Alternative education closes urban Natives’ achievement gap
SEATTLE – A newly released report highlights the challenges facing urban Native American youths in public schools and showcases seven alternative public education programs that are positively impacting these challenges.
The report, “Resurgence: Restructuring Urban American Indian Education,” was released Nov. 16 by the National Urban Indian Family Coalition. According to a release, it tracks the history of the U.S. public education system’s relationship with Native American communities and the ongoing disparities that exist within academic achievement data for urban American Indian students, commonly referred to as “the achievement gap.”
The report states that educators and administrators have worked with policy officials and the philanthropic community to reform the system to close this achievement gap, but the gap still persists for all students of color and is especially bleak for urban American Indian students.
“We wanted to provide a roadmap for other urban Indigenous communities to follow on behalf of their own students,” Dr. Joe Hobot, the report’s author, said. “I hope (the report) will spark further evaluation and discussion by those involved in this arena.”
The report identifies six major urban centers – Denver, Seattle, Albuquerque, Portland, Minneapolis and Los Angeles – that have high concentrations of American Indian students who attend local public schools and investigates seven alternative education programs offered to these students in each city. The report states these alternative education programs leverage traditional Indigenous culture as a means of securing academic achievement and have earned respect and widespread support from the urban American Indian communities they serve.
“Education is an extremely critical area of need and attention for urban Indian communities across the country,” NUIFC Executive Director Janeen Comenote said. “The NUIFC is proud to be able to amplify the voices and practices of the phenomenal sites and schools highlighted in this critically needed work.”
Edgar Villanueva, Schott Foundation for Public Education vice president and one of the report’s sponsors, said closing the achievement gap is just the beginning.
“Policy leaders, philanthropic partners and community leaders must also focus beyond academic achievement to close the opportunity gaps that contribute to inequitable education outcomes,” Villanueva said. “Closing the opportunity gap is the only way we will make progress toward closing academic achievement gaps that separate most American Indian, black and Hispanic students from their white peers.”
for more information or a copy of the report.