Many elements have to come together for classroom-level changes to occur, not the least of which are creativity, hard work, and time. The AOTE visioning process brought out the deeper hopes, dreams, and fears of communities that are trying to preserve their identity and ways of life in a global and technological world. AOTE resulted in districts and communities challenging themselves to simultaneously achieve high cultural standards and high academic standards as a means to improved community health. People also expect the education system to help young people respect their elders, respect themselves, stay sober and drug free, and learn self-discipline. There was a clear sense that education and community health are inextricably linked.
Education is viewed as more than achieving specific academic standards and benchmarks.
While the desire is there to integrate Native knowledge and Western schooling, educators in rural Alaska do not yet have all the tools and know-how to achieve this end. More resources are needed to create culturally-appropriate teacher resources. Proposed funding cuts to Alaska's rural schools could threaten further progress. Nevertheless, our case studies offer many positive examples of bicultural and bilingual education that can create more holistic and healthy communities in rural Alaska, with the added benefit of improved student achievement. The following recommendations are offered to educators and policy makers based on the study.