Group aims to boost Native American graduation rate

The current education system is in crisis as evidenced by 1.2 million high school dropouts nationwide among all ethnic groups, says a university professor who advocates reform.
 
While research shows 70 percent graduate high school, only 51 percent of Native Americans get a diploma and dropouts are more likely to experience poverty, poor health and incarceration. The cost is borne by all Americans, according to Willard Gilbert, multicultural studies professor at Northern Arizona University-Flagstaff.
 
Gilbert is past president of the National Indian Education Association and a member of the Campaign for High School Equity (CHSE). He is also a former teacher at Yuma's Fourth Avenue Junior High School and a member of the Hopi Tribe.
 
The CHSE is a civil rights coalition that focuses on high school education reform and aims to eliminate achievement gaps for Native students.
 
"The major reason Native students drop out is they are bored," Gilbert said. "There's a disconnect between what they bring to school of their language and culture and what's being taught at school."
 
The way to provide Native students an avenue to succeed, Gilbert said, is to incorporate Native language into the curriculum along with Native oral history, legends and greater involvement of Native elders in the classroom.
 
In a recent program with Arizona tribal students organized with the National Science Foundation, Native language was used to teach science. The result was significant increase in academic scores as well as improved attitude toward science, Gilbert said.
 
Gilbert said it is critical to prepare more Native students in the STEM program, which emphasizes science, technology, engineering and math.
 
"I'm working on developing educational standards and partnering with Harvard University and the National Indian Education Association to draft and disseminate Native cultural standards throughout Indian country and develop teacher assessments."
 
In the San Pasqual Valley Unified High School District in Winterhaven, 54 percent of the 180 students are Native American. With 41 seniors last spring and 39 this year, they have an overall graduation rate of 70 percent.
 
"We've got a  good relationship with the Quechan Tribal Education Center," said David Schoneman, district superintendent. "Our district has a family feeling and it helps motivate students to succeed."
 
Of the five San Pasqual governing board members, four are Native Americans, including board president Bernadine Swiftarrow.
 
San Pasqual has intervention programs that motivate at-risk students to graduate, as well as options such as online classes that allow students to accelerate at their own pace.
 
In afterschool programs at both elementary and high school levels, Native teachers Lucia Duwaynie and Faron Owl teach classes in beadwork, artifacts, dance and Native language.
 
"We're fortunate to have that relationship with the tribal community. We couldn't do it alone," Schoneman said. "What would help even more is to have Native graduates return to San Pasqual as teachers because when the kids see that, they learn there's an open door to the professions."
 
The Quechan people are making eduction a high priority to meet future goals, said Mike Jackson Sr., Quechan tribal president said. They anticipate it could serve as a lever to elevate Quechan tribal members to public office at the state and federal level, Jackson stressed.
 
"Native American history goes hand in hand with American history," Jackson said. "As a tribal government, we're working with San Pasqual to make sure Quechan students are not left out, and working with Schoneman to bring better quality education to Quechan students."


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William Roller can be reached at wroller@yumasun.com or 539-6858.