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The purpose of this paper is to examine the current status of, and provide guidance for future direction in, the implementation of Indian Education for All, a multicultural education initiative, into Montana's statewide education system.

The paper reports on and analyzes the historical foundation, current status, and practical implications of Montana's Indian Education for All initiative. The abbreviated case study utilizes a combination of focus group and individual qualitative interviews of educational leaders representing the Montana state education agency, Montana K‐12 school administration, and the Montana University and Tribal College systems.

Montana educational leaders have made dramatic progress implementing Indian education into Montana's K‐12 schools and university systems. The process is complex on many levels; including political, cultural, organizational, emotional, and financial issues. Many challenges remain before statewide systemic change occurs.

The study's findings have implications for world cultures and educational systems regarding the creation, organization, and implementation of a multiculturally literate and responsive education system.

The article provides original data regarding the varying degrees of challenge and success experienced by educational leaders in their implementation of multicultural education, with special emphasis on indigenous populations.

There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.

In pursuit of achieving Education‐For‐All goals of universal primary education and improving quality of education, the Indian Government has been providing substantial resources to Indian states. The responsibility of providing access and quality remains the states' responsibility. Assessment of educational development will therefore become a focal point of the Center for Education Policy & Guidelines Formulation. While educational development indices help in ranking states, they do not help in capturing best practices and assessing the efficient utilization of resources. Assessment of the Educational Development Efficiency can augment educational development indices in vogue. The purpose of this paper is to develop an Educational Development Efficiency (EDE) model to benchmark the Indian states.

This paper uses an input‐process‐output conceptual framework to identify the dimensions of educational development. This paper employs Data Envelopment Analysis (DEA) to compare relative efficiency of 28 states and seven Union territories in India and benchmark them. In order to strengthen the discriminatory power of DEA, cross‐efficiency model was used. Factor analysis was performed to determine the inter‐relationships between variables. The efficiency impacting variables were identified using multiple regression analysis.

This paper benchmarked Indian states on educational development based on their performance. Gross enrolment ratio, students' academic performance and infrastructural investments were identified as the three key variables impacting states' EDE. This paper has shown that the educational administrators can use the EDE model to identify the best practices from efficient states. Insights into utilization of input resources to enhance educational development and consequent improvement of state efficiencies are presented. Four components have been identified to analyze the states' educational development progress – namely, financial adequacy, school resource strength, educational quality and educational access.

Contributions of this paper pertain to evolving a decision support model for national education policy planners, besides providing analytic support to the administrators of the states to benchmark and emulate the efficient educational programs.

This paper is one of the few published studies concerning the evaluation of educational development programs launched in the Indian schools and providing a cross‐comparison of the Indian states for the purposes of performance benchmarking as well as exploring the influencing factors.

Purpose: Although the transnational mobility of youth is prevalent across the globe, the policies and strategies used by developing countries to promote youths’ transnational mobility remains unclear. This chapter aims to discuss a few emerging trends and concerns related to youth transnational mobility and human capital accumulation. It focuses on the specific case of youth transnational migration from India. As such, this chapter considers the factors that have led to the construction of aspirations for transnational migration among Indian youth.

Study approach: In this chapter, we examine youth transnational mobility by synthesising the major literature available in the area of globalisation and transnational migration in the developing countries context. The study also incorporates the policy debates and secondary data evidence in these domains to substantiate the arguments.

Findings: Mainly focussing on the internal state of affairs of India, this work highlights three critical issues (a) new norms and practices of human capital accumulation within India’s knowledge economy; (b) understanding state and formal-informal ‘commoditised’ market dynamics in the changing aspirations for global human capital formation, specifically through transnational migration; and (c) examining the upshots of youth transnational mobility in terms of the production of relatively new forms of caste and class inequalities within Indian society.

Originality: This conceptual piece of work is an initial foray to unpack the complexities of Indian youths’ migration for specialised forms of human capital accumulation in a global landscape. The study motivates future policy-oriented interdisciplinary research on education and transnational mobility, specifically in empirical research projects.

The Kathryn M. Buder Center for American Indian Studies is a premier graduate degree scholarship program in social work committed to the education of American Indian/Alaska Native (AI/AN) MSW students. The Buder Center has made many contributions over the years and continues to grow in exciting and innovative directions. This chapter considers the factors influencing AI/AN students in higher education; discusses the challenges and barriers faced by AI/AN students; and describes the founding of the Buder Center, its programs, and services. The chapter concludes by presenting recommended approaches for recruiting and retaining AI/AN students in higher education.

Indian immigrants in the United States and other wealthy countries are successful in entrepreneurship. Using Census data from the three largest developed countries receiving Indian immigrants in the world – the United States, the United Kingdom, and Canada – we examine the performance of Indian entrepreneurs and explanations for their success. We find that business income of Indian entrepreneurs in the United States is substantially higher than the national average and is higher than for any other immigrant group. Approximately half of the average difference in income between Indian entrepreneurs and the national average is explained by their high levels of education while industry differences explain an additional 10 percent. In Canada, Indian entrepreneurs have average earnings slightly below the national average but are more likely to hire employees, as are their counterparts in the United States and the United Kingdom. The Indian educational advantage is smaller in Canada and the United Kingdom, contributing less to their entrepreneurial success.