State and local policymakers

Resource: NCFY

This website provides articles highlighting resources on research, program strategies, federal news, and funding opportunities.

American Indian and Alaska Native (AI/AN) Youth

According to the U.S. Census Bureau, in 2010, there were roughly 5.2 million American Indians and Alaska Natives (AI/AN) living in the U.S., representing approximately 1.7 percent of the total U.S. population.1 This represents an 18 percent increase since the last decennial census. Of this group, more than 2.1 million American Indians and Alaska Natives are under the age of 24.2 This is approximately 42 percent of the total AI/AN population.

  • Nearly half of AI/ANs live on reservations or designated tribal lands in the western states, with the largest populations in Arizona, California, Oklahoma, and New Mexico,3 and 60 percent live in urban communities.
  • The states with the largest proportion of AI/ANs include Alaska with nearly 15 percent of the state population,4 California with 14 percent, and Oklahoma with nearly 10 percent.5

There are 573 federally-recognized tribes in 35 states in the United States.6 Each tribe is distinct, with its own form of self-governance, culture, traditions, language, and community infrastructure. In the state of Alaska there are 229 federally-recognized tribes.7

Sovereignty is a legal word for the authority to self-govern and to protect and foster the health, safety, and welfare of AI/AN peoples within tribal territory. Essentially, tribal sovereignty refers to tribes’ inherent rights to manage their own affairs and to exist as nations. Currently, the 573 sovereign tribal nations (variously called tribes, nations, bands, pueblos, communities, and Native villages) have a political government-to-government relationship with the U.S. government.

Tribal governments exercise jurisdiction over 100 million acres of land, that would make Indian Country the fourth largest state in the nation.8 Tribal governments are an important and unique member of the American family of governments, which includes tribal governments, the U.S. federal government, and the U.S. states. The U.S. Constitution recognizes that tribal nations are sovereign governments.

As members of tribes, AI/AN people have both an ethnic and political status. As governments, tribes exercise substantial governing powers within their territory, including regulating research. Similar to federal and state governments, tribes have sovereign power over their lands, citizens, and related affairs.

As a result of the government-to-government relationship between tribes and the federal government, the federal government is obligated by a responsibility relationship to protect tribal resources. Federal policies are designed to further the trust relationship including offering certain social services such as education and health, and support for tribal services provision. Previous federal policies of forced removal of AI/AN tribes from their traditional homelands, and forced assimilation of AI/AN people into mainstream America have exacerbated some of the social service needs of AI/AN youth.

Although tribes and their governments vary widely, to be a member of a tribe means to share a common bond that may include ancestry, kinship, language, culture, ceremonies, and political authority with other members. AI/AN tribes are working diligently to reverse the negative impacts of poverty, historical and intergenerational trauma, health, education, and justice disparities to ensure the future, health, and well-being of their members.

Resources

Native American Youth 101: Information on the Historical Context and Current Status of Indian Country and Native American Youth (PDF, 10 pages)
This resource provides information on the historical context and current status of Indian country and Native American youth.

The Center for Native American Youth
The Center for Native American Youth was developed to improve the health, safety, and overall well-being of Native American youth through communication, policy development, and advocacy.

The National Congress of American Indians
The National Congress of American Indians provides several channels to support Native youth, including the NCAI Youth Commission, the National Native Youth Cabinet, NDN Spark, and internships and fellowships. In 2011 and 2012 NCAI collaborated with the Department of Justice to host the National Indian Youth Summit.

References

1 American Indian and Alaska Native Tribes in the United States and Puerto Rico: 2010, 2011
2 Native American Youth 101, n.d.
3 Status and Trends in the Education of American Indians and Alaska Natives: 2008
4 U.S. Census Bureau, 2015, race counted as ‘Native American and Alaska Native alone’
5 U.S. Census Bureau, 2012, race counted as ‘Native American and Alaska Native alone or in combination’
6 Bureau of Indian Affairs, 2014
7 U.S. Department of the Interior, Indian Affairs, 2016
8 National Congress of American Indians, n.d.

The Crisis of Connection for Adolescent Boys: A TAG Talk

The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and New York University Professor of Developmental Psychology Niobe Way developed a video and two discussion guides about the crisis of connection, its impact on the health and well-being of adolescent boys, and the implications for their work with teens.

Reports: Teen Pregnancy Prevention Program Evaluation Findings (FY 2010-2014)

These reports illustrate the findings of 41 rigorous evaluations conducted through the OAH Teen Pregnancy Prevention (TPP) Program.

HHS and DOJ host listening session with youth who have an incarcerated parent

The effects of incarceration are felt far beyond prison walls: children, families, and communities also experience the consequences of incarceration.

P3 Round 2 Bidders Conference

On May 9, 2016, representatives from Federal agencies presented details of the Notice Inviting Applications (NIA) for the second round (FY 2015) of Performance Partnership Pilots for Disconnected Youth (P3), including application requirements and selection criteria for potential applicants.

Watch the webinar recording:

Download the presentation slides (PDF, 71 pages).

Download the transcript (PDF, 20 pages).

Please note: Since this presentation is pre-recorded, there was not a live Q&A session; however, you can still submit questions. While registering for the webinar, you were able to submit questions about P3 or the current Notice Inviting Applications. We have used these queries to develop and post responses to the frequently asked questions (FAQs) page. If you have remaining questions after viewing the webinar recording, you are encouraged to email disconnectedyouth@ed.gov, so that we can provide answers, as appropriate. Additional information may be made available at a subsequent date, depending on the questions received. You will be able to find any new information on http://youth.gov/P3.

Financial Capability & Literacy

Financial capability and literacy is “the capacity, based on knowledge, skills, and access, to manage financial resources effectively.”1 This set of skills can help youth achieve financial well-being, which happens when they can fully meet current and ongoing financial obligations, feel secure in their financial future, and are capable of making decisions that allow them to enjoy life.2 Financial education is how youth can learn these skills through a variety of resources and programming.

Today’s youth face a financial marketplace that is more complex than the one faced by previous generations. A recent study found that millennials have greater financial concerns than older generations:

  • 55 percent of millennials with student debt worry that they will not be able to pay off their debt, and
  • almost 50 percent are concerned that they have too much debt in general (i.e., credit cards).3

Financial capability is knowing how to spend wisely, manage credit, and plan for the future. Financial capability is an effective way to help youth, no matter their circumstances, avoid common financial vulnerabilities and build economic stability.4 Youth should be educated about finances early in life and at pivotal points in their development and financial lives.5 Having a higher financial literacy early in life is associated with:

  • less credit card debt,
  • higher savings rates,
  • and fewer personal bankruptcies.6

As they approach high school graduation, students and their caregivers will make important decisions about whether to pursue higher education and if so, how to face the reality of paying for it. Additionally, youth who do not attend college or trade school directly after high school will more quickly face financial responsibilities as adults.7 These early choices can have a long-lasting impact on their financial well-being.

Resources

Brochures and Fact Sheets from the Consumer Financial Protection Bureau (CFPB)
This website provides a list of the CFPB’s brochures, bookmarks, fact sheets, fliers, worksheets, and posters that can be downloaded or ordered in bulk. Many of these publications are available in multiple languages.

Consumer.gov
This website can help youth manage their money, understand credit, identify scams, and prevent theft.

Money Smart for Young People
The Federal Deposit Insurance Corporation (FDIC) offers Money Smart, a financial education curriculum designed to teach basic financial topics to people with low- and moderate-levels of income. Tools are available for different age groups and in nine languages.

MyMoney.gov
This website contains financial education resources for young people, caregivers, and educators. It is organized around the My Money Five principles: spend, earn, save and invest, protect, and borrow.

Quick Tips for Managing Your Money (from the FDIC)
This web page provides strategies and practical guidance to help young adults and teenagers with borrowing, saving, banking, and avoiding scams.

References

1 U.S. Department of the Treasury, 2010
2 Consumer Financial Protection Bureau, 2015
3 Mottola, 2014; millennials are born between 1978 and 1994
4 Consumer Protection Financial Bureau & U.S. Department of Health and Human Services, Administration for Children and Families, 2014
5 Center for Financial Security, 2012
6 Bernheim, Garrett, & Maki, 2001
7 McCormick, 2009

New Brief Highlights the Needs of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth in Child Welfare Settings

A recent brief from the Permanency Innovations Initiative highlights how research is helping us to better understand the needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth in child welfare settings. The brief presents findings from qualitative interviews conducted with youth participating in the Recognize, Intervene,

Toolkit: English Learner

The English Learner (EL) Toolkit helps state and local education agencies help ELs by fulfilling their obligations under state law. The Toolkit has 10 chapters, one for each section of the Dear Colleague Letter that outlines these obligations, and contains an overview, sample tools, and resources.

Tip Sheet: Federal Resources and Initiatives for Youth Who Are Neglected, Delinquent, or At Risk

NDTAC released this tip sheet providing an overview of relevant federal offices and programs, as well as data sources, that can be used to support state- and local-level decision-making and planning efforts of programs for youth who are neglected or delinquent. It also offers key questions that program administrators and practitioners can use to dig deeper into federal datasets and initiatives.