The U.S. Bureau of Indian Education (BIE), the federal agency responsible for overseeing dozens of schools serving Native American students, has reported a historic rise in on-time high school graduation rates. This progress reflects a combination of improved data collection methods and innovative local educational strategies aimed at supporting Native youth. However, concerns persist among tribal leaders and educators about whether recent federal policy changes and budgetary constraints might threaten these gains.
Gerald Dillon, an 18-year-old recent graduate from Chief Leschi Schools on the Puyallup Reservation in Washington, exemplifies the positive impact of career-focused education initiatives at BIE schools. During his senior year, Dillon shifted much of his academic coursework to career training, working as a teaching assistant in a second-grade classroom. This hands-on experience gave him renewed motivation to attend school and engage with his education. "It motivates me. I like making connections with the kids, I like helping them," Dillon said. His grades improved after enrolling in career training courses, and he graduated in June 2025. He is now considering pursuing a college degree in teaching.
Administrators at Chief Leschi Schools attribute such success to a deliberate shift toward technical training and career readiness that better aligns with many students' goals. Don Brummett, the school superintendent, explained that the previous emphasis on college preparation overlooked students interested in entering the workforce directly after high school. "We devalued the trades. That was a mistake," Brummett acknowledged. Since launching a career and technical curriculum in 2020, supported by funding from the Puyallup Tribal Council, the school has offered programs in health sciences, education, and fisheries management. These efforts have helped students like Dillon stay engaged and graduate on time. Between 2019 and 2025, Chief Leschi Schools' four-year graduation rates rose dramatically from 53% to 87%.
This success story mirrors broader improvements across the BIE system, which serves more than 40,000 students in 183 primary and secondary schools nationwide. In 2015, just over half of high school students at BIE schools graduated within four years. By 2025, that rate climbed to a record 79%. However, BIE officials emphasize that this surge partially results from more accurate and standardized data collection practices introduced starting in 2018. Previously, inconsistent methods often misclassified students who transferred schools as dropouts, artificially lowering reported graduation rates.
Carmelia Becenti, the agency's chief academic officer, described the process of establishing a consistent accountability framework for all BIE schools. "We had to come to a consensus and set an accountability framework for our schools," she said. An Associated Press analysis found that since implementing the new reporting standards, graduation rates across the system have increased by 55%, with nearly half of secondary schools reporting growth of 100% or more. While data corrections account for some of the improvement, educators also point to local innovations that have helped retain students and keep them on track to graduate.
Only about one-third of BIE schools are directly operated by the agency; the rest are managed by tribal governments but receive federal funding. Tribal-run schools have been at the forefront of tailoring education programs to student needs. For example, Choctaw Central High School in Mississippi, operated by the Mississippi Band of Choctaw Indians, reported a rise in graduation rates from approximately 70% to 93% between 2019 and 2025. Principal Alaric Keams credited a COVID-era experiment with virtual learning for helping students who have work or family responsibilities remain enrolled and earn diplomas. The school continues to offer a virtual learning option for all high school students, providing flexibility to accommodate diverse circumstances.
Despite these successes, not all BIE schools have the resources or capacity to implement such programs. Peter Lengkeek, chairman of the Crow Creek Sioux Tribe in South Dakota, described his community's BIE-operated high school as chronically understaffed and struggling with severe maintenance issues, including a gym with sinking walls and a rodent infestation. The school's four-year graduation rate has remained below 60% in recent years. "If we were able to, we would step in and try to remedy a lot of these things," Lengkeek said. "We have to rely on the government to fulfill its treaty promise."
Tribal leaders and educators worry that federal policy changes could jeopardize the progress made in BIE schools. Since 2025, the Department of Education has begun transferring oversight of dozens of programs serving Native students to the BIE. Many tribal representatives voiced strong opposition during a February 2026 consultation session in Washington, D.C., arguing that the transition might overwhelm BIE's already stretched staff. Several accused the Department of Education of failing to consult tribes adequately before making these decisions. Herschel Gorham, lieutenant governor of the Cheyenne and Arapaho Tribes, said, "The ink was dry on the agreements before the tribes were ever notified. That should never, ever happen."
Further complicating the situation, the Trump administration's efforts to reshape the BIE have included attempts to dismantle the federal Department of Education and promote a school choice model for Native students. These initiatives faced backlash from tribal communities and were scaled back but caused delays and disruptions. Jason Dropik, executive director of the National Indian Education Association, noted that such abrupt changes without tribal consultation can have unintended negative consequences for students.
Moreover, budget cuts under the Department of the Interior's Office of the Secretary (DOGE) have led to the loss of experienced staff and raised concerns about the agency's capacity to support struggling schools. Tribal leaders emphasize the need for stable funding, improved infrastructure, and consistent federal support to ensure that Native students receive a quality education. Lengkeek warned against allowing political upheaval to distract from the urgent needs of schools like his community's: "This system holds the future of our nations in its hands. We need stability. We need increased funding. We need infrastructure."
In summary, the BIE's record-high graduation rates represent meaningful progress for Native American education, driven by both improved data accuracy and innovative local programs that align with students' aspirations. Career and technical education, flexible learning options, and tribal management have contributed to helping more students stay in school and earn diplomas. However, the future of this progress remains uncertain amid federal restructuring, funding challenges, and concerns about insufficient tribal consultation. Tribal leaders call for sustained investment and collaboration to build on recent gains and fulfill the government's treaty obligations to Native communities.
This report was produced through the Global Indigenous Reporting Network at The Associated Press.