Traditions and Achievements in American Indian Education

By Nate Dorr - nate.dorr@state.mn.us
September 2010

Tribal schools in the northwest region of Minnesota blend traditional values with testing- or credential-based curricula. From preschool to tribal college local residents may immerse themselves in this unique academic environment. These schools play a major cultural preservation role by teaching the Ojibwe language, traditions, and ceremonies. They also are under the same mandates to perform as any other public school. Public non-tribal schools in the region also host a large number of American Indian students and provide American Indian education programming for their students. In today’s environment American Indian education is as much about teaching academic skills as it is about teaching the students how to be proud and confident in themselves. Success stories about American Indian education are often buried beneath unflattering reports, cold statistics, or the political happenings of a school board.

The northwest region is home to three of the largest reservations in the state of Minnesota. The White Earth Band of Ojibwe operates the K-12 Circle of Life tribal school and the White Earth Tribal and Community College. The Red Lake Band of Ojibwe runs the Red Lake Nation College and also provides a home to the schools of the Red Lake Public School District 38. The Leech Lake Band of Ojibwe, like White Earth, operates both the K-12 Bug-O-Nay-Ge-Shig tribal school and the Leech Lake Tribal College. Other public K-12 schools in the region have a significant American Indian population (i.e., Pine Point, Mahnomen, Cass Lake-Bena, Bemidji, and Waubun) and have well-established American Indian education programs. The challenges and successes of tribal schools and American Indian education are described here in brief.

Primary and Secondary School Challenges

Begin with the understanding that student success is not the sole responsibility of a single teacher, principal, superintendent, school board, parent, or community. Yet student success relies on these individuals putting forth their best effort every day. Primary and secondary tribal schools are held to the same adequate yearly progress (AYP) standards as Minnesota’s public K-12 schools. Test results and reports, however, show these K-12 schools are struggling to make the grade.

The Bureau of Indian Education and the Minnesota Department of Education report that both tribal schools and Red Lake Public Schools are not meeting AYP[1] according to currently published data. Some tribal schools are meeting AYP standards in parts but are failing AYP because of measures of poor attendance or graduation rates. Superintendent Jeff Lindstrom at the Bug-O-Nay-Ge-Shig tribal school at Leech Lake, for example, touts the fact that they recorded the highest reading and math scores ever during the 2009-2010 school year, but they did not make AYP because of attendance issues. The influenza season was relatively severe during that school year and possibly contributed to poor attendance.

American Indian education, generally speaking, is a major component of schools in the northwest region. Enrollment for the two K-12 tribal schools alone was 318 for school year 2008-2009[2]. Looking at the region as a whole, however, another 6,851 American Indian students attended a non-tribal primary or secondary school. Tribal schools typically have 100 percent American Indian student population while non-tribal K-12 schools in the region have up to 71 percent. Statistics on student populations receiving free or reduced-price lunch tend to correlate with the share of American Indian students; counties with a greater share of American Indian populations also tend to have a greater share of students receiving free or reduced-price lunch (see Table 1).

Barriers to academic success are often much more prominent in rural tribal schools. Not meeting basic needs like balanced nutrition, housing, transportation, and adequate sleep can add severe strains on student performance. Combine that with challenging social situations like bullying, teen pregnancies, or mental health issues, and learning outcomes often take a back seat to daily struggles. Many tribal schools are now offering services to help their students graduate. A very high number of teenage pregnancies among Red Lake High School students prompted the opening of an onsite day care. A day care at the Bug-O-Nay-Ge-Shig tribal school was also established to keep young parents in school. Other programs, such as alternative learning centers and individual development plans, provide a second chance to students who have dropped out of school.

Although overwhelming information points to struggles with middle school and high school achievement, especially in terms of test scores, not all American Indian students in the region face difficulties in school. School sports, family fun nights and cultural ceremonies often provide the needed bond for tribal school students and faculty. For students entering post-secondary schools with motivation and a plan for the future, tribal colleges offer a beacon of hope.

Tribal Colleges Provide Guidance

Tribal college enrollment is on the rise or at least stable in the region. Red Lake Tribal College registered its largest class ever this year with 70 students. College President Dan King believes smaller class sizes, more interaction with the instructor, and cultural relevance helped boost enrollment. This is a common theme among tribal schools. Students prefer the smoother transition from high school to the college classroom. Services like free tutoring, assistance with financial aid, and one-on-one academic planning help students prepare for a better future. President King is encouraged as most of his graduates from Red Lake Tribal College, which offers two-year degrees, eventually transfer to Bemidji State University.

Tribal colleges benefit by partnering with other schools. White Earth Tribal and Community College partnered with Northland Community and Technical College to offer three nursing programs: certified nursing assistants, licensed practical nurses, and registered nurses. Additionally, the White Earth Tribal and Community College, in collaboration with the University of Minnesota-Duluth, offers training to American Indian teachers for professional development. Similarly, Red Lake Tribal College works in partnership with the Fond du Lac Tribal College in Cloquet to offer accreditation for their courses. This allows all credits to transfer seamlessly to other institutions. Red Lake Tribal College is also on track for accreditation within two years.

Infrastructure investments also help tribal schools remain strong. White Earth Tribal and Community College President Wannetta Bennet feels the opening of a phase-one construction of their central campus only helped recruit more students. The new building houses two large computer labs, classrooms, commons area, and an entrepreneur center. Leech Lake Tribal College also made the move into a new building in 2005 which now provides plenty of classroom and conference space for events.

By securing full accreditation in 2006, Leech Lake Tribal College now competes more equally with established colleges and universities in the region. Since accreditation, the college was ranked number seven in Washington Monthly’s 2010 ranking of America’s 50 best community colleges[3]. The colleges were scored on topics like active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. This good news provides Leech Lake with national recognition and free advertising.

Conclusion

Somewhere between mediating social adversities among K-12 students and riding a tide of tribal college successes, educators at tribal schools find solace in culture and tradition. The ceremonies and teachings unique to these schools offer a time to reflect and energize for individual challenges ahead. Success of a school is often limited to imperfect measures of performance and accountability. Personal success, however, is not measured by income or house size but by personal satisfaction and fulfillment. In this way, the tribal schools instill the personal drive to achieve.

[1]Bureau of Indian Education, SY 2008-2009; Minnesota Department of Education, SY 2009-2010.
[2]U.S. Dept of Education, National Center for Education Statistics, SY 2008-2009.
[3]Washington Monthly, 2010 Ranking of America’s 50 Best Community Colleges

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