ERIC Number: ED330539
Record Type: Non-Journal
Publication Date: 1991-Jan-15
Reference Count: N/A
Indian Education from the Tribal Perspective: A Survey of American Indian Tribal Leaders.
Wells, Robert N., Jr.
This 1990 survey on American Indian education was conducted among 511 Native American tribal leaders, 227 (44.4%) of whom responded. The study found that 92% of Indian children attend state public schools. Fewer than 10% of Indian children attend Bureau of Indian Affairs Schools or tribally-operated schools. Only 52% of Indian students graduate from high school. Of those, 25% or fewer enroll in two- or four-year colleges, according to 62% of the respondents. About 64% of tribal leaders indicated that 10% or fewer of their tribal members who enroll in college earn a degree. In 48% of all schools, there are no Indian teachers. Over half (55%) of the schools Indians attend have Indians represented on their school boards. Head Start, Title 5 (Indian Education Act), and Johnson O'Malley are federal programs open to Indians. In 70% of the schools that Indian students attend, Native languages are not taught. Just under half (48%) offer courses in Indian history and culture. Priority educational needs were identified as literacy education, vocational education, and securing tribal educators. Principal obstacles include lack of funding and facilities, no incentives, and lack of family support. The studies concludes that federal funding for Indian education be increased, that dropout prevention and literacy education become priorities, and that colleges and universities develop academic support programs for Indian students. Indian teacher training, tribal input to educational reform, and teaching native languages, history, and culture are also emphasized. Survey questions and the response percentages are attached. (TES)
Descriptors: American Indian Education, Cultural Education, Dropout Prevention, Dropouts, Educational Needs, Educational Quality, Elementary Secondary Education, Federal Indian Relationship, Federal Programs, Higher Education, National Surveys, Program Effectiveness, Trust Responsibility (Government)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A