Activities of the Council
Technical Assistance
“The Education Council shall use funds made available through a grant under subsection (a) to (1) provide technical assistance to Native Hawaiian organizations that are grantees or potential grantees under this part; (2) obtain from such grantees information and data regarding grant awarded under this part; […] (5) assess and evaluate the individual and aggregate impact achieved by grantees under this part in improving Native Hawaiian educational performance and meeting the goals of this part…”
—Sec. 6204(d) of the Native Hawaiian Education Act
Impact Assessment and Learning Study of the 2020 NHEP Grant Awards – Year 2
In the year 2023, the Native Hawaiian Education Council (NHEC) continued its collaboration with the American Institutes for Research (AIR) to conduct an in-depth study of the 2020 cohort of Native Hawaiian Education Program (NHEP) grantees. This three-year initiative aims to assess data collected by the grantees and provide technical assistance for improving coordination and collaboration between the NHEP, the Hawai‘i State Department of Education (HIDOE), and the grantees. This report summarizes the activities undertaken during the second year of the study, from September 2022 to August 2023, and outlines the plans for Year 3 (2023-2024).
Summary of Year 2 Activities
Phase 1: Project Planning, Communication, and Management
During Year 2, AIR, NHEC staff and project standing committee members engaged monthly in progress meetings to refine data collection and analysis plans. The collaboration focused on technical assistance, data visualization dashboards, grantee engagement events, and grantee case study design. Monthly status reports were submitted through August 2023.
Phase 2: Data Collection and Management
AIR and NHEC co-designed and co-facilitated all-grantee meetings in September 2022 and April 2023. The April event aimed to share insights on submitting Annual Performance Reports (APRs) and prepare for future submissions. Efforts to engage specific Native Hawaiian communities were challenging; therefore, the community engagement approach was revised to focus on case study grants, including grants to Ke Kula ‘O Nāwahiokalani‘opu‘u Iki, ‘Aha Pūnana Leo, Inc., and University of Hawai‘i – Hilo. Data collection included the review of grant award notices (GANs), APRs, and additional outcome indicators, such as K-12 student assessment data.
Phase 3: Technical Assistance and Evaluative Analysis
AIR worked with NHEC needs and insights in developing data visualization dashboards using Microsoft PowerBI, gathering feedback from NHEC, as a primary user for the database, for audit and revisions. Initial findings were shared with grantees during the September 2022 engagement event. The assistance provided valuable insights into data interpretation.
Phase 4: Impact, Assessment, and Learning Report
The draft and final reports for this phase are due in June and July 2024, respectively.
Phase 5: Presentation and Dissemination
AIR plans to submit conference proposals by the end of the contract, seeking input from the NHEC on appropriate venues. A briefing on Year 2 activities was provided to the full Council in August 2023.
Overview of Year 3 Project Activities
Phase 1: Project Planning, Communication, and Management
In Year 3, AIR will revise the NHEP logic model based on input from the NHEC, grantees, and communities. The focus will be on describing program activities and outputs and finalizing long-term outcomes. Monthly progress meetings will continue, with monthly status reports submitted through July 2024.
Phase 2: Data Collection and Management
AIR will continue to work collaboratively with NHEC in co-designing and co-facilitating an all-grantee meeting in Spring 2024, focusing on case studies related to Hawaiian Language Medium of Instruction. Community engagement will be led by Jackie Ng-Osorio, gathering qualitative data from participants’ experiences in the programs. Measurement of outputs and outcomes will continue, including additional outcome indicators.
Phase 3: Technical Assistance and Evaluative Analysis
A revised data dashboard will be delivered in January 2024. AIR will collect guidance from the NHEC on data display. Case study data will be analyzed qualitatively, and periodic analysis memos will be shared.
Phase 4: Impact, Assessment, and Learning Report
Draft and final reports are scheduled for June and July 2024.
Phase 5: Presentation and Dissemination
AIR plans to identify conferences and events in collaboration with the NHEC to present findings and engage with experts in Indigenous education. The Year 3 briefing to the full Council is expected by July 2024.
Impact Assessment and Learning Study–Case Study of Hawaiian Language Medium Instruction Programs
In pursuit of its technical assistance statutory mandates, the Native Hawaiian Education Council (NHEC) engaged in a comprehensive analysis of grantee programs with a special focus on Hawaiian language medium instruction (HLMI). The Council has a long-standing position on Hawaiian language as a medium of instruction and culture-based education for priority recommendations to the U.S. Department of Education as evidenced in the follow annual reports:
- FY20 and FY21 Annual Report Priority Recommendations for funding of Native Hawaiian Education to assert Hawaiian language-medium instruction and culture-based education programs, frameworks, and values as principal in addressing equity, resiliency, and social-emotional well-being for increased Native Hawaiian learner outcomes and closing achievement gaps; and
- FY18 and FY19 Annual Report Priority Recommendations 1D(iii)-Integrate Priority Strategies/Services in strengthening Hawaiian immersion schools with family, parent, community programs; and 3C-Leverage Hawaiian Culture-Based Education Values, Guidelines, Methodologies and Frameworks; and
- FY17 Annual Report Advocacy report and recommendations under State-level in supporting SB848 regarding development and funding of Hawaiian language instruction implementation plan throughout the University of Hawai‘i (UH) System and Hawaiian medium education coursework pilot project.
The analysis was carried out by the American Institutes of Research (AIR) team, which diligently examined documents from 17 grants, constituting 71% of the 2020 grantee cohort. These grants were specifically geared towards addressing the use of Native Hawaiian Language in Instruction, and were categorized into four distinct groups:
Hawaiian Language Medium Programs
These grants centered their efforts on the use of the Hawaiian language as a medium of instruction.
Hawaiian Language as a Subject
Programs in this category primarily taught the Hawaiian language as a subject and assessed its outcomes.
Reference to Hawaiian Language and Culture
These grants incorporated elements of Hawaiian language and culture to some extent, although they did not measure Hawaiian language outcomes.
Lack of Evidence of Hawaiian Language Instruction
Grants in this category lacked clear evidence of any Hawaiian language instruction.
Case Study
Of the four distinct groups, Group 1 was selected for the case study focus and only contained three NHEP 2020 grantee programs. AIR embarked on an initiative to conduct in-depth interviews and engagment with the three programs for the case study. The study is designed to directly capture insights from program participants regarding the impact and implementation of the grantee programs. Multiple data sources are being utilized to narrate the journey of these programs, exploring their origins, operational aspects, the challenges encountered, and the valuable lessons learned during implementation.
The central focus of the case study is Hawaiian Language Medium of Instruction (HLMI), aligning with the core purpose of the Native Hawaiian Education Act, which places ‘Ōlelo Hawai‘i at its heart. By concentrating on grants that employ HLMI, the Council endeavors to gain a profound understanding of these grantees’ experiences in designing and implementing their programs, as well as the experiences of the participants (or their guardians) and the impact on their communities. This approach will unearth critical insights and lessons that can inform the design and implementation of high-quality HLMI programs for future grantees.
The initial phase of the case study process involved a meticulous review of the grant applications and annual reports of the 2020 NHEP grants. From this review, three grants stood out as having a strong focus on HLMI. AIR subsequently conducted interviews with the project managers of these grants, aiming to delve into their goals, activities, challenges, lessons learned, and the identification of participants and other key community members and/or participants who might be interviewed for additional insights. The preliminary analysis of these interviews revealed several common themes across the three grants, including the challenges in finding qualified teachers fluent in the Hawaiian language and the limited number of HLMI schools that participants can transition to within their communities upon completion of these grant programs.
The forthcoming steps in this endeavor involve outreach to participants of the case study programs and other key informants, to secure their involvement in in-depth case study interviews. Further activities will include follow-up interviews with case study project directors and other key informants, as well as in-person visits to observe program events and activities.
Community Consultations
“The Education Council shall use funds made available through the grant under subsection (a) to hold not less than 1 community consultation each year on the islands of Hawaii, Maui, Molokai, Lanai, Oahu, and Kauai, at which […](2) the Education Council shall gather community input regarding […](B) priorities and needs of Native Hawaiians; and (C) other Native Hawaiian education issues; and (3) the Education Council shall report to the community on the outcomes of the activities supported by grants awarded under this part.”
—Sec. 6204(e) of the Native Hawaiian Education Act
FY23 Community Consultation Overview
The 2023 community consultation process served as a dynamic platform that united a diverse array of voices, symbolizing Kula Kaiapuni (Hawaiian language immersion schools) and their affiliated school communities throughout the state of Hawai‘i. The consultations took place against the backdrop of the enduring COVID-19 pandemic. The decision to focus the 2023 consultations on Kaiapuni schools stemmed from recommendations originating in previous Education Council annual reports and the findings of a portfolio analysis conducted on the Native Hawaiian Education Program (NHEP), with a specific emphasis on its grant funding distribution. This year, six community consultations were conducted, encompassing Kaiapuni schools and school community-based programs across pae‘āina, spanning Hawai‘i, Kaua‘i, Maui, Moloka‘i, Lāna‘i, and O‘ahu.
As the pandemic continued to evolve, students, teachers, school staff, and families persevered in their efforts to mitigate the educational challenges arising from pandemic-related school closures and remote learning. Insights shared by participants in the community consultations underscored the ongoing impact on overall well-being, particularly in terms of mental and emotional health, affecting not only students but also their families, teachers, school staff, and the broader community. Participants emphasized the urgent need for access to ‘āina (land) and opportunities to establish pilina (connections, relationships) with ‘āina to facilitate healing.
While the stories presented many instances of Kaiapuni schools successfully navigating the ever-shifting landscape of the Native Hawaiian education system, it was unanimous that there is an enduring requirement for increased financial support and resourcing for their endeavors.
Participants strongly affirmed that ‘ike Hawai‘i (Hawaiian values and culture) and ‘ike ‘āina (knowledge of the land) are integral to intergenerational learning and the flourishing of the lāhui (Hawaiian community). Consequently, there is a pressing need to further nurture and consolidate the cultural connections between students, families, schools, and ‘āina.
Community Consultation Design
The 2023 consultation process was meticulously tailored to concentrate on Kula Kaiapuni and their respective school communities. This decision was informed by prior annual reports’ recommendations and the 2021 portfolio analysis of the Native Hawaiian Education Program (NHEP), which pinpointed Kula Kaiapuni as a category that necessitated explicit consideration in the NHEP granting process. The objectives for the 2023 process were rooted in the core principles of the Native Hawaiian Education Act and guided the direction of the consultation process:
- Making data relevant: Developing new and more pertinent approaches for presenting, interpreting, and communicating data that resonate with and amplify the voice of the community.
- Ground-truth insights: Provoking deeper engagement opportunities to inspire community members to assemble and deliberate over data regarding Native Hawaiian education through their unique experiences and perspectives.
- Benefiting the community and the Council: Uncovering novel and superior methods for gathering and analyzing data with Native Hawaiian communities to enhance their ability to employ data for their social and civic needs while also enriching ongoing dialogue with The Council and grantee programs to address community strengths and challenges.
The design of the consultation process encompassed several key components, including the formulation of concise and accessible guiding questions, a comprehensive community engagement and recruitment plan, a communication strategy to keep the community informed and engaged throughout the process, and the development of various materials to facilitate engagement. To accommodate the busy schedules of school community members and provide opportunities for participation across different days, times, and platforms, a four-month consultation schedule was devised. The recruitment strategy primarily revolved around cultivating existing relationships, capitalizing on school events, meetings with various stakeholders, and creating opportunities for engagement in new school community meetings.
Methodology
As delineated in Table 1, a total of six consultations were scheduled from April 12 to May 31, 2023. Four virtual consultations were hosted, while facilitators were able to host two consultations in-person at the request of the school community. Originally, all consultations were intended to be conducted in-person. However, at the recommendation of school community members, virtual meetings were suggested to enhance participation.
Community Consultation Questions
The following questions formed the cornerstone of our community consultation process:
- Based on the 2022 priorities, what elements remain relevant?
- What aspects require better representation?
- What is no longer a priority?
- What priorities are currently absent or not yet represented?
External Challenges
Facilitators encountered challenges related to connecting with participants on Lāna’i, despite multiple attempts to engage schools directly and indirectly. Consequently, the mo‘olelo (stories) recounted in this report may represent only individuals who responded to the call for participation but do not work within the school or Hawaiian immersion program. This omission is significant as it means that representatives from the Hawaiian immersion program on Lāna‘i are notably absent from the conversation. For future efforts, The Education Council will continue to seek, establish, and maintain stronger relationships with the schools and Hawaiian immersion program staff and flexible engagement strategies for future consultations.
Discussion and Reflections
Participants shared that, although all priorities from 2022 remain relevant, they are not adequately addressed. Moreover, participants emphasized the interconnectedness of each priority, highlighting that resources allocated to one priority can unlock resources for others. Nevertheless, participants described conditions where they have received limited support in recruiting qualified candidates for Hawaiian language medium instruction. Additionally, Kula Kaiapuni described the challenges of retaining kumu (teachers) due to competition in the labor market and the scarcity of resources available within the community to retain these educators. Consequently, participants have had to rely heavily on existing staff lines, mākua (parents), and the broader school community to fill the gaps where qualified teachers are lacking.
In their efforts to create and maintain a successful school environment, Kula Kaiapuni have worked in collaboration with ‘āina-based programs that are deeply rooted within the community. Participants expressed the need for a closer bridge connecting schools and ‘āina-based programs, functioning as an intermediary. This connection would help cultivate kuleana (responsibility) for ‘āina within the broader community and expand the collective of ‘āina-based practitioners.
Moreover, participants aspire to exercise ea (sovereignty) and self-determination in determining the metrics, evaluation approaches, measures, and data collection practices by which student learners are assessed. They emphasized the importance of having Kula-specific standards that are relevant to the place, curriculum, and approach, in addition to broader standards.
Furthermore, participants conveyed the challenge of validating their evaluation approaches, curriculum, and instruction to overseeing institutions and funders. They proposed attending professional development rooted in Hawaiian ways of being initially, which would subsequently enable schools to adapt it to their specific context. Participants also expressed a need to review the requirements for NHEP grant reviewers and offer technical assistance to potential reviewers from Kula Kaiapuni communities. The consensus was that this would be particularly impactful if provided through learning cohorts across Kula Kaiapuni.
In conclusion, a range of structural issues is obstructing the growth and success of Kula Kaiapuni. However, despite limited support, language and culture-based programming, ʻāina education, and social-emotional well-being remain pivotal priorities for schools. Beyond advocacy, NHEC can support Kula Kaiapuni by providing technical assistance to access NHEP funds and by facilitating the process of becoming an NHEP reviewer. This support would be especially meaningful if delivered via learning cohorts involving Kula Kaiapuni.
The strengths of the methodology design for this year’s consultations encompassed working with an affinity group, Kula Kaiapuni. The explicit selection of Kula Kaiapuni for the 2023 consultations allowed for a targeted understanding of current conditions within the Hawaiian Immersion School experience. Another notable strength was the introduction of a new framework, community dialogues, for gathering feedback. This approach, while focusing on an affinity group, facilitated the inclusion of an expanded base of constituencies and voices, including youth and grassroots leaders, particularly at the event on Hawai‘i Island. Participants at this event were connec–ted to the hosting school but represented diverse identities. This setting also enabled rapid capture of feedback and distilled priorities in Native Hawaiian education, encompassing a broader audience than other sessions.
Areas for improvement in future years include conducting more than one consultation on each island, as there are numerous Kula Kaiapuni throughout Hawai‘i, each with unique needs and stories that may not be fully captured in this year’s consultations. Furthermore, more relationship-building is required for Lāna‘i to ensure comprehensive collection of mana‘o (insights) on Native Hawaiian education priorities on the island.
Participants also advocated for reviewers who are ma‘a (proficient) with Kula Kaiapuni. Suggestions included providing technical assistance to become a reviewer alongside the process of becoming a grantee. The consensus was that this assistance should be offered collectively within a cohort.
Coordination Activities
“The Education Council shall use funds made available through a grant under subsection (a) to carry out each of the following activities: (1) Providing advice about the coordination of, and serving as a clearinghouse for, the educational and related services and programs available to Native Hawaiians, including the programs assisted under this part”
—Sec. 6204(c) of the Native Hawaiian Education Act
Overview
Since 2021, the Education Council has been poised to initiate an in-depth Impact, Assessment, and Learning (IAL) study focusing on the Native Hawaiian Education Program (NHEP) 2021 grantees. Parallel to the IAL Study conducted for the NHEP 2020 grantees, this comprehensive study was designed to longitudinally monitor the progress of the 2021 grantees throughout their three-year funding period. The salience of this study is underscored by both the substantial financial investment and the expansive scale of the grantee programs.
The NHEP 2021 awards, comprising a historic aggregate of $85 million sourced from The American Rescue Plan Act, provided financial support to 44 programs—an unprecedented number in the awards of NHEP. The magnitude of this awardee cohort necessitated a rigorous evaluation of program efficacy and impact.
Regrettably, despite concerted efforts, multiple appeals for increased funding to facilitate the design and execution of this statutory mandate activity—communicated through annual appropriations requests, the 2023 omnibus bill language advocating for “sufficient funding” for the Education Council, and direct petitions to the Rural Insular Native Achievement Program administrators overseeing NHEP—have been met with denial.
As a consequence of the financial constraints incurred from community consultations and technical assistance, the Education Council faced fiscal impediments that precluded the execution of the IAL study for coordination activities during Fiscal Year 2023.
The Education Council remains committed to upholding its responsibilities and endeavors to secure the necessary support to fulfill this critical evaluation in subsequent fiscal periods. The Council is dedicated to maintaining transparency, accountability, and ensuring the judicious use of allocated funds for the advancement of Native Hawaiian education.