Across Tribally Controlled Schools operating under the Bureau of Indian Education (BIE), leaders face a critical challenge: how to strategically invest public dollars to produce graduates who are not only academically capable but competitively positioned for success in a rapidly evolving global economy.

Despite consistent federal and tribal investments, many schools continue to face performance challenges, including low proficiency in math and literacy, staff turnover, outdated infrastructure, and underutilized technology. These challenges, however, provide a clear roadmap for action.

This blog outlines an empirically grounded, results-driven budgeting approach designed to elevate skill development, academic rigor, and workforce readiness in BIE schools.

Step 1: Align Budgets with High-Impact Academic Priorities

Why it matters: Core academic proficiency in math, reading, and science remains the single most predictive factor for future workforce participation and earnings potential.

Action:

• Prioritize funding for STEM instruction, project-based learning, and cross-curricular literacy programs.
  
• Ensure every student has access to qualified, well-compensated core content teachers.
  
• Direct Title I and ISEP funds to close skill gaps and accelerate learning through extended-day or summer learning programs.

Evidence Suggests That Intensive academic interventions have been shown to increase long-term academic attainment and post-secondary access (Dobbie & Fryer, 2013).

Step 2: Build and Retain a High-Performing Workforce

Why it matters: Consistency and quality in instruction are the cornerstones of any effective school. Schools that attract and retain skilled educators outperform those with frequent turnover.

Action:

• Fund competitive compensation packages and retention bonuses for high-performing teachers and support staff.
  
• Support career ladders and professional development focused on instructional best practices and leadership.
  
• Invest in recruitment strategies and relocation assistance to attract top talent to rural and remote regions.

Evidence Suggests That Schools with lower turnover and strategic hiring practices achieve stronger student outcomes in core content areas (Ronfeldt, Loeb, & Wyckoff, 2013).

Step 3: Strengthen Multi-Tiered Instructional Systems

Why it matters: Successful systems identify and address learning needs early. A multi-tiered system of support (MTSS) ensures students are equipped with foundational academic and behavioral competencies.

Action:

• Fund universal screening, data platforms, and trained intervention staff to support effective healthcare delivery.
  
• Schedule dedicated intervention blocks and training for Tier 1 and Tier 2 practices.
  
• Monitor academic progress using real-time formative data tools.

Evidence Suggests That Schools implementing MTSS with fidelity report significantly higher proficiency rates and reduced dropout risk (McIntosh & Goodman, 2016).

Step 4: Modernize Digital Learning for a Global Workforce

Why it matters: Technological fluency is no longer optional. It is a prerequisite for modern career paths and higher education. Schools must prepare students to operate effectively in digital environments.

Action:

• Fund software, licenses, and tools for digital instruction aligned to academic goals.
  
• Provide staff with training on platforms such as Google Workspace, IXL, and digital assessment systems.
  
• Integrate tech fluency and keyboarding into the curriculum by grade 5.

Evidence Suggests That Structured technology integration enhances student problem-solving and critical thinking (Ertmer & Ottenbreit-Leftwich, 2020).

Step 5: Upgrade Infrastructure for Instructional Continuity

Why it matters: Instructional time lost to facilities failure or environmental barriers reduces academic opportunity. Aging buildings and limited maintenance budgets compound this challenge.

Action:

• Prioritize repair and modernization of HVAC, IT wiring, and water systems.
  
• Use carryover funds or indirect costs for portable instructional spaces and facility enhancements.
  
• Advocate at the agency and tribal level for capital funding flexibility.

Evidence Suggests That Safe, updated facilities are correlated with improved teacher retention and student outcomes (U.S. Department of Education, 2021).

Step 6: Promote Performance Transparency and Stakeholder Ownership

Why it matters: High-performing systems rely on clear metrics and strong feedback loops. When stakeholders—families, educators, and boards—have access to real-time performance data, they can co-drive improvement.

Action:

• Fund training for data systems and implement school wide performance dashboards.
  
• Publish annual performance and spending summaries with clearly stated goals.
  
• Utilize staff and student data to assess program effectiveness and optimize spending.

Evidence Suggests That Transparent, data-literate leadership increases accountability and drives measurable gains (Marsh, 2019).

Conclusion: Building Future-Ready Schools

BIE Tribally Controlled Schools have the opportunity—and the imperative—to align budgets with competitive outcomes. With strategic investments in academic infrastructure, digital fluency, instructional systems, and staff quality, these schools can equip students not only to succeed but to lead.

By focusing on performance, proficiency, and preparation, these institutions can deliver measurable value and lasting impact to their communities and the nation.

References

Dobbie, W., & Fryer, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28–60.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2020). Teacher technology change: Revisited. Educational Technology Research and Development, 68, 499–523.

Marsh, J. A. (2019). Improving instruction through data-driven decision making. Educational Leadership, 76(5), 58–62.

McIntosh, K., & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. Guilford Press.

Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.

U.S. Department of Education. (2021). The Condition of Education 2021 (NCES 2021-144). National Center for Education Statistics.