ED425895 1999-01-00 Schools,

Principals, and Teachers Serving

American Indian and Alaska Native

Students. ERIC Digest.

ERIC Development Team

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Table of Contents

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Schools, Principals, and Teachers Serving American Indian and Alaska

Native Students. ERIC Digest.............................................. 1

SCHOOLS....................................................................... 2

PRINCIPALS AND TEACHERS.............................................. 4

CONCLUSION.................................................................. 4

ENDNOTES......................................................................5

REFERENCES.................................................................. 5

ERIC Identifier: ED425895

Publication Date: 1999-01-00

Author: Pavel, D. Michael

Source: ERIC Clearinghouse on Rural Education and Small Schools Charleston WV.

Schools, Principals, and Teachers Serving

American Indian and Alaska Native Students.

ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

ED425895 1999-01-00 Schools, Principals, and Teachers Serving American Indian and

Alaska Native Students. ERIC Digest.

Page 1 of 8
INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

The essence of Native involvement in school reform movements is accepting the

responsibility to fulfill our sacred trust of educating the young. This is a trust long

established among American Indians and Alaska Native people through ancestral

traditions and more recently through treaty provisions agreed upon by sovereign Native

nations and the United States of America. As we enter a new millennium, it becomes

important to create a baseline to monitor progress in specific areas of educating Native

people. To do so, this Digest draws upon the literature and a recent National Center for

Education Statistics (1997) study using Schools and Staffing Survey (SASS) data.

SASS is an integrated survey of U.S. schools, school districts, principals, teachers, and

student records that includes an oversample of schools funded or operated by the

Bureau of Indian Affairs (BIA) and public schools with high percentages of Indian

student enrollment. The Indian supplement to the ongoing SASS data collection

program represents an opportunity to describe (a) schools and school districts that

serve a significant percentage of American Indian and Alaska Native youth, (b) the

background of principals and teachers, and (c) the characteristics of American Indian

and Alaska Native students.

The SASS data reflect the characteristics of American Indian and Alaska Native

education from 1990-1991 and 1993-1994, and we hope conditions will have improved

by the year 2000 when the next SASS data collection is scheduled. In particular we

might reexamine: (a) the characteristics of schools with 25% or more Indian student

enrollment, (b) rates of high school graduation and college application among their

American Indian and Alaska Native students, and (c) the background characteristics of

these schools' Native principals and teachers who are enrolled tribal members.

Examining characteristics of schools helps us understand the context of education in

schools with high percentages of Native students. Studying high school outcomes

provides a way to monitor Native student participation at the critical undergraduate

level. Last, in light of a growing demand to have Native people in organizational and

classroom leadership positions, studies of Native educators and other variables such as

the economic conditions of tribal communities, type and quality of services provided,

and teacher demand and supply give us data needed to monitor developments in Indian

education.

SCHOOLS

INDIAN SCHOOL TYPE AND NATIVE STUDENT ENROLLMENT. The findings are

divided into three Indian school types for comparison: (a) schools controlled or funded

by the Bureau of Indian Affairs (BIA/tribal schools), (b) public schools with 25% or more

Indian student enrollment (high Indian enrollment [HIE] public schools), and (c) public

schools with less than 25% Indian student enrollment (low Indian enrollment [LIE] public

schools). In 1993-94, nearly half of all American Indian and Alaska Native students

(approximately 229,276 students) were enrolled in approximately 170 BIA/tribal

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Alaska Native Students. ERIC Digest.
schools1 (41,911 students) and 1,244 HIE public schools (187,365 students). On

average, Native students represent a significant majority (between 57% and 98%) of the

total student body in these two school types. The remaining Native students (262,660

students) in the public school system are scattered across nearly 79,500 public schools

with an average of 0.6% American Indian and Alaska Native enrollment. It is interesting

to note that BIA/tribal schools and HIE schools represent approximately 1.7% of the

total number of publicly funded schools but enroll 47% of the total Native student

population.

The relatively small number of schools enrolling a relatively large number of Native

students has provided fertile ground to improve Indian education. Exemplary programs

have advanced Indian education throughout the nation and, although improvements are

still warranted overall, a growing number of schools have dramatically improved

academic achievement among Native students (see for example, Chavers, 1996; in

progress). Another promising sign for tribal elders is that ties to traditional cultures are

evident in these schools, where approximately one-third of Native students in BIA/tribal

schools and 16% of the Native students in HIE public schools speak a language other

than English in their homes. Education programs incorporating Native culture and

values are important attributes of today's Indian education programs and will continue to

be the preferred direction of Indian education (Skinner, 1999; Yazzie, 1999). Moreover,

"research, once the domain of university researchers, has been demystified to include

research partnerships with local people asking their own questions and constructing

appropriate paradigms for funding solutions" (Deyhle & Swisher, 1997).

COURSEWORK TOWARD GRADUATION. The public is often unaware of remarkable

strides made by Native communities to ensure that students receive a proper education.

As shown in Table 1, when compared to public schools with low Indian student

enrollment, high school students in BIA/tribal schools were required to pass more

coursework in English and language arts, mathematics, social studies, and the

sciences. Graduation requirements in BIA/tribal schools were also more strict than the

requirements in HIE public schools in all core areas except English and language arts.

National initiatives to raise graduation requirements in BIA/tribal schools were launched

in 1994. It is possible these schools will continue to be more likely to require course

work in computer science and foreign languages than will public schools with high and

low Indian student enrollment (St. Germaine, 1995a).

GRADUATION RATES AND COLLEGE APPLICATION RATES. There are

approximately 45 BIA/tribal and 450 HIE public high schools. The 1989-90 high school

graduation rate at BIA/tribal was 82%, compared to 91% in HIE and 93% in LIE public

schools. College application rates at BIA/tribal schools were 33% during the same

period, compared to 43% at HIE public schools. High school graduation and college

application rates in BIA/tribal schools increased substantially by the 1992-93 school

year but remained about the same in HIE public schools, while college application rates

at BIA/tribal schools were 47% and 45% at HIE public schools.

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ED425895 1999-01-00 Schools, Principals, and Teachers Serving American Indian and

Alaska Native Students. ERIC Digest.

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The improvements in graduation and college application rates suggest that tribal

self-governance and national school improvement movements during the late 1980s

and early 1990s are having a positive impact on Indian education (Indian Nations at

Risk, 1992; Pavel, Swisher, & Ward, 1996; Pavel, 1999; St. Germaine, 1995b). A

growing number of innovative strategies are being used to increase high school

graduation and postsecondary participation rates. For example, the Wellpinit School

District-Spokane Indian Reservation's Focus on Excellence Program uses a "whole

school success" approach combined with computer-aided instruction. Improvement

efforts focus on meeting the needs of students and teachers to ensure that "all"

students graduate and are encouraged to further their education.

PRINCIPALS AND TEACHERS

The quality of students' educational experiences is determined, in large part, by the

learning environment principals and teachers create. The need for Native educators

who can serve as positive role models and catalysts for improvement in administration

and teaching is ongoing. Seventy-seven (or 47%) of the 164 BIA/tribal school principals

identified themselves as American Indian or Alaska Native; of these, virtually all were

enrolled members of a state or federally recognized tribe. Of the 1,158 principals in HIE

public schools, 153 (just 13%) were either American Indian or Alaska Native, 84% of

whom reported they were tribally enrolled. Only 38% of the teachers in BIA/tribal

schools were American Indian or Alaska Native; however, 95% of these Native teachers

reported they were tribally enrolled. Only 15% of the teachers in HIE public schools

were American Indian or Alaska Native, 84% of whom were tribally enrolled.

Though important to all schools, it is vital that schools serving a high percentage of

Indian students increase the number of American Indian and Alaska Native

administrators and teachers who are tribally enrolled (Fuller, 1992; Hawley, 1989;

Quezada, et al., 1996). The presence of Native people in school leadership positions

brings much-needed positive role modeling and training in how to design programs for

Native students (McGee & Cody, 1995; Solomon, 1997; Sorensen, 1992).

Moreover, tribal enrollment is an essential element of sovereign Indian society because

it allows each Nation to determine who is a citizen. It is especially relevant in BIA/tribal

schools since these institutions were established to serve Indian students. Tribal

enrollment is equally relevant to HIE public schools because most of these institutions

are located on or near Indian reservations.

CONCLUSION

A considerable number of American Indian and Alaska Native students can be found

concentrated in a relatively small number of publicly funded schools. BIA/tribal schools

and public schools with high Indian student enrollment, in particular, made important

strides during the early part of this decade (1990-94) to raise standards for high school

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Alaska Native Students. ERIC Digest.
graduation while improving graduation and college application rates. However, there

was and still remains a shortage of Native people who can serve as positive role models

in administrative and teaching positions. When we again look at the characteristics of

American Indian and Alaska Native education in the year 2000, we hope to see

continued improvement in academic outcomes. We also look forward to a greater

number of Native administrators and teachers who can provide leadership and

instruction that will prepare Native children to live productive lives well into the 21st

century.

ENDNOTES

1. These schools were identified from a list of 176 institutions contained in the 1992-93

Education Directory of the BIA Office of Indian Education Programs. After NCES

removed schools that were out-of-scope (e.g., peripheral dormitories that did not offer

instruction, kindergarten-only schools), 170 BIA/tribal schools were eligible for sampling

in the SASS.

REFERENCES

Cahape, P., & Howley, C. B. (Eds.). (1992). Indian nations at risk: Listening to the

people. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.

(ERIC Document Reproduction Service No. ED 339 588)

Chavers, D. (Ed.). (1996). Exemplary programs in Indian education, 2nd edition.

Albuquerque, NM: Native American Scholarship Fund.

Chavers, D. (Ed.). (in progress). Exemplary programs in Indian education, 3rd edition.

Albuquerque, NM: Native American Scholarship Fund.

Deyhle, D., & Swisher, K. G. (1997). Research in American Indian and Alaska Native

education: From assimilation to self-determination. In M. W. Apple (Ed.), Review of

research in education (pp. 113- 194). Washington, DC: American Education Research

Association.

Fuller, M. L. (1992). Monocultural teachers and multicultural students: A demographic

clash. Teaching Education, 4(2), 87-93.

Hawley, W. D. (1989). The importance of minority teachers to the racial and ethnic

integration of American society. Equity and Choice, 5(2), 31-16.

McGee, R., & Cody, H. H. (1995). Cultivating mentors. Winds of Change, 10(3), 32-34.

National Center for Education Statistics. (1997). Characteristics of American Indian and

Alaska Native education results from the 1990-91 and 1993-94 schools and staffing

surveys, NCES 97-451, by D. M. Pavel and T. R. Curtin. Washington, DC: U.S.

Department of Education.

ERIC Resource Center www.eric.ed.gov

ED425895 1999-01-00 Schools, Principals, and Teachers Serving American Indian and

Alaska Native Students. ERIC Digest.

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Pavel, D. M. (1999). American Indians and Alaska Natives in higher education:

Promoting access and achievement. In K. G. Swisher & J. W. Tippeconnic III, Next

steps: Research and practice to advance Indian education. Charleston, WV: ERIC

Clearinghouse on Rural Education and Small Schools.

Pavel, D. M., Swisher, K. G., & Ward, M. (1996). Special focus: American Indian and

Alaska Native demographics and education trends. In D. J. Carter and R. Wilson (Eds.),

Minorities in higher education (pp. 33-60). Washington, DC: American Council on

Education.

Quezada, R. I., Galbo, J. J., Russ, P. M., & Vang, A. T. (1996). Teacher recruitment

programs for K-12 students: Implications for teacher education. Teacher Education

Quarterly, 23(4), 85-94.

Skinner, L. (1999). Teaching through traditions: Incorporating languages and cultures

into curricula. In K. G. Swisher & J. W. Tippeconnic III, Next steps: Research and

practice to advance Indian education. ERIC Clearinghouse on Rural Education and

Small Schools.

Solomon, R. P. (1997). Race, role modelling, and representation in teacher education

and teaching. Canadian Journal of Education, 22(4), 395-410.

Sorensen, C. G. (1992). Pattern for performance. Winds of Change, 7(2), 40-43.

St. Germaine, R. (1995a). Bureau schools adopt Goals 2000. Journal of American

Indian Education, 35(1), 38-43.

St. Germaine, R. (1995b). BIA schools complete first step of reform effort. Journal of

American Indian Education, 35(1), 30-38.

Yazzie, T. (1999). Culturally appropriate curriculum: A research-based rationale. In K.

G. Swisher & J. W. Tippeconnic III, Next steps: Research and practice to advance

Indian education. Charleston, WV: ERIC Clearinghouse on Rural Education and Small

Schools.

D. Michael Pavel (Skokomish) is an associate professor in the Department of

Educational Leadership and Counseling Psychology at Washington State University.

This publication was prepared with funding from the Office of Educational Research and

Improvement, U.S. Department of Education, under contract no. RR93002012. The

opinions expressed herein do not necessarily reflect the positions or policies of OERI,

the Department, or AEL. ##TABLE 1??

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==========================================================

=========??

AVERAGE YEARS OF INSTRUCTION REQUIRED FOR HIGH SCHOOL

GRADUATION,??

BY SUBJECT AREA AND INDIAN SCHOOL TYPE: 1993-94.??

Average Years of Instruction % Schools Requiring??

School English & Social Phys/Bio Computer Foreign??

Type Lang. Arts Math Studies Science Science Lang.??

BIA/tribal 3.9 3.0 3.2 2.4 51.3 33.5??

HIE public 4.0 2.5 2.8 2.2 37.9 17.6??

LIE public 3.8 2.5 3.0 2.2 36.2 17.4??

============================================================

=======??&&

Title: Schools, Principals, and Teachers Serving American Indian and Alaska Native

Students. ERIC Digest.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC/CRESS, Appalachia Educational Laboratory, P.O. Box 1348,

Charleston, WV 25325-1348; Web site: http://www.ael.org/eric/ (free).

ERIC Resource Center www.eric.ed.gov

ED425895 1999-01-00 Schools, Principals, and Teachers Serving American Indian and

Alaska Native Students. ERIC Digest.

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Descriptors: Alaska Natives, American Indian Education, American Indians, College

Applicants, Educational Attainment, Elementary Secondary Education, Enrollment,

Graduation Requirements, Institutional Characteristics, Minority Group Teachers,

Principals, Public Schools

Identifiers: Bureau of Indian Affairs Schools, ERIC Digests, Graduation Rates, Schools

and Staffing Survey (NCES)

###

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