Native Hawaiian Education (NHE) Program

Grants to Hawaii organizations to further the education of the State's indigenous children and adults. Funding is intended to address populations with the greatest need and to enhance employment opportunities for residents. Eligible projects must align with funding priorities, including the construction, renovation, or modernization of elementary and secondary schools, or structures related to an elementary school or secondary school, that is run by the state Department of Education and that serves a predominately Native Hawaiian student body.

The NHE program serves the unique educational needs of Native Hawaiians and recognizes the roles of Native Hawaiian languages and cultures in the educational success and long-term well-being of Native Hawaiian students. The program supports effective supplemental education programs that maximize participation of Native Hawaiian educators and leaders in the planning, development, implementation, management, and evaluation of programs designed to serve Native Hawaiians. The statute identifies as priority areas activities that include beginning reading and literacy among students in kindergarten through third grade, the needs of at-risk children and youth, needs in fields or disciplines in which Native Hawaiians are underemployed, and the use of the Hawaiian language in instruction. The NHE program requires that grantees focus on one or more of these priority areas.

In addition, NHE grantees may undertake a broad array of activities to achieve these purposes. For example, section 6205(a)(3)(F) of the ESEA authorizes the development of academic and vocational curricula to address the needs of Native Hawaiian children and adults, including curriculum materials in the Hawaiian language and mathematics and science curricula that incorporate Native Hawaiian traditions and culture.

Similarly, Supplemental Priority 6 calls for projects in science, technology, engineering, and math (STEM) education, including computer science, that support student mastery of key prerequisites to ensure success in all STEM fields and expose students to building-block skills such as critical thinking and problem-solving, gained through hands-on, inquiry-based learning.

As a second example, ESEA section 6205(a)(2)(C) prioritizes programs that are designed to support projects that address needs in fields or disciplines in which Native Hawaiians are underemployed. Similarly, Supplemental Priority 3(c) is designed to support projects providing work-based learning experiences (such as internships, apprenticeships, and fellowships) that align with in-demand industry sector or occupations (as defined in section 3(23) of the Workforce Innovation and Opportunity Act of 2014 (WIOA)).

Priorities: This notice contains one absolute priority and two competitive preference priorities.:

• Absolute Priority: Eligible applicants must propose a project that is designed to address one or more of the following: (a) Beginning reading and literacy among students in kindergarten through third grade. (b) The needs of at-risk children and youth. (c) Needs in fields or disciplines in which Native Hawaiians are underemployed. (d) The use of the Hawaiian language in instruction.
• Competitive Preference Priorities:
• Competitive Preference Priority 1— Promoting Science, Technology, Engineering, or Math (STEM) Education, with a Particular Focus on Computer Science (up to five points). Projects designed to improve student achievement or other educational outcomes in one or more of the following areas: Science, technology, engineering, math, or computer science (as defined in this notice). These projects must address the following priority area: Increasing access to STEM coursework, including computer science (as defined in this notice), and hands-on learning opportunities, such as through expanded course offerings, dual-enrollment, high-quality online coursework, or other innovative delivery mechanisms.
• Competitive Preference Priority 2— Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills (up to five points). Projects that are designed to address providing work-based learning experiences (such as internships, apprenticeships, and fellowships) that align with in-demand industry sectors or occupations (as defined in section 3(23) of WIOA).