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ERIC Number: ED385412
Record Type: Non-Journal
Publication Date: 1995
Pages: 140
Abstractor: N/A
Reference Count: N/A
Evaluation of the Indian Education Technical Assistance Centers.
Panton, Karen L. M.; And Others
Six Indian Education Technical Assistance Centers (IETACs) provide technical assistance to American Indian and Alaska Native education programs funded by Title V grants from the Office of Indian Education (OIE). This study examines the services provided by the IETACs and identifies factors that influence their effectiveness. Data were collected through: a review of reports, training materials, and other IETAC-related documents; a literature review; telephone interviews; site visits; interviews with OIE personnel; and a mail survey of more than 700 IETAC service recipients and potential service recipients around the country. Most service recipients of the IETACs find them accessible. responsive, and capable of meeting stated needs and requests. However, while the IETACs are meeting the expectations associated with their role, their role is rather limited in scope. Findings of this evaluation indicate that (1) there is little or no opportunity for sustained, long-term assistance; (2) the help that is requested, and therefore provided, is often geared toward addressing managerial and administrative concerns such as completing the grant application rather than the substance of educational programs; (3) the IETACs often assist individuals and projects in isolation from regular school programs; and (4) the current relationship between OIE and the IETACs does not include the mutual exchange of ideas and information that could lead to improvements in American Indian education. Sixteen approaches for improving U.S. Department of Education (ED) sponsored technical assistance are offered in the categories of roles and responsibilities, internal operations, relationships of IETACs with ED and OIE, and reorganization of technical assistance. Many of the suggestions are also relevant to ED-sponsored technical assistance providers for programs that serve other groups of students, including limited-English-proficient and migrant students. (TD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Office of the Under Secretary.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.