ERIC Number: ED568359
Record Type: Non-Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: N/A
Early Care and Education in Tribal Communities: Research to Policy Resources
Grate, Sheree; Stephens, Samuel A.
Child Care & Early Education Research Connections
There are approximately 390,000 children age nine and under who are identified by their parents as being of American Indian or Alaska Native (AIAN) heritage alone, while more than 400,000 other children in the same age range share this heritage with that of other race and ethnic groups. The large majority--about 80 percent--of AIAN individuals live outside of tribal lands and reservations and, regardless of where they live, many have incomes below the federal poverty level. While about one-quarter of all individuals who report having some AIAN heritage have incomes below the federal poverty level, the poverty rate among children five and under is 33 percent. Following her visit to two Native American communities in August 2015, Sylvia Mathews Burwell, Secretary of the U. S. Department of Health and Human Services (HHS), wrote, "At HHS, we're committed to ensuring healthy, productive lives for families in all communities, and that is true in Indian Country as well." This commitment is exemplified in the federal government's continuing partnership with tribal governments through several programs within HHS, including the Tribal Early Learning Initiative (TELI), the National Center on Tribal Child Care Implementation and Innovation (NCTCCII), and the Tribal Maternal Infant Early Childhood Home Visiting Program (Tribal MIECHV).
Descriptors: Tribally Controlled Education, Early Childhood Education, Educational Resources, Educational Research, Educational Policy
Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: email@example.com; Web site: http://www.cceerc.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: Child Care & Early Education Research Connections; National Center for Children in Poverty; University of Michigan, Institute for Social Research; Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation