Native American Education: Improving Graduation Rates

Constance A. Black
Sierra Nevada College
Abstract
The future of Native American education and increased graduation rates relies on multiple variables. Historically it has been assumed that the same motivating factors that apply to education in general
are also appropriate to Native American education. However, research indicates that in order to increase graduation rates for Native American students a multi-faceted approach is needed. Until the
1960s education for Native Americans was directed by the federal government through boarding schools. The goal was to assimilate Native American children into the larger culture. Indians students
lost their language and culture. Native American education has gone through various changes over the course of history. There is evidence that the history of Native American education as well as
differences between Western and native cultures affect motivation to obtain an education. Various studies offer suggestions on how to increase graduation rates and enhance educational opportunities
for Native American students. Indigenous teachers, culturally based teaching techniques and connecting a tribes history to present day learning are some of the changes that may positively influence
native education rates.
Introduction
Native American students have the lowest rate of high school
graduation and college enrollment and graduation than any other
race or ethnic group. The many changes in the government policy
toward Native Americans created a hostile education environment
for Native students. The Westernized way of teaching is different
than the traditional Native way of teaching causing confusion,
prejudice, and isolation for Native American students.
Project Description
Low retention and graduation rates can change in a positive
direction
Attention needs to be focused on the students individual, family,
and community needs.
Family Education Model (FEM) (HeavyRunner & DeCelles, 2002)
Curriculum Change inclusion of cultural knowledge and values
Use of traditional learning circular model and experiential
Removal of Native American negative stereotypes (Zehr, 2008)
Increase in number of Native American instructors (Malott, 2008)
Use of case managers to coordinate between students and
different aspects of college education (Larimore & McClellan, 2005)
Use of tribal and charter schools
Outcome
The use of models such as the Family Education Model will:
Improve communication between administrators, educators, and
students on persistence factors
Reduce dropout rates in high school
Increase graduation rates in high school
Increase enrollment rates in college
Increase retention rates in college
Increase graduation rates in college
Statistics






0 5 10 15 20 25 30 35 40 45 50
African American
Caucasian
Native American
Hispanic
Percentages of Students Graduating College
0 5 10 15 20 25 30 35 40 45
African American
Caucasian
Hispanics
Native American
Percentage of Students Failing to Complete High School
0 5 10 15 20 25 30 35 40
African American
Caucasian
Hispanics
Native Americans
Percentage of Students Prepared for College
Discussion
Native American cultures are rich and vibrant, based on
family and community. With the retention and graduation
rates being improved, society as a whole can benefit with
the cultural knowledge and collective nature that Native
Americans can offer. Native Americans are a collectivist
society which brings team work and creativity to any
environment. Increased education builds self-reliance in
financial stability, entrepreneurship, and a cohesive
community. With financial stability there will be no need
to rely on society for financial support.
References
Guillory, R. M., & Wolverton, M. (2008). It's about family: Native American student persistence
in higher education. The Journal of Higher Education, 79(1), 58-87.

Heavyrunner, I., & DeCelles, R. (2002). Family education model: Meeting the student retention
challenge. Journal of American Indian Education, 41(2), 29-37.

Larimore, J. A., & McClellan, G. S. (2005). Native American student retention in US post secondary
education. New Directions for Student Services, 109, 17-31.

Malott, C. S. (2008). A call to action: An introduction to education, philosophy, and native North America
(pp. 123-128). New York, NY: Peter Lang Publishing Inc.

Zehr, M. A. (2010). Native American graduation rates. Education Week, 29(23), 5.

Zehr, M. A. (2008,). Native American history, culture gaining traction in state curricula.
Education Week, 28(11), 1-12.
(Abu-Saad & Champagne, 2006)
Abu-Saad & Champagne, 2006)
Ward & Snipp, 1996 in Ward, 2005)