For those of you who work with Native Americans – Part II
A report issued by the National Center for Educational Statistics: The Status and Trends in the Education of American Indians and Alaska Natives: 2008 examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. This report shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.
Preprimary, Elementary, and Secondary Education
During the 2005?06 school year, some 644,000 public elementary and secondary school students, or about 1 percent of all public school students, were American Indian/Alaska Native. During 2006–07, Bureau of Indian Education (BIE) schools served nearly 48,500 American Indian/Alaska Native students. In 2006, some 14 percent of American Indian/Alaska Native children were served by the Individuals with Disabilities Education Act (IDEA), which was a higher percentage than the percentage of children in all racial/ethnic groups. In comparison, 9 percent of the general population was served under IDEA. (Indicator 2.3) A larger percentage (66 percent) of American Indian/Alaska Native 8th-grade students reported absences from school in the preceding month than 8th-grade students of any other race/ethnicity in 2007 (36 to 57 percent). In 2004, American Indian/Alaska Native students in grades kindergarten through 12 had a lower suspension rate (7 percent) than Black students (15 percent), but a higher rate than students of all other racial/ethnic groups. In 2006, a smaller percentage of American Indian/Alaska Native students (75 percent) reported receiving a high school diploma than White (91 percent) and Asian/Pacific Islander students (93 percent). In 2006, only Hispanic young adults had a higher status dropout rate (21 percent) than American Indian/Alaska Native young adults (15 percent). Status dropout rates represent the percentage of 16- to 24-year-olds who are out of school and who have not earned a high school diploma or General Educational Development (GED) credential. A smaller percentage of American Indian/Alaska Native 2-year-olds than 2-year-olds in all other groups demonstrated specific cognitive skills in vocabulary, listening comprehension, matching, and counting in 2003–04. For example, 74 percent of American Indian/Alaska Native children demonstrated receptive vocabulary, compared to 84 percent of all children. (Indicator 4.1) On the 2007 4th- and 8th-grade National Assessment of Educational Progress (NAEP) reading and mathematics assessments, American Indian/Alaska Native students generally scored lower than White and Asian/Pacific Islander students but not measurably different from Hispanic students. (Indicators 4.2 A higher percentage of American Indian/Alaska Native high school graduates completed core academic high school coursework in 2005 (36 percent) than in 1982 (3 percent). However, these percentages were smaller than the comparable percentages for the total population of students (52 percent in 2005 and 10 percent in 1982). On the sections measuring critical reading and mathematics of the 2007 SAT college entrance exam, American Indian/Alaska Native students scored lower than the national average, but higher than Black and Hispanic students. In critical reading, American Indians/Alaska Natives had an average score of 497, which was higher than the scores for Black students (433) and Mexican American students (455), but lower than the overall average (502). In 2007, 78 percent of American Indian/Alaska Native 8th-graders in public schools reported using a computer at home, which was lower than the percentage for 8th-graders of any other racial/ethnic group (82 to 96 percent). In 2007, greater than 25 percent of American Indian/Alaska Native children in grades 4 and 8 reported use of a traditional language within the family at least half of the time.
At grade 4, some 31 percent of American Indian/Alaska Native students attending high density
schools (in which American Indians/Alaska Natives made up at least a fourth of the
enrollment) had administrators who reported visits by American Indian/Alaska Native
community members to share traditions and culture three or more times during the school
year, compared to 9 percent in low density schools. Higher percentages of American Indian/Alaska
Native students in schools in which American Indians/Alaska Natives made up at least a fourth of the enrollment had administrators who reported specific problems in school climate than did American Indian/Alaska Native students in lower density schools. In 2007, 4th- and 8th-grade students in these high density schools had administrators who reported serious problems with student absenteeism, student tardiness, lack of family involvement, and low expectations. In 2006, some 21 percent of American Indian/Alaska Native children between the ages of 12 and 17 reported the use of alcohol in the past month, compared to 11 percent of Black and 8 percent of Asian children who did so.
For those of you who work with Native Americans
A report issued by the National Center for Educational Statistics: The Status and Trends in the Education of American Indians and Alaska Natives: 2008 examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. This report shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.
Demographic Overview
In 2006, there were 4.5 million American Indians/Alaska Natives in the United States, representing 1.5 percent of the total U.S. population. In 2006, almost half (49 percent) of all American Indians/Alaska Natives including those of Hispanic ethnicity, resided in western states. In 2003, there were more than 560 federally recognized American Indian/Alaska Native tribes, with the largest tribes being Cherokee and Navajo.
Since 1990, the median age of American Indians/Alaska Natives, including those of Hispanic
ethnicity, increased by 5 years, from 26 to 31. In 2006, the median age for the general population was 36 years. In 2006, 27 percent of American Indian/Alaska Native individuals lived in poverty compared
to 13 percent of the general population. At 36 percent, the American Indian/Alaska Native
poverty rate was higher among families on reservations than among families in other American Indian/Alaska Native areas in 1999. In 2005, the overall fertility rate for American Indian/Alaska Native women (ages 15 to 44 years) was 60 births per 1,000 women, which was lower than that for women in general (67 per 1,000); however, birth rates for young American Indian/Alaska Native women (ages 15 to 24 years) were higher than among young women overall (53 per 1,000 compared to 41 per 1,000 for 15- to 19-year-olds and 109 per 1,000 compared to 102 per 1,000 for 20- to 24-year-olds). Infant and child mortality rates for American Indians/Alaska Natives were higher
than those for all infants and children under age 20. For example, the child mortality rate for 15- to 19-year-olds was higher for American Indians/Alaska Natives (94 per 100,000) than compared to the general population (65 per 100,000).
Mentoring Works
One of the 15 Effective Strategies we identified was Mentoring. In 2004, a Public/Private Ventures study of Big Brothers Big Sisters of America found that of the young people with mentors:
- 78 percent showed improved self-confidence
- 67 percent were better able to make decisions
- 65 percent were better able to express their feelings
- 52 percent were less likely than their peers to skip a day of school
- 46 percent were less likely to start using illegal drugs
- 27 percent were less likely to start drinking alcohol
Teachers reported behavior changes in students who had mentors, as found in Creative Mentoring’s Annual Report of the 2004 – 2005 school year. Of those students:
- 81 percent increased their self-confidence
- 68 percent think more before acting
- 61 percent improved their ability to relate to adults
- 67 percent were better able to express their feelings
- 62 percent demonstrated better cooperation
- 56 percent improved in reading
- 56 percent became more responsible
- 63 percent improved their attitude toward learning
- 60 percent participated more frequently in class
Parents reported behavioral improvements in their children who had mentors as well. Parents stated their children had:
- 88 percent increased their self-confidence
- 85 percent demonstrated better cooperation
- 72 percent increased reading skills
- 75 percent increased their attitude toward learning
- 78 percent became more responsible
- 74 percent improved in language arts
- 74 percent were better able to follow directions
- 71 percent participated more in class
- 79 percent were better able to express their feelings
To those of you who give Advanced Placement to low-income students
If your school/school district gives Advanced Placement Courses to low-income students you should be aware that there is a grant award to you. Be aware of the short deadline.
The AP Test Fee program awards grants to eligible State Educational Agencies (SEAs) to enable them to pay all or a portion of advanced placement test fees on behalf of eligible low-income students who are enrolled in an advanced placement course and plan to take an advanced placement exam. The program is designed to increase the number of low-income students who take advanced placement tests and receive scores for which college academic credit is awarded.
Deadline: December 15, 2008
Awards: Discretionary grants from $2,000 to $3,000,000
Eligibility: SEAs in any state, including the District of Columbia
For more information: http://edocket.access.gpo.gov/2008/E8-26069.htm
How Do You Make Your School Family Friendly?
Educators believe that families do not want to participate in school. What follows has been excerpted from my Best Practices book.
1. Open Lines of Communication
Meet with representatives of the community including church leaders, and
community-based organizations like the Chamber of Commerce, Rotary,
Lions, etc. Have them announce school events like parent meetings,
sporting events, student performances. Give them tickets to sporting
events and student performances.
2. Have Student translators available for parents who prefer
speaking in a language other than English.
3. Have staff make positive phone calls to parents
Most phone calls made to homes tend to be negative. Parents who get
positive phone calls appreciate it. Call parents and complement them for
having their child come on time, well prepared, or that their child did well
on an examination or at a sporting or school event.
4. Have school cleaned before parent meetings.
Parents notice.
5. Have student work hanging in classrooms.
Parents and students need a replicable model of what “quality work” looks
like. Create a template by having student work hanging in classrooms and
halls.
6. “We Don’t Want To Brag” bulletin board.
Put positive news on a bulletin board that parents can notice when they
enter the school. The work can include positive news about faculty like
their participation in out-of school events or their achieving degrees.
Newspaper articles about the success of students in contests, sports, or
achievements should be included. Include information or letters from
graduates who are in college, the workforce or the military.
7. Hang graphs of student achievements.
Graphs showing improvements in testing, attendance can be placed in
visible locations in the building. The graph lines should be going up not
down. Graphs should emphasize the positive, not the negative. (For
example, you want to show the number of students who graduate, not
those who dropout.)
8. Celebrate Student Success
Find occasions to celebrate the success of students whether in academics
or sports or student activities. Make sure to invite parents. Take “instant”
pictures of parents celebrating with their children. The success should not
create “winners” and “losers”. Insure that every student can be a winner.
9. Hold a Contest Thru Your Parent Organization.
Prizes can be for the parent who brings the most parents to a parent
meeting or the one who attends the most frequently, or simply to a parent
who shows up. Prizes can include free meals at a fast-food restaurant.
(They are generally willing to give away meals.) “No cost” prizes can also
include tickets to school sporting events or school performances.
10.Organize a Family/Faculty event.
Have parents and faculty sit down to “break bread” together. Have
everyone bring something to eat (even if it store bought cookies.) The
meeting might be held off-site at a community center or church. This
provides an opportunity for people to engage in conversation, which need
not be about what takes place in school.
11. “Everyone, bring one.”
Encourage parents who attend a meeting bring one of the parents of one
of their child’s friends.
Excerpted from Best Practices to Help Students Stay in School by Franklin P.
Schargel, published by Eye on Education in 2005. Copyright © 2004
Franklin P. Schargel. All Rights Reserved.
Kudos from Kentucky Association of School Administrators
I recently delivered an all day presentation in Lexington, Kentucky. The reaction of the over 250 attendees was extremely positive. I am delighted to share a few of their comments:
“Franklin delivers a program that is engaging, practical, and inspiring. He motivates you to go back to your school and take action to improve yourself, your colleagues and your students. L. Satterly. Division Chair, St. Catherine College
“Informative, interesting, and inspiring enough to keep audience focused.” D. Musselman, Associate Professor, Union College
“Useful and relative to students, teachers and administrators today.” D. MacDonald, Principal
“Franklin will cause you to reflect on your practices as an administrator concerning what we are doing or NOT doing to connect our students to school. His message is clear, ‘we cannot and shouldn’t be allowed to give up on kids.” A. Mathews, Curriculum/Assessment
“I feel empowered to empower the teachers I train, thanks.” Asst. Professor, Georgetown College
“Educators need to see what works in teaching and learning and this is a great example. Too often education and educators are presented with what does not work.” Dr. B. Downing, Chair, Kentucky State University, School of Education
“Franklin speaks the truth. Period!” T. Earlywine, Middle School Principal
“He gives you a different lens to look at the same information- Definitely a positive perspective.” A Lyttle-Burns, Principal, Regional Juvenile Detention.
“Franklin is entertaining and goes right to the heart of core issues and concerns in education in such an entertaining fashion.” P. Cecil, Elementary Principal
“Innovative ideas with a simple and practical approach.” K. Lively, Elementary Principal
“Very practical, usable applications to keep kids in school.” D. Waters, Superintendent
Motivational and Inspiring – good information.” Supervisor of Instruction
“He was outstanding and provide us with practical things that can be put into use immediately.” Assistant Principal, Middle School
“Engaging! Refreshing! Useful!” Superintendent
“He has actually “walked the walk.” The things he talks about have validity and can be applied in our schools.” Middle School Principal
“Mr. Schargel’s inspirational stories and practical strategies are inspiring!” Elementary Principal
“Franklin’s program was extremely relevant to today’s educational problem. I listened to every word because I know he’s been in the trenches where I’ve been.” S. Swank, District Dropout Prevention Coordinator
“Franklin made me realize some key factors that are inhibiting our school’s student progress. This will assist our administration in determining next steps to promote student success.” P. Kelsch, Assistant Principal, Middle School.
“Mr. Schargel preached the exact message that my teachers so desperately need to hear!! Reality in Education Today.” N. Nevels II, Middle School Principal
“Franklin creates a sense of urgency with his presentation. But his humanistic approach used in his experiences are practical and positive.” J. Leeper, High School Principal
“Franklin’s program was full of ideas to use to help improve the success of our students. These ideas should improve the attitudes of students, parents, and teachers.”" L. West, Instructional Coach
“The presentation builds a strong moral imperative that schools must improve.” C. Coleman, Director Elementary Schools
GRANT ALERT – NEW GRANTS FROM THE GATES FOUNDATION
Bill and Melinda Gates Foundation releases ambitious new education giving plans
The Bill and Melinda Gates Foundation has announced its intention to refocus its education giving strategy on four core issues, according to The Seattle Times: double the number of low-income students who complete a college or post-high school degree, identify and pay higher salaries for good teaching, help average teachers get better, and create more accurate tests and a national set of learning standards for high schools. The new initiative will increase the amount that the foundation — already the biggest giver in U.S. education — spends each year to improve the nation’s schools. Foundation officials are not yet saying how much the foundation plans to give, but it spent $4 billion on education in the past eight years — half on scholarships and half on its work to improve high schools.
Read more: http://seattletimes.nwsource.com/html/localnews/2008378857_webgateseducation11m.html
Why do students dropout? The questions we need to ask ourselves.
Major Causes of Students Dropping Out
There are four major causes of students dropping out of school:
a. The child him/herself
b. The family situation
c. The community they live in
d. The school environment
In order to prevent students from dropping out of school, we must attack the causes listed above. Some of them are out of our control. For example, we cannot address the community they live in or in most cases, their family situation. But we can address the choices they make and the school environment. One of the ways of doing so is for educators to ask a serious of tough questions.
How inviting a classroom environment is there for the student? Are the walls painted in “happy colors” or are they drab institutional gray or green? Are your bulletin boards filled with student work, left blank or with commercial advertisements?
Are all students encouraged to learn? Has the school created different classes for students – those designed to pass and those designed to fail? Those who will go on to college and those who will drop out. What role can you, as a classroom instructor, play in overcoming this paradigm?
How many students start in your school or system, graduate? Does the school track their progress through the system? Are “safety nets” built in for those who are identified as at-risk? What “pillars” support these safety nets? Are you one of these safety nets? Do you know how to get additional assistance in helping students graduate? (Is there additional counseling, mentoring, after school learning activities, service-learning projects designed to connect school to the world of work? As you track, is the largest reason for kids leaving school, “miscellaneous”?
How many students who dropouts are actually pushed out? (Students who are told, by word or action, “I do not want you in my class” or “I don’t need you in my school.”) How close to graduation are students who dropout? Do they need one credit or ten? What has the school done to help them make up the credit? What role can you, as a classroom instructor, play in overcoming this paradigm? What is done to support the “psychological” dropout – the child who is physically in the school but mentally is miles away. What role can you, as a classroom instructor, play in overcoming this paradigm?
Reading Fall Off Starts in 4th Grade
According to Newsweek Magazine, “principals and teachers are increasingly concerned about what they call the “fourth grade slump”. Around the country, students are demonstrating a declining interest in reading and a gradual disengagement from school.
What can be causing this? There isn’t any specific data but teachers indicate that students are being distracted by viedeogames, after-school activities and the switch from learning to read to reading to learn.
According to the National Assessment of Educational Progress (NAEP) reading schools improve for the early grades but flatten out by the fourth grade.
In a 2006 survey by Scholastic Inc. 40% of children between the ages of 5 and 8 read everyday. By the fourth grade, the rate declined to 29%.
Workforce Skills for the 21st Century
A recent report, 21st Century Skills, Education, and Competitiveness: A Resource and Policy Guide available at www.21stcenturyskills.org/index.php indicates that schools need to prepare young people with skills that will dominate the 21st century.
“Our ability to compete as a nation — and for states, regions and communities to attract growth industries and create jobs — demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness — the engine, not simply an input, of the economy. And we need to act accordingly: Every aspect of our education system –pre k-12, post secondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs –must be aligned to prepare citizens with the 21st century skills they need to compete.”
All educators can agree with the above quotations in this worthy and well-intentioned report. What becomes a problem for educators and the rest of society is how is this to be done in light of:
1. Students who lack the ability or desire to reach today’s minimal standards.
2. Parents who prize summer vacations over year-round schools.
3. A society which gives higher pay for most jobs, with the same educational criteria, that educators possess.
4. An inability or a lack of desire to create proper working conditions to fill science, mathematics and special education jobs.
5. Budget cutbacks in education, in a falling economy, which are disproportionate to the rest of the demands of state and local funding.
6. School budgets which are still funded by property taxes giving greater funds to affluent areas than school districts educating those with greater needs.
Unfortunately, the report fails to address this problem.
Til next time,
Franklin
