian population and on the effectiveness of Indian education programs. This authority enables the Department to improve the national knowledge base on the education status and needs of Indians and to identify and disseminate information on best practices for serving this population.
Types of Projects
The Department uses these funds, primarily through contracts, to support research, evaluation, and data collection on the status and effectiveness of Indian education programs, and for other activities to improve programs that serve American Indians and Alaska Natives, age preschool through adult.
National Indian Education Study (NIES)
The NIES 2019 Report is now available. Click here!
The goal of the study is to describe the condition of education of American Indian and Alaska Native (AI/AN) students by focusing on both their academic performance and educational experiences in grades 4 and 8. This activity is part of a collaborative effort among Indian tribes and organizations, the Bureau of Indian Education (BIE), and state and local education agencies toward meeting the challenging academic standards set forth in the Elementary and Secondary Education Act, reauthorized in 2015 as the Every Student Succeeds Act.
The NIES helps to provide a more complete picture of the status of education for American Indian and Alaska Native (AI/AN) students in the United States. The last two studies were conducted in 2019 and 2015.
Members of the NIES Technical Review Panel (TRP) also authored a companion document to the 2019 NIES Report Setting the Context which provides overarching recommendations and a perspective of how NIES fits in the larger sphere of education for AI/AN Students.
In 2019, 4,100 AI/AN fourth-graders and 3,700 AI/AN eight-graders participated in the NAEP reading assessment, and 4,000 AI/AN fourth-graders and 3,800 AI/AN eighth-graders participated in the NAEP mathematics assessment. About 7,000 AI/AN students from approximately 1,400 schools at grade 4 and about 6,300 AI/AN students from approximately 1,300 schools at grade 8 participated in the 2019 NIES survey. In 2019, Nebraska was added, raising the number of NIES states to 15.
2019 NIES
The 2019 NIES found that:
Between 20-29 percent of AI/AN students are very interested in reading about cultures;
The majority of AI/AN students have access to school resources such as books and other media about AI/AN people;
Most AI/AN students reported have at least “a little” cultural knowledge, with 17 percent of fourth-graders and 18 percent of eighth-graders reporting that they know “nothing”;
About one-quarter of all AI/AN fourth- and eighth-graders reported never being taught about an AI/AN language;
The majority of teachers reported integrating cultural materials into reading/language arts lessons at least once a year.
2015 NIES
Based on the 2015 NIES – A Closer Look publication (released in May 2019), composite results found that:
Between 25–30 percent of AI/AN students are very interested in reading about cultures;
AI/AN students are engaged in their schoolwork;
AI/AN eighth-graders expect their academic efforts to positively affect their future;
About one-half of AI/AN students reported never being exposed to their Native languages; and
Sixteen percent of AI/AN eighth-graders report having a lot of cultural knowledge.
Further analysis of these composites found that
AI/AN fourth-graders who indicated they were exposed to their Native languages “often” were more likely to express a high level of interest in reading about cultures compared to their peers who said they were exposed to their Native languages to a lesser degree.
Conversely, AI/AN fourth-graders who reported “never” being exposed to their Native languages were more likely to express a low level of interest in reading about cultures.
In conjunction with the release of the 2015 NIES – A Closer Look publication, the NIES TRP also authored a Setting the Context document.
The Javits Program Project Director’s Meeting webinars were held on December
6, 12, and 13, 2022. To view presentations from the webinars, please go to the Resources tab.
The FY 2022 Javits Program Grantees were announced in September 2022. For
more information about these grantees and to view their funded applications,
please go to the Awards tab.
Program Description
The purpose of this program is to carry out a coordinated program of evidence-based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs. The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs (particularly economically disadvantaged, limited English proficient (LEP), and disabled students) to help reduce the serious gap in achievement among certain groups of students at the highest levels of achievement.
Grants are awarded under two priorities. Priority One supports initiatives to develop and scale up models serving students who are underrepresented in gifted and talented programs. Priority Two supports state and local efforts to improve services for gifted and talented students.
Types of Projects
Programs and projects assisted under this program may include any of the following:
Conducting evidence-based research on methods and techniques for identifying and teaching gifted and talented students and for using gifted and talented programs and methods to identify and provide the opportunity for all students to be served, particularly low-income and at-risk students.
Establishing and operating programs and projects for identifying and serving gifted and talented students, including innovative methods and strategies (such as summer programs, mentoring programs, peer tutoring programs, service learning programs, and cooperative learning programs involving business, industry and education) for identifying and educating students who may not be served by traditional gifted and talented programs.
Providing technical assistance and disseminating information, which may include how gifted and talented programs and methods may be adapted for use by all students, particularly low-income and at-risk students.
In addition, the program supports the National Center for Research on Gifted Education for the purpose of carrying out the allowable activities described above.
