ERIC Number: ED392576
Record Type: Non-Journal
Publication Date: 1995-Nov
Reference Count: N/A
High School Completion Rates by Native American Enrollment in Northwest School Districts. Program Report.
Riles, Suzanne B.
This report reviews aggregate data for school districts in the Northwest region (Alaska, Idaho, Montana, Oregon, and Washington), breaking down on-time high school completion data by percent Native American student enrollment. This focus on high school completion rather than dropout emphasizes student resiliency rather than failure. Findings indicate that where Indians are concentrated, on-time graduation rates decline. But in Alaska, Idaho, and Montana, graduation rates climb where Indians are a larger fraction of student population but not more than 80 percent. The two states with the largest urban populations, Oregon and Washington, show more consistent decline in graduation rates as the proportion of Indians in the student body increases. District achievement averages decline as the percent Indian enrollment increases beyond 20 percent, but districts with Indian enrollments under 20 percent report slightly higher achievement scores than districts where no Indians are enrolled. Data related to urban/rural location support the notion that Indians have lower graduation rates than non-Indians in the same size urban areas. The pattern for achievement scores indicates that urban and rural districts with higher Indian enrollments reported lower scores than those with lower Indian enrollments, but suburban areas with higher Indian enrollments reported slightly higher scores. Current data are suggestive for Indian students in districts with higher Indian enrollment, but individual-level data is necessary to draw conclusions about Indian students in districts where they are a small minority. The appendix is comprised of four graphs which present the data. Contains 19 references. (TD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.