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“True our appearance may not be much different than yours, but being Native American was never just a race of people...We have the same moral values as our ancestors, and we will teach them to our young. These values include our love for our Creator, our families, and the respect we have for the land. The caring attitude we have for our fellow man, and a desire to be who we are, the Native people of this land.” Despite the movement out of traditional communities for employment or educational opportunities, many American Indians maintain strong ties to their tribal community. American Indians describe their families as very close knit with intricate networks that extend beyond the nuclear family. Households are often multi-generational and tend toward a matriarchal hierarchy. Because of the central role that family and tribe play in American Indian life, and because of the importance of family and community involvement in student achievement, this year’s report of the State Advisory Council on Indian Education will give specific attention to the role of American Indian families and communities in their children’s education. DEREK LOWRY, Tuscarora Nation of North Carolina 25
AMERICAN INDIAN STUDENT PERFORMANCE Both American Indian students and NC students statewide are performing at or above grade level in greater numbers than ever before. Even as the average percentage of students at or above grade level has increased across the state, the difference between American Indian student performance and the average student performance statewide is disappearing. Specifically, the difference - or gap - between the percentage of American Indian students performing at or above grade level on state End-of- Grade/End-of-Course tests and the percentage of students statewide performing at or above grade level on state tests is getting smaller and smaller. • American Indian students in grades 3 – 8 have reduced gaps in academic achievement to half of the size they were ten years ago, as seen below. GRAPH 1 Percent of Students Grades 3-8 At or Above Grade Level on Both EOG Reading and Math Percentage 100 80 60 40 20 0 22 pt. } Gap 14 pt. } Gap } 9 pt. Gap 1993-94 1998-99 2002-03 Year All NC Students Am.Indian • The gap closing trends in grades 3 – 8 are equally dramatic between American Indian students and majority ethnic groups like White students. GRAPH 2 Percent Students Grades 3-8 At or Above Grade Level on Both EOG Reading and Math 100 80 60 40 20 0 33 pt. } Gap 24 pt. } Gap 17 pt. } Gap 1993-94 1998-99 2002-03 Year White Am.Indian 26
Page 1 and 2: STATE ADVISORY COUNCIL ON INDIAN ED
Page 3 and 4: TABLE OF CONTENTS Foreword ........
Page 5: The State Advisory Council on India
Page 9 and 10: LEGISLATION AND PURPOSE Background
Page 11: NORTH CAROLINA TRIBES, LOCATIONS, A
Page 15 and 16: EXECUTIVE SUMMARY American Indian s
Page 17 and 18: • Families and schools might part
Page 19: teacher training programs statewide
Page 23: AMERICAN INDIAN FAMILIES AND COMMUN
Page 27 and 28: GRAPH 3: EOG Reading and Math Trend
Page 29 and 30: DROPOUT RATES FOR AMERICAN INDIAN S
Page 31 and 32: ADVANCED COURSE TAKING One way to m
Page 33 and 34: PUBLIC EDUCATION AND TRIBAL EDUCATI
Page 35: SECTION II Family Involvement
Page 38 and 39: In support of their children’s ed
Page 40 and 41: In general, parents find their chil
Page 43: SECTION III Recommendations
Page 46 and 47: Recommendation 2: Foster partnershi
Page 49 and 50: SECTION IV Student Performance Data
Page 51 and 52: STATE SUMMARY DATA - ALL STUDENTS S
Page 53 and 54: EOG Reading, Percent of Students At
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EOG Reading, Percent of Students At
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DROPOUT DATA TABLE 7 PERCENTAGES OF
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TABLE 9 North Carolina Public Schoo
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AP SCORES TABLE 10 PERCENT OF AP TE
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APPENDICES Student making pottery a
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97 in what programs or content are
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APPENDIX C Understanding Education
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One of the major strengths of the A
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The disaggregation of data for the
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APPENDIX E List of Parent Interview
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INROADS Inroads offers corporate in
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APPENDIX G Tribal Organizations in
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APPENDIX I References Cleary, Linda
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