[Federal Register Volume 66, Number 116 (Friday, June 15, 2001)]
[Notices]
[Pages 32708-32711]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-15178]


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DEPARTMENT OF EDUCATION


American Indian and Alaska Native Education Research Grant 
Program

AGENCY: Office of Educational Research and Improvement, Department of 
Education.

ACTION: Notice of final priority.

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SUMMARY: The Secretary announces a priority for the American Indian and 
Alaska Native Education Research Grant Program to fund research that 
will evaluate the role of Native language and culture in the 
development of educational strategies for improving achievement and 
academic progress of American Indian and Alaska Native students. The 
Secretary uses this particular priority for a competition in fiscal 
year (FY) 2001 and may use this priority in later fiscal years.

EFFECTIVE DATE: This priority is effective July 16, 2001.

[[Page 32709]]


FOR FURTHER INFORMATION CONTACT: Karen Suagee, U.S. Department of 
Education, 555 New Jersey Avenue, NW., room 610B, Washington, DC 20208-
5521. Telephone: (202) 219-2244 or via Internet: [email protected].
    If you use a telecommunications device for the deaf (TDD), you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed under FOR FURTHER 
INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION:

Background

    The Office of Educational Research and Improvement (OERI) and the 
Office of Indian Education (OIE), within the Office of Elementary and 
Secondary Education (OESE), support educational research and 
development activities that improve the educational achievement and 
academic progress of American Indian and Alaska Native students. Under 
section 9141 of the Elementary and Secondary Education Act (the 
national research activities authority), the Department is authorized 
to fund research, evaluation, and data collection to provide 
information on the status of education for the Indian population and on 
the effectiveness of Indian Education Programs. Section 9141 further 
provides that the research activities funded under this authority shall 
be carried out in consultation with OERI.
    Pursuant to this authority and in response to Executive Order 
13096, entitled ``American Indian and Alaska Native Education'', OIE 
and OERI are collaborating on their first grant competition. Moreover, 
pursuant to a Memorandum of Understanding between OESE and OERI, OERI 
will administer the competition.
    The Executive Order requires the Department to develop and 
implement a comprehensive research agenda designed to improve the 
academic achievement and school retention of American Indian and Alaska 
Native students. The research agenda is to address three goals: (1) To 
establish baseline data on academic achievement and retention of 
American Indian and Alaska Native students in order to monitor 
improvements; (2) to evaluate promising practices used with those 
students; and (3) to evaluate the role of native language and culture 
in the development of educational strategies. Work on the research 
agenda is in progress. When the agenda is completed, the Secretary may 
establish additional priorities for grant competitions under this 
authority in FY 2002 and later years. During the interim period, the 
Secretary provides an absolute priority to address one of the agenda 
goals: evaluating the role of language and culture in developing 
educational strategies.
    We published a notice of proposed priority for the American Indian 
and Alaska Native Education Research Grant Program in the Federal 
Register on April 19, 2001 (66 FR 20180). As noted in the proposed 
priority, recent research points to the degree of fit, or congruence, 
between the cultural contexts of home and school as a factor 
influencing academic and social development outcomes of students. These 
outcomes include, but are not limited to, academic achievement, reduced 
dropout rate, school engagement, responsible behavior (taking into 
account tribal values), attendance, and high school completion. The 
research suggests that achieving positive academic and social outcomes 
for students from diverse linguistic and cultural backgrounds may be 
enhanced by incorporating native language and culture in the 
development of educational strategies.
    Family and community involvement in education is also vital to the 
academic and social development of students. For schools serving 
students from diverse linguistic and cultural backgrounds, the research 
also suggests that strong family and community collaboration with 
schools that reflects the language and culture of the community may 
support the efforts of schools to enhance student achievement and 
social development. The Secretary wishes to determine the extent to 
which, and the ways in which, incorporating native language and culture 
in educational strategies (including strong family and community 
collaboration with schools) contributes to the attainment of these 
positive academic and social outcomes for American Indian and Alaska 
Native students.

Analysis of Comments and Changes

    In response to our invitation in the notice of proposed priority, 
10 parties submitted comments on the proposed priority. Three comments 
indicated broad support for the purpose and content of the priority. 
Other comments can be grouped into the following general areas: 
recommendations to add a particular focus to the scope of the final 
priority and recommendations for technical or procedural changes or 
definitional clarity. An analysis of the comments and the changes to 
the priority since publication of the notice of proposed priority 
follow. Program administrative changes and changes the Secretary is not 
authorized to make under the applicable statutory authority are not 
addressed.
    Comment: One comment noted that the majority of American Indians 
now live in urban areas and recommended that the absolute priority 
should focus the research on the educational needs of Indian children 
in urban areas. This comment also noted the loss of native languages in 
multi-tribal urban Indian environments and advised that the priority 
include research on the reintroduction of native languages into the 
curriculum in urban schools.
    Discussion: Research on urban Indian educational needs is within 
the scope of the final priority. The text of the priority recognizes 
this by using the phrase, ``* * * in both rural and urban settings.'' 
However, the Secretary intends for applicants to have flexibility to 
focus on either rural or urban settings, or both. Regarding the second 
recommendation to include research on the reintroduction of native 
languages, the Secretary wishes to allow for flexibility in selecting 
topics rather than specifying particular topics, so no change will be 
made.
    Change: The final priority has been revised to permit applicants to 
address research on either rural or urban settings, or both.
    Comment: Two comments recommended making a distinction in the final 
priority between the role of language and culture in developing 
educational strategies. One comment emphasized that family and 
community support is essential for school-based approaches to language 
revitalization, and further noted the difficulties in many communities 
of securing such joint commitment. According to this comment, only a 
minority of Indian parents and community members supports native 
language programs in the schools. The same comment indicated that for 
the majority of tribes, incorporating tribal culture (as opposed to 
language) into educational strategies may therefore produce a more 
powerful effect on achievement. The second comment indicated that a 
distinction should be made in the final priority between total language 
immersion approaches and approaches that treat language and culture as 
a supplement to the mainstream curriculum.
    Discussion: Research supports the position that language and 
culture are complementary elements insofar as language is a primary 
vehicle through which culturally embedded concepts

[[Page 32710]]

are expressed. The final priority for funding research on both Native 
language and culture reflects this position and in addition, responds 
to the language of the Executive Order goal, ``* * * to evaluate the 
role of native language and culture in the development of educational 
strategies.'' However, the Secretary wishes to allow for flexibility in 
conducting research on this broad subject and recognizes that it may be 
feasible to address only one element at a time.
    The Secretary also recognizes that total language immersion is a 
distinct approach in contrast to the supplemental nature of many 
instructional approaches to teaching language and culture. However, the 
Secretary does not wish to specify particular approaches, preferring 
that researchers identify approaches for study. Thus, no change has 
been made to distinguish total language immersion from the array of 
approaches to teaching language and culture.
    Change: The final priority has been revised to allow applicants to 
address language or culture, or both elements.
    Comment: One comment suggested that educational leadership be added 
to the listing of factors from among which applicants must consider in 
addressing the final priority.
    Discussion: The factors stated in the final priority were intended 
to be illustrative of a range of factors, as opposed to an exhaustive 
listing. The Secretary intends for the applicant to identify and 
justify the factors that may affect either academic achievement or 
social development (or both) of students. Notwithstanding this 
intention, the Secretary agrees that educational leadership may be a 
significant factor in establishing a climate for enhancing teaching and 
learning and thus, adding educational leadership adds clarity.
    Change: Educational Leadership will be added to the listing of 
factors that may contribute to positive academic achievement or social 
development.
    Comment: Two comments indicated the need to add a specific focus to 
the statement of priority. One comment emphasized the need to integrate 
mental health approaches in conjunction with cultural strategies for 
educational and social success. This comment emphasized the need to 
have the issues of self-esteem, fear of failure, and discrimination 
incorporated into the cultural strategies. A second comment indicated 
that access to quality on-reservation instruction for deaf and hard of 
hearing Indian students was critically important.
    Discussion: Regarding the first comment, the term ``social 
development'' as used in the priority statement is intended to 
encompass a number of factors, including healthy emotional development. 
The Secretary intends for applicants to identify these factors, if 
applicable to their proposed research. The second comment is directed 
to the provision of specialized instructional services and is thus not 
applicable to the research focus of the final priority.
    Change: None.
    Comment: One comment recommended certain additions to the items 
that the priority statement indicates should be included in a research 
application. This comment recommended that the following be added: (1) 
evidence that tribal protocols are followed to ensure access and 
support for the proposed research project; (2) the active involvement 
of American Indians and Alaska Natives in the conceptualization and 
conduct of the research; and (3) language explaining that ``a rigorous 
design'' can be one that uses many methods and creative approaches, 
including Native Ways of Knowing designs.
    Discussion: In listing the components of a research application, 
the Secretary intended to identify the technical attributes of high 
quality research. While the Secretary acknowledges that the first two 
recommendations regarding proper protocol and active involvement of 
stakeholders may clearly enhance the quality of the research, the 
Secretary believes that high quality research may encompass additional 
attributes, and thus does not believe it necessary to make the two 
recommended changes. However, the third recommendation, to add multiple 
methods, including quantitative and qualitative methods, as well as 
innovative and creative approaches, does enhance understanding of what 
constitutes a rigorous design. Finally, as there are many high quality 
designs, the Secretary does not wish to specify examples.
    Change: The listing of components of a high quality application 
will include language regarding multiple methodologies.
    Comment: One comment recommended that the term ``Indian 
organization'' be defined for eligibility purposes and that tribal 
colleges and universities be specifically mentioned as qualified 
members of the applicant pool.
    Discussion: The Secretary wishes to advise that there is no 
statutory or regulatory definition of ``Indian organization.'' However, 
the term, ``Indian'', which modifies organization, is a defined term 
and is contained in section 9161(4) of Title IX of the Elementary and 
Secondary Education Act (ESEA). In addition, there is no separate 
definition of ``Indian IHE''. However, as just noted, there is a 
statutory definition of ``Indian'' and the definition of ``IHE'' is 
contained by reference in section 14101(17) of Title XIV of the ESEA. 
Whether a particular tribal community college is an eligible applicant 
will be determined on a case-by-case basis.
    Change: None.
    Comment: One comment stated that projects should be funded for five 
years, and that the priority statement should include development and 
pilot testing of instructional strategies in the list of factors that 
may affect student outcomes.
    Discussion: The Secretary believes that a project period of up to 
three years is adequate to conduct this type of research. The Field-
Initiated Studies Education Research Grant Program, administered by 
OERI, is an example of such research. Concerning the second 
recommendation to add development and pilot testing of instructional 
strategies, the list of factors was intended to be illustrative of a 
range of factors, as opposed to an exhaustive listing. Thus, the 
Secretary does not believe it is necessary to add more examples.
    Change: None.
    Comment: A comment recommended that the term ``evaluate'' be 
replaced with ``investigate'' or ``examine,'' in order to reflect 
research language.
    Discussion: The Secretary acknowledges that the term ``evaluate'' 
often connotes an activity to judge the merit or worth of a specific 
program or approach and may therefore be narrow in focus. However, 
Executive Order 13096 (to which this priority responds) utilizes the 
phrase, ``evaluate the role of native language and culture * * *'', 
which the Secretary interprets in the broader sense of systematic 
study.
    Change: No change.
    Comment: One comment recommended that in order to avoid confusion, 
the words, ``in later years'', be deleted from the Background section 
that precedes the priority statement.
    Discussion: The Background section is intended to distinguish the 
single proposed priority on language and culture for this fiscal year 
from priorities in future years. Once the Research Agenda is completed 
and priority research questions are identified, the Secretary may elect 
to propose absolute, competitive, or invitational priorities from among 
the

[[Page 32711]]

priority research questions in any given year, commencing in 2002.
    Change: None
    Absolute Priority: Under 34 CFR 75.105(c)(3), the Secretary gives 
an absolute preference to applications that meet the priority in the 
next paragraph. Funding this priority will depend on the availability 
of funds and the quality of applications received. There will be only 
one grant competition addressing this priority. Therefore, each 
applicant will compete against all applicants under this competition.
    The Secretary funds only applicants that propose to expand the 
current research base for pre-kindergarten through secondary level 
education of American Indian and Alaska Native students, in both rural 
and urban settings, by addressing the following research question:
    To what extent and in what ways does incorporating native language 
and culture in educational strategies affect either academic 
achievement or social development of American Indian and Alaska Native 
students, or both? In addressing this question applicants may choose to 
address only native language or culture (or both). In addition, 
applicants may choose to address only rural or urban settings (or 
both).
    Applicants must take into account other factors that may affect 
these outcomes, such as curriculum and instruction, standards and 
assessment, school and classroom settings, educational leadership, 
teacher professional development, and family and community 
collaboration with schools.
    The research proposed in the application should--
    a. Incorporate a well-conceptualized and theoretically sound 
framework;
    b. Incorporate a rigorous design (that utilizes multiple methods 
such as qualitative and quantitative as well as innovative and creative 
approaches, as appropriate) that is capable of generating findings that 
contribute substantially to understanding in the field;
    c. Link previous research, theory, and findings to the proposed 
study;
    d. Conduct work of sufficient size, scope, and duration to produce 
generalizable results;
    e. Contribute to the advancement of knowledge; and
    f. Provide for a dissemination plan that will facilitate effective 
use of the research by educators, community members, policy makers, and 
other interested parties.

Preference for Indian Applicants

    Eligible entities for the national research program authorized 
under section 9141 of the Elementary and Secondary Education Act (20 
U.S.C. 7861) are Indian Tribes, Indian organizations, State educational 
agencies, local educational agencies, institutions of higher education, 
including Indian institutions of higher education, and other public and 
private agencies and institutions. We want to advise the public that 
the statute requires the Secretary to give a preference to Indian 
Tribes, Indian organizations, and Indian institutions of higher 
education in awarding research grants authorized under section 9141.

(Section 9153; 20 U.S.C. 7873.)

    The Secretary will award 5 extra points to applications submitted 
by the entities entitled to the statutory preference. We want to advise 
the public that a consortium application of eligible entities that 
includes an Indian Tribe, Indian organization or Indian institution of 
higher education would be considered eligible to receive the extra 5 
points.

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    Note: The official version of this document is the document 
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Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html.


(Catalog of Federal Domestic Assistance Number: 84.306N American 
Indian and Alaska Native Education Research Grant Program)

    Program Authority: 20 U.S.C. 7861 and 7873 and section 931 of 
the Educational Research, Development, Dissemination, and 
Improvement Act of 1994 (20 U.S.C. 6031).

    Dated: June 12, 2001.
Sue Betka,
Deputy Assistant Secretary, Office of Educational Research and 
Improvement.
[FR Doc. 01-15178 Filed 6-14-01; 8:45 am]
BILLING CODE 4000-01-P