College Field Trips For High School Students example essay topic

A graduated student is considered a student who has received a high school diploma. This does not include G.E.D. or other alternate programs (Bylsma, 2002, p. 3). A dropout is defined as a student who leaves school without graduating. Graduation rates differ proportionally from dropout rates due to the variables used to calculate each. However, the incongruities exist in both applications.

Key Facts J.P. Greene summarized graduation rates for Washington youth in a report funded by the Bill and Melinda Gates foundation and conducted by the Manhattan Institute. According to Greene (2002), Washington State statistics indicate that the average graduation rates for Native Americans and Latinos is 47% compared to the 53% for African-American, 70% for white students, and 77% for Asian-American youths. Pete Bylsma calculated dropout statistics for the Washington State Department of Public Instruction. Bylsma (2002) reported that during the 2000-2001 school year, American Indians had a dropout rate of 10.2%. Sheryl Scott, Administrator of the Career & Educational Development Department of the Port Gamble S'Klallam Tribe (2002) states that the Tribe's children mirror the national minority statistics. The S'Klallam students have a dropout rate of 45% (p. 7).

Dropout rates are higher for minority students. According to the U.S. Department Of Education (November 25, 2002) these rates are related to a variety of socioeconomic and environmental reasons. The DOE contends that the dropout rates are higher for students of low socioeconomic backgrounds (p. 1). Gaustad (1991) expands these reasons by including school behavior and academic achievement.

Stokes states that nationally there are 600,000 Indian children in grades K - 12. Of these, less than 10% (50,000) are in tribal schools served and supported by the Bureau of Indian Affairs. There are 450,000 (75%) students served by Office of Indian Education programs through the Department of Education. The students served by the OIE are in mainstream public schools. According to Tatum (1997), there are 750 different cultural communities among the American Indians and Alaska Natives living in the United States. Despite this great diversity, there are some shared cultural values considered to be characteristic of Native Americans.

Root Causes There are many theories as to the underlying factors that influence graduation / dropout rates of Indian children. National statistics would appear to mirror those of Washington State. Cultural Discontinuity St. Germaine (1995) suggests that the Indiana children are raised in a cultural environment vastly different from the environment that they encounter in public schools (p. 2). This discontinuity leaves the children torn between succeeding at home or in the "white man's school".

Cultural identity can be splintered by a lack of awareness between the Natives and non-natives. Many U.S. institutions use Indian vernaculars in such a way as to offend Natives. Pallone (2002) contends that the use of terms such as Redskins, Red Raiders, Chiefs, Indians and Braves have a negative impact on Native American identities (p. 1). The absence of contemporary images of American Indians is described by Tatum (1997) when she states that Native American communities are typically portrayed as people of the past, not the present or the future.

A major contention in integrated schools is the presence of racial prejudice. St. Germaine (1995) sites the case of Canadian Sioux children attending a reservation school during their elementary years, then being integrated into a city high school. The Indian youths encountered racism not present in their reservation school. Tatum (1996) clearly states the racial and cultural oppression have been a part of the past and present for American Indians and that it plays a role in their identity development (131). Curriculum National Public Radio news broadcast on November 21, 2002 postulated that a decrease in vocational curriculum in public high schools was a contributing factor to dropout rates. NPR held that an academic education was not in the best interest of all youth.

Some high school students are better placed in vocational and technical training. The American school system is unique unto itself in this regard. Many European school systems do not have twelve years of generalized study. They divide into specialized fields between the 8th and 10th grades. Tatum (1997) quotes a contrasting opinion on vocational training held by educator and Alaskan Native, Paul Ongtooguk. Ongtooguk describes his high school experience as having White teachers who had low expectations of their Native students.

These White teachers discouraged graduates from attending college and encouraged them to pursue vocational training. St. Germaine (1995) contends that cultural discontinuity is also evident in inappropriate public school curriculum. Native youth would benefit from curriculum materials designed to be culturally relevant to Indian history. Tatum (1997) speaks of the "veil of silence" surrounding Alaska Native history and culture in the high schools as recounted by Paul Ongtooguk. St. Germaine (1995) suggests that Indian youth would benefit from a less passive, more hands on approach to learning (p. 3). The American school system is slowly becoming aware that students require different teaching techniques for success.

Just as all teachers instruct differently, all students learn differently. School Environment Stokes (2001) contends that a poor learning environment exists in BIA schools. These schools have been beleaguered for years by inadequate funding. The poor economic situation has resulted in dangerous building conditions. Norton (2002), Secretary of the Interior, agrees, stating that many BIA schools have serious constructional and mechanical problems that threaten health and safety, making learning difficult. President Bush's recent enactment of the No Child Left Behind Initiative acknowledges that Indian children are attending schools in environments that are among the worst in the nation.

Academic Performance The U.S. Department of Education statistics (2001) report that students who are more frequently absent are more likely to be dropouts (p. 2). DEO also contends those students with poor grades and those who have had to repeat grades are less likely to graduate. Tribal schools in South Dakota scored below the national average in reading and language skills on the Stanford Achievement Test, according to Melmer (2000). Bylsma (2002) sites this type of poor academic achievement as a student given reason for dropping out. Infrastructure Selden (2001) acknowledges Iris Heavy Runner's statement that "We always look to our family first [for support].

This statement is supported by St. Germain (1995) when he lists lack of parental involvement as key to student failure (p. 4). Students with a lack of academic commitment entertain a greater likelihood of dropping out. In many respects, this issue relates to cultural values, establishing school as a priority. Sheryl Scott, Administrator of the Career & Educational Development Department for the Port Gamble S'Klallam Tribe, admits that the Tribe did not prioritize education until after 1993 (Scott, 2002, p. 7).

Remedies / Goals These five root causes are being addressed at various degrees at the national, state, and local levels. Long-range educational goals established by Indian tribes, school boards, administrators and teachers are to have Indian children reading independently by the 3rd grade, make 70% of the students proficient in reading and writing, increase attendance to 90% and demonstrate knowledge of tribal language and culture (Norton, 2002). National Policies have been instituted by the federal government that address the issues of academic performance, infrastructure and school environment. President George Bush recently signed the No Child Left Behind Act of 2001. This educational reform legislation emphasizes four main categories. 1) Increase accountability of schools for student performance through assessments, 2) Provide funding for research based programs, such as "Early Reading First" and "Reading First" programs, 3) Reduce bureaucracy and paperwork and increase flexibility at the local level, 4) Provide parents with information on school performance, enabling greater involvement (U.S. Department of Education, 2001 a).

An integral component of the No Child Left Behind Act is the Title IV - Impact Aid. According to the U.S. Department of Education (2001 b) Title IV funds replaces local tax revenue. Funds are allocated for school construction programs on Native American lands. Norton (2002) states that the President's 2202 budget includes $129.7 million for new construction at seven Indian schools and $61 million for improvements and repairs at ten other BIA schools.

State At the state level, improvements are being made in the areas of curriculum and cultural discontinuity. This progress is due primarily to The Evergreen State College and the Paul G. Allen foundation. According to The Evergreen Magazine (2003), Evergreen is partnered with educators, tribal member, artists and authors in the development of an innovative programs to publish Native American reading curriculum for K-2 Indian students throughout Washington state. The Evergreen Magazine (2003) states that a grant from the Paul G. Allen Charitable Foundation will be used in part to train K-12 teachers on how to use Web-based curricula on Native American issues.

Local On the local, tribal level, the Port Gamble S'Klallam Tribe is implementing changes that have improved infrastructure and academic performance. In an attempt to prioritize education Scott (2002) affirms that the Port Gamble S'Klallam Tribe has made increased attempts to improve the local Indian education system. Policies have been implemented in several areas. S'Klallam students are being given incentive awards for homework completion and school attendance. The youth are aided with high school credit completion and are encouraged to participate in after school tutoring and summer school. College field trips for high school students and quarterly education fairs are held.

The Education Development Department goes beyond high school by offering secondary education guidance, which encompasses funding search, college advising, and college and vocational school placement. Continuing education areas include GED preparation classes and Adult Education. Success Story The Santa Fe Indian School has prospered. This tribal school in New Mexico has successfully addressed and conquered all five drop out causes. According to Norton (2002), The Santa Fe Indian School was the first BIA school turned over to tribal management more than 25 years ago.

The 1,200-student school has an 88% graduation rate, with 70% of them attending post-secondary school. The school instituted curricular reform and now teaches tribal language and culture and expanded use of educational technology. The tribal government attributes the success within their infrastructure to a 1) strong sense of community, 2) commitment to local control, and 3) commitment to education. Increased academic performance has been achieved by placing an emphasis on reading, math, and science skills. The Santa Fe School can now provide a safe school environment. Ground was broken in 2002 for school buildings funded by $23 million in President Bush's Indian Education Initiative.

Cultural discontinuity is positively addressed by being an all-native school. Norton (2002) states that the tribes weave the traditions and accomplishments of older generations with the hopes and aspirations of younger ones. Conclusion The solution to the inequality in graduation rates is rooted in the inequality of the American educational system. Education in the United States has been a race-privileged structure in need of culturally congruent school reform.

America's ethnocentric attitude will have to change before full equality can be achieved. An Indian child who goes without a quality education is a dream that may never be fulfilled. - Gale Norton / Secretary of the Interior 2002

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