Home State Publications Report to the North Carolina State Board of Education
Report to the North Carolina State Board of Education
STATE ADVISORY COUNCIL ON INDIAN EDUCATION
2008 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION
and Schools:
Tribes, Communities
Fostering Student Success Through Partnerships
The guiding mission of the North Carolina State Board of Education is that every public school student
will graduate from high school, globally competitive for work and postsecondary education and prepared for life
in the 21st Century.
HOWARD N. LEE
Chairman :: Raleigh
WAYNE MCDEVITT
Vice Chair :: Asheville
BEVERLY PERDUE
Lieutenant Governor :: New Bern
State Treasurer :: Kittrell
KATHY A. TAFT
KEVIN D. HOWELL
SHIRLEY E. HARRIS
EULADA P. WATT
ROBERT "TOM" SPEED
MELISSA E. BARTLETT
JOHN A. TATE III
PATRICIA N. WILLOUGHBY
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Rebecca Garland, Interim Associate State Superintendent :: Office of Innovation and School Transformation
6301 Mail Service Center :: Raleigh, NC 27699-6301 :: Telephone 919-807-3200 :: Fax 919-807-4065
Visit us on the Web:: www.ncpublicschools.org
Dedication.................................................................................................................................................... 3
Foreword..................................................................................................................................................... 5
Tribes, Communities, and Schools: Fostering Student Success through Partnerships
Executive Summary..................................................................................................................................... 7
Recommendations...................................................................................................................................... 9
State Advisory Council on Indian Education – Purpose and Partnerships.................................................. 11
Strategic Pathway
Strategic Pathway for Strengthening Indian Education in North Carolina................................................... 15
• Goals and Performance Objectives
Showcase of Partnerships
Graham County Schools, Title VII Indian Education, and Eastern Band of Cherokee Indians..................... 17
State Profile: American Indian Student Performance
A. Elementary and Middle School......................................................................................................25
• End of Grade (EOG) Composite Scores
• End of Grade (EOG) Scores by Grade Level
B. High School...................................................................................................................................27
• End-of-Course (EOC)
• Graduation Rates
• Drop-Out Rates
• Advanced Placement Courses
• SAT Scores
C. College Enrollment........................................................................................................................32
D. College Retention and Graduation.................................................................................................33
Local Education Agency (LEA): American Indian Student Performance
American Indian Student Performance by LEA...................................................................................39
• End of Grade Results
• End of Course Results
• High School Completion
• College Enrollment
2008 SACIE Report / TOC
American Indian Mascot Update
Mascot Update.................................................................................................................................115
Appendix A: Title VII Indian Education Cohorts (2007-08).................................................................117
Appendix B: Tribes, Tribal Councils, and American Indian Organizations..........................................118
Appendix C: NC Graduation Requirements......................................................................................119
Appendix D: Presidential Executive Order 13336.............................................................................121
Appendix E: Resources....................................................................................................................124
Appendix F: References...................................................................................................................125
Appendix G: Data Sources................................................................................................................126
Appendix H: Acknowledgements.....................................................................................................127
Council Members and Staff
North Carolina Tribes and Title VII Grantee Counties
The.2008.Annual.Report.Tribes,.Communities.and.Schools:..Fostering.Student.Success.through.Partnerships.is.
dedicated.to.the.North.Carolina.American.Indian.graduates.of.2007-08..These.students.served.by.Title.VII.Indian.
Education.Programs.and.were.recipients.of.various.scholarships.for.post-secondary.education..All.students.and.
Title.VII.programs.may.not.be.represented..The.State.Advisory.Council.on.Indian.Education.is.proud.to.honor.our.
future.generation.of.American.Indian.leaders..
CLInTon CITY SCHooLS
Elizabeth Michele Jacobs (Coharie),.East.Carolina.University
Brothers.for.Christ.Scholarship.
Mattie.Peterson.Memorial.Scholarship
Holly Jacobs.(Coharie),.UNC-Chapel.Hill
NC.Teaching.Fellows.Scholarship
NC.Educational.Opportunities.Program.Scholarship
UNC-Chapel.Hill.Scholarship
United.Tribes.Scholarship
Student.Government.Association.Scholarship
Sampson.High.School.Alumni.Scholarship
Retired.School.Personnel.Scholarship
Delta.Kappa.Gamma.Scholarship
Edward.W.Taylor.Scholarship
Lions.Club.Scholarship
Smithfi.eld.(Clinton.Branch).Scholarship,
Campbell.University.Scholarship.
Shanta Bryant.(Waccamaw.Siouan),.NC.State.University
Gates.Millenium.Scholarship
NC.State.Pact.Promise.Scholarship
Campbell.University.Presidential.Scholarship.
Allison Freeman.(Waccamaw.Siouan),.Southeastern.
Community.College
Wyche.Scholarship
Eric Graham.(Waccamaw.Siouan),.East.Carolina.University
James Matt Jacobs.(Waccamaw.Siouan),.UNC-Pembroke
Hobbs.Scholarship
Maria Patrick.(Waccamaw.Siouan),.Southeastern.
Barefoot.Memorial.Scholarship
Morgan Patrick.(Waccamaw.Siouan),.UNC-Pembroke
Softball.Scholarship
Gina Simmons.(Waccamaw.Siouan),.UNC-Wilmington
YWCA.Leadership.Scholarship
Concerned.Citizens.of.Lake.Waccamaw.Scholarship.
Lisa Jeffries.(Coharie),.UNC-Chapel.Hill
Morehead-Cain.Scholarship
Scott Chekelelee.(Cherokee),.Tri-County.Community.College.
Kasi Cook.(Cherokee),.Western.Carolina.University
Kari Beth Holloway.(Cherokee),.Tri-County.Community.College.
dakota robinson.(Cherokee),.Western.Carolina.University
Terinda Whisenant.(Cherokee),.Western.Carolina.University
Kristina Wolfe.(Cherokee),.University.of.Tennessee
Eastern.Band.of.Cherokee.Indian.Tribal.Scholarship
Kathryn Hutchins.(Lumbee),.Duke.University.
The.Trinity.Scholarship
Timothy Wright.(Lumbee),.North.Carolina.A&T.
Kenneth.Dungee.Scholarship.
Native.American.Incentive.Scholarship
4 2008 SACIE Report / Dedication
Lauren davis.(Haliwa-Saponi),.UNC-Chapel.Hill.
Louis.and.Rose.Kitner.Scholarship.
UNC.Campus.Scholarship
Kehoni Green.(Haliwa-Saponi),.Nash.Community.College.
Mount.Bethel.Indian.Baptist.Church.Scholarship
Maria Jackson.(Haliwa-Saponi),.UNC-Chapel.Hill
Embark.Scholarship
Benjamin richardson.(Haliwa-Saponi),.NC.State.University,.
NCNAYO.Scholarship
danielle richardson.(Haliwa-Saponi),.Nash.Community.College.
Monica Williams (Haliwa-Saponi),.Elizabeth.City.
State.University
Brittany robin raines.(Lumbee),.UNC-Pembroke.
Justin Bullard.(Lumbee),.UNC-Pembroke
Football.Scholarship
Kyra Lowry (Lumbee),.East.Carolina.University
Chiara oxendine.(Lumbee),.UNC-Chapel.Hill.
GATES.Millennium.Scholarship
United.Tribes.Scholarship.
Coty oxendine (Lumbee),.NC.State.University
Sarah oxendine.(Lumbee),.NC.State.University.
Parks.Scholarship
Larry Edwards.(Coharie/Lumbee),.Mt..Olive.College
FFA.Scholarship
Anthony B. Chavis.(Lumbee),.UNC-Pembroke.
Native.American.Incentive.Scholarship.
Ashley Vance Chavis.(Lumbee),.Western.Carolina.University.
Baseball.Scholarship.
Stephanie Emanuel.(Lumbee).Robeson.Community.College
Lefendre.Education.Fund.Award.
Jessica danielle Lee.(Lumbee),.Wake.Technical.
Linda.Wilson.Acteen.Scholarship.
Alexandra Gail Locklear.(Lumbee),.East.Carolina.University.
PeeDee.Antique.Power.Club.Scholarship.
29th.District.Order.of.Eastern.Star.Scholarship.
Brittany Locklear.(Lumbee),.UNC-Pembroke
Michael oxendine.(Lumbee),.Appalachian.State.University.
Laurinburg.Rotary.Club.Scholarship.
Appalachian.State.University.Diversity.Scholarship.
Krystal Allen.(Eastern.Band.of.Cherokee),.Campbell.University.
Campbell.University.Scholarship
Eastern.Band.of.Cherokee.Indians.Tribal.Scholarships.
Lorin Arvey.(Eastern.Band.of.Cherokee),.Lenoir-Rhyne.College.
James.G.K..McClure.Educational.Development.Scholarship.
Lenoir-Rhyne.College.Scholarship.
Candice Craig (Creek-Muscogee.Nation.of.Oklahoma),.
Western.Carolina.University
Nell.M..Leatherwood.Endowment.Scholarship.
Swain.County.Health.Department.Scholarship.
Swain.County.Hospital.of.WestCare.Nursing.Scholarship.
Heather Harlan.(Eastern.Band.of.Cherokee),.Southwestern.
Community.College.
Swain.County.High.School.Girl's.Track.Scholarship.
Amelia Haynes.(Cherokee.Nation.of.Oklahoma),.
UNC-Wilmington.
Swain.County.High.School.Girl's.Track.Scholarship
The.State.Advisory.Council.on.Indian.Education.is.observing.the.twentieth.anniversary.since.its.
establishment.as.an.advisory.council.to.the.North.Carolina.State.Board.of.Education.and.the.
Department.of.Public.Instruction..Established.in.1988.to.identify.issues.and.concerns.that.affect.
academic.achievement.of.American.Indian.students,.the.State.Advisory.Council.submits.an.annual.
report.to.the.State.Board.of.Education.that.describes.achievement.data.of.school.children.from.
American.Indian.tribes.in.the.state's.public.schools..The.annual.report.has.been.benefi.cial.to.state.
policymakers,.public.school.administrators,.teachers,.local.tribal.communities,.and.parents.of.school.
children.by.informing.them.of.historical.facts,.current.demographics,.and.educational.achievement.data.
that.focus.specifi.cally.on.North.Carolina's.indigenous.people..In.addition,.the.work.of.the.State.Advisory.
Council.has.become.a.model.for.other.states.that.have.sizable.indigenous.populations..For.twenty.
years,.the.efforts.undertaken.by.this.Council.in.conjunction.with.the.State.Board.of.Education.have.
generated.positive.outcomes.for.American.Indian.school.children.in.this.state.
The.2008.theme,."Tribes, Communities, and Schools: fostering Student Success through
Partnerships,".focuses.specifi.cally.on.the.collaboration.needed.for.student.success..We.investigate.
strategies.and.best.practices.for.establishing.partnerships.between.families,.tribes,.communities,.and.
schools.in.order.to.enhance.student.achievement..The.case.study.of.an.American.Indian.community.in.
the.Graham.County.Schools.demonstrates.the.interrelatedness.of.culture.and.schooling..In.the.
Snowbird.community,.parents,.tribal.offi.cials,.community.members.and.school.personnel.are.
knowledgeable.about.each.other.and.are.responsive.to.the.needs.of.all.children,.sharing.respect.and.
understanding.for.all.cultures.and.incorporating.this.understanding.into.the.curriculum..Research.
continues.to.verify.that.native.students.achieve.at.a.higher.rate.and.experience.greater.academic.
success.even.in.college.when.they.maintain.their.tribal.traditions.and.indigenous.culture.while.they.
pursue.education..There.are.many.lessons.to.be.learned.from.the.partnership.between.the.Snowbird.
community.and.the.Graham.County.Schools.
This.year's.report.presents.the.strategic.pathways.that.have.been.developed.to.strengthen.American.
Indian.education.and.includes.an.impressive.analysis.of.achievement.data.for.American.Indian.students.
as.refl.ected.on.end-of-grade.and.end-of-course.tests..For.grades.3.through.8,.the.achievement.gap.
between.American.Indian.students.and.state.average.composite.scores.in.reading.and.math.narrowed.
by.two.percentage.points,.but.both.groups.declined.in.the.percentage.of.students.who.scored.
profi.cient.(level.III).on.these.tests..When.compared.to.the.total.population,.American.Indian.students.
have.a.six-point.gap.in.reading.and.a.twelve-point.difference.in.math..End-of-course.results.refl.ect.
defi.ciencies.in.Algebra.1,.Biology,.and.English..
The.Council.continues.to.be.concerned.about.drop-out.rates,.graduation.rates,.and.enrollment.in.
advanced.placement.and.honors.courses..Slight.positive.movement.in.all.three.areas.is.indicated.in.this.
report..Because.continuing.academic.success.for.American.Indian.students.is.our.goal,.we.present.
college.enrollment,.retention,.and.graduation.data.for.all.universities.in.the.UNC.system.that.have.ten.or.
more.American.Indian.students.
6 2008 SACIE Report / foreword
The.State.Board.of.Education.continues.to.support.our.efforts.to.eliminate.American.Indian.mascots,.
logos,.symbols.and.other.derogatory.imagery.from.public.schools..School.systems.throughout.the.state.
annually.report.their.plans.for.removing.these.insensitive,.demeaning.portrayals.of.American.Indians..
This.report.includes.a.full.update.on.the.schools.that.have.reported.successful.change.and.schools.that.
have.not..It.is.imperative.that.we.continue.to.press.for.this.change.in.all.public.schools.in.order.to.
assure.that."every.learning.environment.will.be.inviting,.respectful,.supportive,.inclusive,.and.fl.exible.
for.student.success."
We.hereby.present.the.most.current.statistical.profi.le.of.American.Indian.students.in.our.North.Carolina.
public.schools,.and.we.make.recommendations.that.we.believe.will.advance.their.academic.
achievement,.if.implemented.
Louise C. Maynor
Chair, State Advisory Council on Indian Education
Tribes, Communities and Schools:
American Indian parents and tribal communities in North Carolina have been persistent in voicing
concern about the quality of their children's education. With the demands of a global economy and the
21st Century, American Indian students must be prepared to meet life with an excellent academic
education and a firm grounding in their culture, language and traditions. Research consistently shows
that Native students who retain strong cultural and traditional ties to their tribes attain greater academic
achievement than those who do not; therefore, it is increasingly imperative for American Indian
students to receive both cultural and academic education.
In recent years, academic indicators reveal
mixed results for North Carolina's American
Indian students. Steady progress has been
made in reducing the abysmally high American
Indian dropout rate since 2003-04, when the
rate approached 9 percent. Fortunately, the rate
decreased to 7.71 percent in 2006-07, but the
rate continues to be one of the highest rates for
any ethnic group. The 4-year cohort graduation
rate for this population of students was 55.6%
for 2006-07.
The percentage of grade 3-8 Indian students
reading proficiently has increased slightly since
earlier in the decade, but there remains a seven
percentage point gap between Indian children
and others. In math the performance gap had closed to four percentage points in 2004-05, but has
widened considerably since the new end-of-grade tests were implemented in 2005-06. The reasons for
the wider gap, now twelve points, are not known. Because of higher state standards, the overall
percentage of students in North Carolina deemed proficient significantly decreased in 2005-06, but the
drop was much greater for Indian children. With exception to Biology, similar drops in percent
proficiency were seen in high school courses when end-of-course exams were redesigned in 2006-07.
In Biology, American Indian students closed the performance gap to six percentage points. For Algebra
I and English I, percentages in proficiency dropped and the achievement gap widened.
Gains in preparation for higher education are being made. The percentage of Indian students taking AP
courses and AP tests continues to increase. Average SAT scores and the percentage of Indian students
taking SAT tests are also on the rise. However, American Indian students still trail other students on
these indicators.
Additionally, the data show that in recent years a higher proportion of American Indians have taken
advantage of higher education opportunities than the state's student population at large. American
Indian high school graduates have enrolled in North Carolina's community colleges at rates higher than
the state average for four consecutive years. The same is true for enrollments in institutions of the
University of North Carolina (UNC) System in three of the past four years. With few exceptions,
however, American Indian students graduate from college at lower rates.
Our expectation is for every American Indian student in North Carolina to graduate well-prepared for
work and postsecondary education. In the current accountability environment, schools with increasingly
diverse student populations must make sure all students succeed educationally; and school
professionals and teachers need to proactively create a climate and opportunities for parents and
2008 SACIE Report / Communities and Schools
communities from diverse backgrounds to be actively involved as stakeholders in schools. Gaining a better
understanding of factors that contribute to improved engagement between schools, students, parents and
communities should be a priority at the local, state and federal levels. It is an urgent priority for American Indian
communities who are concerned about the future of their youth and the preservation of their tribal language,
culture and identity.
The State Advisory Council on Indian Education recognizes that the connection between parents, the tribal
community and schools is vital to improving American Indian student achievement. The 2008 Annual Report
focuses on gaining a better understanding of factors that contribute to improved engagement between
schools, students, parents and communities. The Council looks at the role the North Carolina Department .
of Public Instruction can play in facilitating improved communication and coordination with Title VII Indian
education programs. In addition, school and community partnership efforts in Graham County Schools are
explored. Observations described in this report may offer insights into some factors that contribute to improved
engagement between schools, students, parents and tribal communities. The Council believes that this could
prove beneficial for all school districts across the state serving significant populations of American Indian
students, specifically in terms of understanding the importance of bridging relationships and preserving
language and culture.
American Indian students are making impressive strides, yet there is much to be done to address the readiness of
American Indian students for life in the 21st Century and beyond. All stakeholders including tribal communities must
commit to ensuring the well-being of these students and the quality of education they receive, particularly given the
clear evidence of striking disparities in their educational achievement and attainment. Through effective partnerships
at the state level and those seen in Graham County Schools, teachers and school professionals, Indian education
programs, families and tribal communities can assist students in achieving a firm grounding in their culture,
language and traditions and academic excellence. With resources targeted through the following recommendations,
American Indian students in North Carolina are poised to reach higher levels of educational success.
Recommendation 1:
Actively support pre-service preparation and professional development for teachers and other school .
professionals to enhance their knowledge of American Indian history, language and culture.
• Request that Schools of Education incorporate ways to help non-Native school professionals become
aware of the world views of American Indian people. Teacher education and school administrator .
programs should help these individuals develop an appreciation of the history, language and culture of
American Indians, particularly those of North Carolina.
• Expand opportunities for professional development that provide teachers methods of integrating .
lessons of American Indian history into subject areas such as literature, science and health.
• Actively seek business and foundation partners who are willing to provide annual sponsorship grants to
educators and others who are interested in becoming more expert on North Carolina American Indian
history, language, culture and current affairs.
• Continue efforts that require all public school administrators and local boards of education to review their
policies and procedures toward the use of American Indian sports mascots, logos and all demeaning
imagery; and educate public school personnel about the educational, curricular, and psychological effects of
using American Indian sports mascots and logos.
• Provide professional development opportunities for staff within the Department of Public Instruction,
particularly for those involved in state and regional work of Comprehensive School Support. It is critical for
these individuals to develop an appreciation of the history, language and culture of American Indian
communities as well as an understanding of the contemporary education issues of American Indian students.
• Engage tribal organizations such as the Museum of the Cherokee Indian and the Native American Resource
Center to provide professional development opportunities for school districts across the state.
Foster partnerships between high schools, post-secondary education institutions, local business community
and tribal communities with a specific focus on American Indian students' preparation for college and/or
attainment of skilled employment.
• Develop formal partnerships between school guidance departments and Title VII Indian Education program
directors aimed at aligning American Indian student course taking and academic preparation for post-secondary
education and/or with the skill requirements for jobs or professions students are interested in seeking.
• Invite representatives from local chambers of commerce, local job services or employment offices and local
human resources professionals to work with Title VII Indian Education program coordinators, guidance
counselors and tribal communities to review current job markets, determine in what sectors American Indians
are currently employed and to explore ways to broaden employment opportunities, particularly within tribal
communities. In addition, ask groups to work with school professionals to formulate action plans for
strengthening American Indian students' preparation for future education and employment opportunities.
10 2008 SACIE Report / Communities and Schools
Serve as the catalyst for both state and local coordination in supporting and expanding programs that
strengthen the education of American Indian students.
• Include representation from the American Indian community on state-level boards, committees or
commissions and in the work of the Department of Public Instruction in reviewing and/or developing
education policy, curriculum and standards.
• Encourage and support through technical assistance eligible school districts in applying for Title VII Indian
Education grants and in establishing Indian education programs designed to meet the unique educational
and culturally related academic needs of American Indians.
• Revise current State Board Policy EEO-B-001 to reflect the partnership and roles of the Department of
Public Instruction, the State Advisory Council on Indian Education and local districts in strengthening Indian
education.
• Develop a research agenda and seek ways to enhance capacity for conducting research on the academic
achievement of American Indian students in North Carolina through partnerships and/or collaborations with
universities and other research organizations. A comprehensive research agenda for American Indian
education should 1) establish baseline data on academic achievement and retention in order to monitor
improvement; 2) evaluate promising practices used with American Indian students; and 3) evaluate the
role of native language and culture in the development of educational strategies.
• Facilitate outreach strategies in partnership with other state agencies and organizations to compile
appropriate resources geared towards assisting school districts, Title VII Indian education programs and
tribal communities in supporting American Indian students. Publish and disseminate these materials for
use by tribal organizations, American Indian churches and schools serving relatively large populations of
American Indian students.
Improve the quality and quantity of data available regarding American Indian students and their .
educational trajectories.
• Add required data for completing the Title VII Indian Education Eligibility Form (506 Form) to the NC WISE
student information system to help school districts identify eligible students and generate reports more
effectively and efficiently.
• Develop a partnership among the University of North Carolina system, the North Carolina Community
College system and the Department of Public Instruction to develop the capability to link PK-20 data
sources. This would allow a review of American Indian enrollment, retention and graduation rates and a
review of the courses of study and degree programs American Indian students pursue in higher education.
Information from this review will be provided to the State Advisory Council on Indian Education who will
disseminate its findings to Tribal governments, Title VII Indian Education program directors, LEA
superintendents, and academic officers of institutions of higher education statewide.
• Utilize data from the National Indian Education Study to gauge and monitor the performance of North
Carolina's American Indian students in relation to American Indian students in other states with significant
American Indian populations.
SACIE – Purpose and Partnerships
SACIE - Purpose and Partnerships
In 1988, the State Board of Education (SBE) adopted an Indian education policy to provide a process for
identifying issues pertaining to the education of American Indian students in grades K-12. In the same
year, the General Assembly passed House Bill 2560, which established a fifteen member State
Advisory Council on Indian Education to serve as the mechanism for advocating on the behalf of
American Indian students. Membership consists of American Indian parents and educators, legislative
members from the N.C. Senate and House of Representatives, representatives from the UNC Board of
Governors, the North Carolina Commission of Indian Affairs and the Office of the State Superintendent
of Public Instruction.
The Council serves a vital role in advising the State Board of Education on issues pertaining to the
education of American Indian students. More specifically, the Council is charged with the following duties:
• to advise the SBE on effective educational practices for American Indian students;
• to explore programs that raise academic achievement and reduce the dropout rate among
American Indian students;
• to advise the SBE and the Department of Public Instruction on ways to improve coordination
and communication for the benefit of American Indian students affected by state and federal
programs administered at the state level;
• to prepare and present an annual report to the SBE, tribal organizations, and to conferees at
the annual North Carolina Indian Unity Conference; and
• to advise the SBE on any other aspect of American Indian education when requested by the
State Board, educators, parents, students, business leaders, and other constituents.
State Advisory Council on Indian Education - Purpose
Strategic Partnerships in Strengthening American Indian Education
Better coordination of school improvement planning, collaboration and communication between parents, .
tribal communities, schools, local districts, and state education leaders is essential to meet the unique
needs of American Indian students. Parents and tribal communities share a common desire to see their
children graduate from high school with a quality education that prepares them for college, work and life.
Yet, the American Indian student dropout rates in North Carolina are still among the highest for both male
and females.
A key role for educators is to assure that educational programs for American Indian students recognize and
support the unique cultural and educational needs of native students and that these students achieve
academic excellence. Collaboration with community resources knowledgeable about American Indian
students offers an opportunity for educators to partner in strengthening educational opportunities offered
to all students, both native and non-native.
In an effort to examine the state's role in Indian education the State Advisory Council on Indian Education
and state education leaders, convened a meeting with superintendents, Indian education program
coordinators and representatives from tribal communities. Participants engaged in dialogue and established
cooperative strategies aimed at improving the academic achievement of American Indian students in North
Carolina. Outcomes included:
1. transitioning the leadership role for Indian education within the N.C. Department of Public Instruction
(NCDPI) to the Policy and Strategic Planning, Office of the Deputy State Superintendent;
2. creating a cross-agency project team representative of Curriculum, Instruction and Technology,
Accountability Services, Comprehensive School Support, Talent Management and Leadership
Development, Strategic Planning and Policy and Communications and Information to support the
efforts of the State Advisory Council on Indian Education and to coordinate the work of the
Department in addressing needs of American Indian students;
3. aligning the goals of the Council to the priorities of the State Board of Education, including
measures of accountability; and
4. outlining a comprehensive strategy of support for schools, local districts, Indian education
programs and tribal communities.
Comprehensive School Support and Services
NCDPI, in consultation with superintendents, district personnel, principals, teachers and community
leaders, has designed a more proactive, coordinated and comprehensive approach to partnering and
supporting local districts and schools in school improvement. The primary focus of comprehensive support
is to serve districts with an emphasis of more intensive support to those schools most in need. These
districts are referred to as "transformation districts." The aim of comprehensive support is to build the
district's capacity, knowledge, skills and dispositions to ensure teaching and learning for all students.
A screening process, managed by a state-level Strategic Roundtable, is in place to identify districts and
their level of need. The screening consists of measuring a local district's capacity against its performance.
The level and intensity of state support is dependent on a district's ranking on measures of capacity and
performance reflected in the matrix below. Each district identified as a transformation district will be
assigned a District Transformation Coach to serve as support to the district's central office staff.
SACIE - Purpose and Partnerships 13
The framework for comprehensive support services will be driven by a needs assessment which
encompasses five dimensions: instructional excellence and alignment, professional capacity, leadership
capacity, planning and operational effectiveness and family and community support. After the completion of
the needs assessments in a district, a state-level Agency Roundtable will be held. The Agency Roundtable
will consist of a cross-functional working group of directors who looks at NCDPI available services and
coordinates resources to allow for a greater use of funding and staff. Regional Roundtables will be held in
the regions where transformation districts are located and will be led by a Regional Lead. The Regional
Roundtables will bring together district coaches, school coaches, regionally-based NCDPI staff, Indian
education coordinators, and RESA staff to look at deploying all resources and implementing strategies in a
region more effectively.
For many local districts and schools serving significant populations of American Indian students, the new
approach means a customized, comprehensive approach to school improvement. The strategy of
comprehensive school support and services can engage Indian education coordinators and tribal
communities as active participants in school improvement planning and decision-making.
Through Regional Roundtables, Indian education programs and tribal communities, local districts and
schools in partnership with NCDPI can better provide varied educational and support services to address
the unique educational and culturally-related needs of American Indian students and enhance academic
achievement for all students in the districts.
Matrix of Performance and Capacity
Limited support
Schools1 may fall in
these categories
1 District 'capacity'
Combined DSSF and
Low Wealth index
1 District 'capacity' measured using DSSF
and Low Wealth indices
DSSF Index accurately predicts higher
probability of high-needs, low performing
Low Wealth Index indicates the ability of a
county to generate local revenues
• Ability of local district beyond the
state average to help themselves
2 'District performance' based on the concentration
of underperforming schools
Proxy for performance considers relative
percentage of total schools in the district that
are underperforming
• Prioritizes LEAs with systemic problems
2 District performance
% of schools in district
that are underperforming
districts1
Strategic Pathway for Strengthening American Indian Education
SBE Goal 1: NC public schols wil produce
globally competitive students .
SACIE Pathway Goal 1.1: American Indian students will
have quality instruction sensitive to their diverse learning
styles and cultural uniqueness, enabling them to graduate
from high school with globally competitive skills that focus on
high levels of literacy and mathematical competence and also
self-motivation and self-direction.
SACIE Pathway Goal 1.2: American Indian students will be
exposed to curricula that integrate interdisciplinary themes
and relevant learning projects into core curriculum in order to
engage and assist students in acquiring essential skills and
improving their academic performance.
have the opportunity to explore careers through internships,
vocational education and real-world opportunities.
Year Actual Performance
2006-07 55.6% (Baseline)
Baseline data will be available in 2009-10
Actual Math Performance
(Grades 3-8 EOG Test Composite)
Actual Reading Performance
Science Performance
Baseline data will be available Fall 2009
2006-07 5.57% (343 students) (Baseline)
2006-07 46% (Baseline)
Pathway Objective 1(a): By 2013, 95% of American Indian
high school students will graduate from public high schools with
a regular diploma.
Pathway Objective 1(b): By 2013, 95% of American Indian high
school students will successfully complete graduation projects
that show mastery of critical thinking and problem-solving skills
and preparedness for work and/or postsecondary education.
Pathway Objective 1(c): By 2013, 95% of American Indian
students will score at or above proficiency on reading, math and
science state assessments.
Pathway Objective 1(d): By 2013, the percentage of American
Indian high school students enrolled in Advanced Placement (AP)
courses will be proportional to that of the overall state student
population enrolled in AP courses, which is currently 16%.
Pathway Objective 1(e): By 2013, 95% of American Indian
students will score at or above proficient on CTE Technical
Attainment.
The mission of the State Advisory Council on Indian Education is to create a system that engages state
policy leaders, public school personnel, parents, tribal leaders and communities in providing educational
experiences and cultural opportunities that promote high expectations and accountability for the .
academic achievement of American Indian students, thus preparing students for success in a globally
competitive environment.
Every American Indian student in North Carolina will graduate from academically rigorous and .
culturally relevant high schools as well-prepared lifelong learners globally competitive for work and
postsecondary education.
SBE Goal 2: NC public schols wil be led by
21st Century professionals .
SACIE Pathway Goal 2.1: Teachers and school professionals
will be knowledgeable about American Indians in North Carolina
and will provide students with culturally responsive instruction.
will be highly qualified using diverse assessment measures to
identify the needs of American Indian students to inform
classroom instruction and improve teaching and learning.
will engage parents, tribal leaders and communities in creating
effective partnerships that enhance educational experiences
and cultural opportunities.
SBE Goal 3: Healthy , Responsible Students
for the 21st Century
have learning environments that are culturally inviting, healthy,
supportive and respectful, thereby empowering them to be
responsible citizens.
develop strong cultural and personal identities and character
through participation in unique educational and counseling
SBE Goal 4: Leadership wil guide inovation
in NC public schols.
participate in innovative educational opportunities.
Pathway Objective 2(a): Through 2013, there will be an .
annual increase in the percentage of teachers and school
professionals participating in quality professional development
that prepares for culturally sensitive instruction and provides
tribal and cultural knowledge.
2006-07 97.49% (Baseline)
Pathway Objective 2(b): By 2013, 99% of teachers in local
school districts with significant populations of American Indian
students (significant defined as enrollment of 15 or greater) will
be highly qualified.
parents, tribal leaders and communities will indicate satisfaction
with their students' public school experience.
2007-08 41 Public Schools (Baseline)
Pathway Objective 3(a): By 2013, a decrease of 50% in the
number of public schools using American Indian sport mascots,
logos and demeaning imagery.
2007-08 0.847 (Baseline)
Pathway Objective 3(b): By 2013, increase the ratio of
American Indian students served by Title VII Indian education
programs to 0.950, which is 19 out of 20 students.
2007-08 5 (Baseline)
Pathway Objective 3(c): By 2013, an increase of 100% in .
the number of high schools serving a significant population .
of American Indian students offering an American Indian .
Studies course.
Pathway Objective 4(a): By 2013, the percentage of American
Indian students enrolled in NC Virtual High School and Science,
Technology, Engineering & Mathematics (STEM) High Schools
will be at least proportional to that of the overall state American
Indian high school student population.
Year Actual Performance NC Virtual High School
Baseline data availability to be determined
Year Actual Performance STEM High Schools
2007-08 0.9% (Baseline)
2007-08 17 (Baseline)
Pathway Objective 4(b): By 2013, increase the number of local
school districts receiving federal funding for Title VII Indian
Education programs by 50%.
2008 SACIE Report / Strategic Pathway
American Indian parents and tribal communities in North Carolina have been persistent in voicing concern
about the quality of their children's education. With the demands of a global economy and the 21st Century,
American Indian students must be prepared to meet life with an excellent academic education and a firm
grounding in their culture, language and traditions. Research consistently shows that Native students who
retain strong cultural and traditional ties to their tribes attain greater academic achievement than those who
do not; therefore, it is increasingly imperative for American Indian students to receive both cultural and
academic education.
In recent years, academic indicators reveal mixed results for North Carolina's American Indian students.
Steady progress has been made in reducing the abysmally high American Indian dropout rate since 2003-
04, when the rate approached 9 percent. Fortunately, the rate decreased to 7.71 percent in 2006-07; but
the rate continues to be one of the highest rates for any ethnic group. The 4-year cohort graduation rate for
this population of students was 55.6% for 2006-07. This is not acceptable. Our expectation is for every
American Indian student in North Carolina to graduate from academically rigorous and culturally relevant
high schools well-prepared for work and postsecondary education. According to researchers Cleary and
Peacock (1998), studies clearly support one focus for schools in addressing
challenges such as low graduation rates and dropout--making sure that
American Indian students are grounded in their cultures.
This has significance for American Indian education because an American Indian
student who feels isolated and unknown may be at increased risk for school
failure. "Academics can exceed and excel when culture is aligned and
incorporated", states Tom Belt, the Cherokee Language Coordinator at Western
Carolina's Cherokee Center. When schools are not adequately able to address the
cultural needs of American Indian students, the parents and tribal communities
become a critical resource for promoting and sustaining students' success.
In the current accountability environment, schools with increasingly diverse
student populations must make sure all students succeed educationally. School
professionals and teachers need to proactively create a climate and
opportunities for parents and communities from diverse backgrounds to be
actively involved as stakeholders in schools. Gaining a better understanding of factors that contribute to
improved engagement between schools, students, parents and communities should be a priority at the
local, state and federal levels. It is an urgent priority for American Indian communities who are concerned
about the future of their youth and the preservation of their tribal language, culture and identity.
community and schools is vital to improving American Indian student achievement. Therefore, the Council
focuses its 2008 Report on exploring partnerships at the local district level, more specifically, efforts and
existing partnerships between Graham County Schools, the Snowbird Community in Graham County, and
the Eastern Band of Cherokee Indians. In general, the Council is unable to draw conclusions about school
and community partnerships in all schools and tribal communities in other school districts within the
western region or across North Carolina. However, observations made of Graham County might offer
insights into some factors that contribute to improved engagement between schools, students, parents
and tribal communities. The Council believes that this could prove beneficial for all school districts across
the state serving significant populations of American Indian students, specifically in terms of understanding
the importance of bridging relationships and preserving language and culture.
"Academics can
exceed and excel
when culture
is aligned and
incorporated."
Tom Belt, Cherokee
Language Coordinator,
Cherokee Center,
Partnering to Preserve and Perpetuate Our Native Language and
Culture: Graham County Schools, Title VII Indian Education, and the
Eastern Band of Cherokee Indians
Native America is remarkably diverse, encompassing hundreds of
communities with distinct languages and/or dialects, cultures and
philosophies that defy easy generalizations (Lomawaima, 1999).
Approximately 100,000 American Indians live in North Carolina.
There are eight recognized tribes ranging in size from 50 to well over
40,000 members and all have their own histories, stories and cultural
traditions. Most tribes have a central government and retain limited
sovereignty. Tribal governments and urban American Indian
organizations serve as the communities' centers for practice of
ceremonial traditions, for administering cultural and educational
programs, and as advocates for housing and economic development.
The federally-recognized Eastern Band of the Cherokee Indians (EBCI) reside on the Qualla Boundary in western
North Carolina, maintain limited sovereignty, and operate schools and other institutions under the sponsorship of
the Bureau of Indian Affairs. The Qualla Boundary includes the town of Cherokee, NC as well as several other
communities. Many of these townships would have been clan townships in earlier times (Bird clan, Wolf clan,
etc). There are other communities more removed from the main reservation that are still part of the Cherokee
reservation such as Snowbird, near Robbinsville, NC and several tracts both large and small in Cherokee County.
There are about 13,400 Eastern Band of Cherokee members, most of who live on the Reservation. The
Reservation is slightly more than 56,000 acres held in trust by the federal government specifically for the EBCI.
The EBCI also provides assistance for the education of Cherokee students residing off the Reservation who
attend public schools in the region, including schools in Cherokee, Jackson, Graham and Swain Counties.
Graham County Schools, the focus of this report, has a current American Indian school membership of
approximately 12%. Most American Indian students enrolled in the school district reside in the Snowbird
community. In grades 3-8, Graham County's American Indian students are high achievers, generally
outperforming the average student in the state over the last five years. The students also perform well in high
school, particularly in English and math. These performance results served as a basis for the Council's interest in
exploring the school district's efforts in supporting the education of Native students, particularly how the tribal
community is engaged in the teaching and learning process for American Indian youth.
Staff representing members of the State Advisory Council on Indian Education interviewed the superintendent of
Graham County Schools, the Director of the Title VII Indian Education Program, central office administrators,
principals, teachers, counselors, students, tribal leaders and education administrators for the Eastern Band of
Cherokee Indians, parents and other community members, and faculty and staff of Western Carolina University
working with the Cherokee Center (See Appendix H). The team also visited schools, community-based programs
and historical sites within the region of the Eastern Band of Cherokee Indians.
2008 SACIE Report / Showcase of Partnerships
Relationships of Understanding and Respect
The Council has repeatedly heard stories from across North Carolina about
many American Indian children attending school with students and
teachers who are not aware that American Indians live in the state. Most
public school students and teachers do not know the name of any of the
state's tribes or anything about them.
Many American Indian students find
themselves feeling ethnically anonymous
with little or no acceptance of American
Indians and a scarce understanding of
where they fit in the predominant culture
in their school. American Indian students
deal with an education challenge that
most students in school do not have and
will never have to think about. They need
to master academic content standards like every other student, while at
the same time they must embrace their unique culture and history then
reconcile it with mainstream America (State Advisory Council on Indian
Education, 2004 Annual Report). Often reconciliation is complicated by
struggles against devaluing stereotypes of American Indians and the
remnants of colonial education along with false teachings that are
accepted as natural facts. All of these continue to perpetuate the
perception that Natives are of the past and no longer exist in today's
School professionals and teachers who reject stereotypical ideas and
acknowledge, accept, and teach a child's cultural heritage have significantly
better success in educating American Indian students. According to one tribal community member, non-native
communities are not culturally, historically and socially like Native communities and this must first be
recognized. Interviews and observations in Graham County Schools seem to reflect this recognition by
those involved in educating American Indian children.
Superintendent Davis stressed his point in stating, "Teachers and all of us need to be
in touch with the American Indian community and know them and their needs." For
school administrators, his best advice is to put in place the right people who are
familiar with the needs of the American Indian population. In his school district, the
director for Title VII Indian education program is a member of the district's leadership
team and a member of the Cherokee community. This, Davis contends, is the first
step in fostering understanding and developing relationships that support American
Indian education. Individuals interviewed for this report reiterated Davis' point stating
that having good relationships, genuine, mutual understanding and respect of one
another are key ingredients to their effectiveness. "We are blessed with good
relations, states Chief Michell Hicks, it's one of the most important aspects for us—
not just with administrators but with folks in the region as well."
"As long as stereotypical
ideas are accepted as natural
facts, they will never be
scrutinized, analyzed or
revised. They will become
dominating influences in the
training of young minds,
Native and non-native alike.
Native and non-Native
educators have an opportunity
and responsibility to
scrutinize, analyze and revise
the natural truths and the
pedagogical theory and
practice they implement
K. Tsianina Lomawaima
(Creek), 1999
"Teachers and all
of us need to be
in touch with the
know them and
their needs."
Rick Davis,
Superintendent,
Graham County Schools
Overall, individuals interviewed were attuned to their role and responsibility
in promoting academic excellence and for teaching all children—both .
Native and non-native—about the American Indian culture and heritage. .
One high school student interviewed states, "Our teachers help a lot. They
help with anything. Most are non-native but they look at students the same
and value our culture, identity and language." In Graham County, school
professionals and tribal leaders work collaboratively to create nurturing and
respectful learning environments and to provide programs that educate all
students. This could not have been more evident than in a kindergarten class
of non-native students taught by an elder tribal community member, as the
students showcased their proficiency in speaking the Cherokee language and
their understanding of the Cherokee syllabary. Through this example, one
could see how teaching of the Cherokee language increases student
awareness of and sensitivity toward others regardless of race or cultural
background. Not only does such a school experience create a classroom
environment more conducive to learning, it ensures that all students learn
new skills which will ultimately lead to a better understanding of others and
to a valuing of diversity. For Native students, it provides a welcoming and accepting learning environment
where they can be proud of their Indian identity. All students benefit. As another high school student
describes her relationship with non-native peers, "We compete against each other, but we all support each
other—like a family."
One interviewee, an education program administrator with the EBCI,
describes the partnership of school professionals in Graham County and the
Snowbird tribal community as being one of natural cultural sensitivity. "It's a
two-way street. There are needs in the American Indian community; however,
we Indian people have to understand the school district has needs too—
demands from the State Board of Education and No Child Left Behind," states
Abe Wachacha, member of the Eastern Band of Cherokee Tribal Council
representing the Snowbird community and Cherokee County. Indian education
professionals and community members all agree that relationships, leadership
and support from the superintendent and the tribal community are making a
difference in Indian education. School professionals listen and are receptive and
responsive to the needs of American Indian children. Tribal leaders listen and
are receptive and responsive to the needs of the school district.
The community is a part of the
decision-making process and is heavily engaged in activities
such as teaching the language, writing and translating
curriculum, and supporting the implementation of programs.
An interviewee added that some may attribute progress to
gaming resources but our relationships were in place and
strong prior to gaming. Most interviewees felt that the entire
western region has benefited from the long-standing
relationships.
"We are blessed with good
relations. It's one of the most
important aspects for us—
not just with administrators
but with folks in the region
as well. The sovereign
right is that we make sure
American Indian children are
taken care of, but all children
are going to benefit."
Principal Chief Michell Hicks
"We don't only want a
place at the table. We'd
like to have a voice as to
how things should go for
us and not have things
administered on us. We
need to be involved and
part of the decisions and
in shaping what we know
works for us."
Tom Belt, Cherokee Language
Coordinator, WCU
The Importance of Culture and Language
The historical attempts to eliminate American Indian cultures and languages are
having a profound effect on American Indian education today, particularly with
the possible loss of hundreds of tribal languages. "For our Indian people,
education is needed for success but also to reestablish the importance of own
identity and our own culture…language is a part of it and plays into that in the
most profound way", states Western Carolina's Tom Belt. Interviewed members
of the EBCI expressed concern that the Cherokee language is in danger of dying
out in the near future due to the loss of elders who speak it and the small
number of younger people who are fluent speakers. This is a phenomenon
occurring in many tribal communities. Therefore, it is increasingly an urgent
priority for American Indian communities who are concerned about the future of
their youth and the preservation of their tribal culture, language, and identity.
Many tribal communities believe that only a concerted effort by schools, homes,
and communities will ensure their survival.
Of great significance in Graham County is the positive attitude of school
professionals and their response to the tribal community's concern and expressed
need to preserve the Cherokee history, culture and language. Observations and
interviews with school professionals reveal an attitude of inclusiveness that
embraces the Cherokee culture as part of the overall community's identity. School
professionals and the Title VII Indian education program have partnered with
members of the tribal community and community-based programs in the area to
incorporate the Cherokee students' history, language, and culture into the school
environment, elementary through high school. The Council found this to be a key
component for ensuring that all American Indian students were grounded in their culture and equipped to achieve
academic excellence. Members of the Snowbird community who were interviewed consistently commended the
leadership of Graham County Schools and its Title VII Indian Education program in fostering cultural understanding.
In the Snowbird Community, parents and volunteers, with support from the Cherokee Preservation Foundation,
work on translating books and other curriculum materials into the Cherokee language
for use in Graham County Schools and its Title VII Indian education program.
This attitude is also reflected in several preservation efforts throughout the reach of
the EBCI. The Cherokee Preservation Foundation funds several other initiatives,
including the new Kituwah Immersion Academy. EBCI, in partnership with Western
Carolina University (WCU), will hire university staff members to develop language
courses and teacher certification programs, recruit students to be teachers and
create a Kituwah Teaching Fellows Program. The goal is to not only help revitalize
the language but also support immersion schools by training high-quality teachers
fluent in the language. "Our goal is to identify Cherokee speakers who can become
certified teachers," said one interviewee. Most community members interviewed
agree that immersing children in a language is the best way to save a language and
the tribal culture. According to EBCI tribal administrators, the goal for the language
immersion program, which currently serves about 18 children in its preschool
program, is to expand the program through sixth grade, starting in 2009.
"Through Native culture
and language we must
engage ourselves and non-natives
at the highest level
of debate and acquisition
of knowledge for the
purpose of gaining clarity
and growth in our minds
and bodies. Strong, clear
thinking and action will
further develop our great
Nations from which we
come. Native culture and
language that exemplifies
respect, humility, beauty,
patience, and honor should
be a curriculum for living
throughout all the stages
of our lives."
Tarajean Yazzie, Navajo
"For our Indian people,
education is needed
for success but also
to reestablish the
importance of own
identity and our own
culture…language is
a part of it and plays
into that in the most
profound way."
Language Coordinator, WCU
Partnerships in Action
There is an active American Indian education movement by
many tribes in the United States aimed at helping public schools
to be more culturally sensitive to American Indian students by
incorporating the students' history, language, and culture into
the school environment. As with any reform movement, many
of the substantive changes are initiated from grassroots
constituencies such as American Indian parents and tribal
leaders. In the western part of North Carolina, Graham County
Schools, the Snowbird community and the EBCI provide a
powerful example of how schools and tribal communities can
work together to make a difference in Indian education. A few
of the efforts observed by the team include but are not limited
to the following:
The Tribal Council for the Eastern Band of Cherokee Indians is the governing body for the Tribe and acts in
concert with Graham County Public Schools and surrounding colleges and universities not only to identify
educational needs but to act on those needs. Chief Hicks meets periodically with Superintendent Rick
Davis and the Graham County Board of Education to discuss the needs and progress of all children in the
school district. The school administration and the tribe establish benchmarks for programs. Both
understand the benefit of using data to monitor students' progress and to help develop necessary
programs. A number of initiatives have emerged from these meetings. One such program initiated by the
tribe is donating 500 book bags packed with supplies to area schools for needy students, not just for
children enrolled in the tribe. Chief Hicks states, "It's the sovereign right that American Indian children are
taken care of, but all children are going to benefit." The EBCI has also encouraged reading by helping
develop and publish a children's book each year. The book is written and illustrated by a member of the
Tribe and is published in a dual-language edition with both English and Cherokee. The books are distributed
to every kindergarten student, to surrounding schools, and to libraries.
Not only does the tribe have a full Council composed of tribal leaders and elders, but it also has established
a Junior Leadership Tribal Council to promote and "grow" leadership from within the tribe. Composed of
teenaged representatives from the various communities, the members participate in a mock tribal council
and derive their own legislative ideas. These ideas are then presented to the full Tribal Council. One
recommendation recently made by the Junior Council was to include the Cherokee language as a foreign
language credit. The Tribal Council is presently working with some colleges and universities to establish
that program. The Junior Council members are also heavily involved in community activities such as food
drives for the needy and other volunteer projects.
Principal Chief Michell Hicks, tribal leaders and elders, Superintendent Rick Davis, and the Graham County
Public School System together are involved in joint decision-making. All parties have one major focus--the
education and well-being of all children. Together, they have established a working relationship that
promotes education and leadership from within the tribe. Chief Hicks recommends that tribal leaders and
elders conduct an idea forum and meet with area leaders to establish what can be done to improve the
region, not just for the tribe. He states, "It all begins with leadership. You have to sell it. You have to walk it
and talk it."
Culture and Language
Within Graham County Schools, there is a "seamless infusion" of culture. All
children, not just those on the tribal enrollment, learn the Cherokee language
and culture. One of the tribal elders facilitates a session on the Cherokee
language. All of the children are non-native and can fluently say the days of the
week, the alphabet, and parts of the body, and even sing songs in Cherokee.
This may very well contribute to the academic success of students in Graham
County Schools. According to Tom Belt, language can become a teaching tool, a
means as well as an end. "The language grounds students in Cherokee culture."
One community partner that aligns and incorporates the Cherokee culture is the
Museum of the Cherokee Indian. The museum offers a variety of resources,
workshops, and professional development opportunities for educators, students,
and people in the surrounding communities. These opportunities include a
Cherokee History and Culture Institute in which participants can receive college
credit, a 10-day Cherokee language immersion workshop for adults, and access to guided tours of the
Cherokee Heritage Trails. A visitor can create a "tailored" tour of the museum and receive The Cherokee
Experience, which can include storytelling about Cherokee history and culture, a music and dance program, a
nature walk, a hands-on craft workshop, or a lecture by a visiting scholar. Dr. Barbara Duncan, Director of
Educational Programs, states, "The mission of the museum is to preserve, through the museum's exhibits,
and to perpetuate, through educational programs, the culture and heritage of the Cherokee people.���
Not only do the schools and the museum infuse language and culture into everyday life, but institutes of
higher education are also involved. Western Carolina, in collaboration with the EBCI, has established the
American Indian Center. The main purpose of the center is to allow people from the community to reestablish
the Cherokee language. Although WCU has offered courses in Cherokee language and research for at least
ten years, the university felt a need to bring the language back to the people and establish a community-based
instructional center. One does not have to drive to the college campus to take a course in Cherokee language;
it is offered right in the community. The Center is also helping to establish a total language immersion school.
The school will enroll students from 6 months of age through grade 12. Students will be taught academic
subjects completely with the use of the Cherokee language. It will be the only language spoken by teachers
and students throughout the day. Dr. Hartwell Francis, Director of the Cherokee Language Program at WCU,
states, "With the immersion program, students will not have to reject academics to establish cultural
identity." Western Carolina University and its leaders fully understand the need for involvement at the
university level. "If a university turns its back on a culture, they're turning their back on the basic reason why
universities are there--to best prepare students for what's in the real world," states Tom Belt.
In addition to the Cherokee Language Center, which serves as a hub for community interaction, other
programs also foster inclusiveness. A community public health clinic operates on the campus of Robbinsville
Middle School. Not only does this provide much-needed health services, but it affords parents and community
members the opportunity to visit and experience the school setting. In addition to the clinic, the Tribe
sponsors a diabetes and nutrition youth camp every summer that is open to the entire community.
Additionally, counselors are provided by the tribe. These counselors act as mentors and serve the
population from Pre-K through graduate school. Not only do they serve as mentors, but they are also
advocates for students, providing a variety of other services that range from negotiating college tuition to
providing youth with summer college experiences to collaborating with universities to foster culturally
sensitive environments.
"The mission of the
museum is to preserve
through the museum's
exhibits, and to
perpetuate, through
educational programs,
the culture and heritage
of the Cherokee people."
Dr. Barbara Duncan,
Director of Educational Programs,
Museum of the Cherokee Indian
Educating the whole child is the priority of Graham County Schools, tribal leaders and elders of the Eastern
Band of Cherokee, Western Carolina University, and the surrounding communities. While academics are
often the focus of traditional education, this non-traditional alliance firmly believes that academics are but
one part of an individual's education. This belief manifests itself through the following:
• a "seamless infusion" of culture throughout the educational
experience of students in Graham County Public Schools. The
Cherokee language, history, and culture are part of every Native
and non-Native child's education.
• partnerships among school officials, tribal leaders, and community
elders. All are included and have a voice in joint decision-making
regarding the education and welfare of all children.
• the establishment of a Junior Tribal Council to aid in decision
making and youth development.
• programs and resources available at the Museum of the .
Cherokee Indian.
• the offering of university courses and the establishment of the
Cherokee Language Center.
• the development of the Cherokee Language immersion school.
• a diabetes and nutrition camp for community youth.
• counselors as mentors/advocates
The key to the success of American Indian students is the establishment of meaningful relationships, not
just with teachers and administrators, but with community, tribal, and university leaders. In doing so,
American Indian students will not have to reject academics to establish cultural identity. They will be able to
walk in two worlds without sacrificing their identities. When American Indian culture, heritage, and
language are infused within a child's education, all stakeholders involved benefit greatly from this design,
and these benefits become part of everyone's legacy. As Tom Belt has concluded, "It's not just our history.
It's the history of this region—this part of the state.".
Based on the interviews and the observations of the team, the Council finds that in Graham County Schools:
• Intercultural harmony exists. All children, both Native and non-native, are introduced early to high
quality Native cultural activities that are infused across the curriculum. This strategy appears to be
effective in building intercultural understanding.
• Tribal communities value their relationships with schools, and they want those connections to be .
close and comfortable. Likewise, school professionals value the partnership with the community
and actively engage tribal leaders in the decision-making and efforts to improve Indian education.
• Relationships and leadership are critical keys to successful collaboration in improving American .
Indian education.
End of Grade Composite Scores
Composite scores in reading and math are compiled by averaging the results of End of Grade tests for grades .
3-8. In 2006-07, the achievement gap between American Indian and state average composite scores in both
reading and math were narrowed by two percentage points. However, the gap is still over six points in reading .
and over twelve points in math.
Elementary/Middle School Achievement
State American Indian
2002-03 2003-04 2004-05 2005-06 2006-07
% of Students At or Above Level III
• In reading, from the 2005-06 school year to the
2006-07 school year, the achievement level .
of American Indian students increased by 2.1
percentage points.
Composite Percent Proficient - Grades 3 through 8 Combined
(Percent of Students At or Above Achievement Level III)
• The decreases in percent proficiencies for both .
American Indian students and the state average
in 2005-06 were due to changes made to the End
of Grade test. New test editions were introduced,
and the State Board of Education implemented
more rigorous achievement level cut scores.
Therefore, it is believed that the decreases in
these percentages for all students in 2005-06
were largely due to the increased standards.
• The achievement gap in mathematics
achievement between American Indian students
and the state average widened after the test
changes were made, however the gap was
narrowed again in 2006-07.
26 2008 SACIE Report / State Profile
End of Grade Scores by Grade Level
The tables below show test performance data by grade level over the most recent five year period. The percent
proficiency of a certain class of students can be followed by reading diagonally down from left to right in the
charts. Increases in percent proficiency over time may be seen as indications of the math or reading progress of
a particular cohort of students.
PERCENT PROFICIENT READING
PERCENT PROFICIENT MATHEMATICS
American Indian Students Al Students
Grade 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07
3 75.6 75 77.5 77.5 77.7 82.6 83.4 83.4 84.9 83.7
7 79.5 79.5 79.2 81.4 83.1 85.3 85.8 86.2 88 88.1
High School Achievement 27
High School End of Course Tests
The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will
graduate from high school, globally competitive for work and postsecondary education and prepared for life in the
21st Century. With the increased rigor recently introduced in North Carolina graduation requirements (see
Appendix C), it is critical that all education stakeholders and tribal communities focus on the secondary school level.
Part of the increased rigor comes from the new graduation requirement to demonstrate proficiency (level III or
above) on five End of Course tests, including Algebra I, Biology, and English I. Due to the limited data, only results
from these three tests are reported here. Currently the percent proficiencies of American Indian students in Algebra I,
Biology, and English I are all below 60%. Results from all five tests will be reported in future report editions.
High School Achievement
% Proficiency on End of Course Exam
• The decreases in Algebra I percent proficiencies for
both American Indian students and the state average
in 2006-07 were due to changes made to the End of
Course test. New test editions were introduced and
the State Board of Education implemented more
rigorous achievement level cut scores. Therefore, .
the decreases in these percentages in 2006-07 were
largely due to the increased standards.
• From 2005-06 to 2006-07, state achievement in
mathematics decreased from 82.6% to 66.7%
proficient, while American Indian student proficiency
decreased from 76.8% to 54.1%. The state decrease
in Algebra I proficiency was 15.9%, while American
Indians experienced a 22.7% decrease.
• In 2003-04, the achievement gap between American
Indian students and the state average was 2.5
percentage points in Algebra I, however in 2006-07
the gap had increased to 12.6 percentage points.
Percent Proficiency on End of Course Exam
• American Indian students' percent proficiency on .
the Biology End of Course test increased from 51.2%
to 59.0% last year.
• American Indian student percent proficiency in
Biology is currently within 6.3 percentage points of
the state average. This is the smallest difference in
achievement since 2002-03.
• The large decreases in English I EOC percent
proficiencies for North Carolina students in .
2006-07 were due to changes made to the .
End of Course test. New test editions were
introduced and the State Board of Education
implemented more rigorous achievement level
cut scores. Therefore, it is believed that the
decreases in these percentages in 2006-07 .
• After gaining ground on the state average in
recent years, American Indian students lost
ground in 2006-07. The percentage of American
Indian students measured proficient on the
English I EOC test decreased by 15.6%, while
average state proficiency decreased by 10.7%.
Based on two years of data by ethnicity, American Indian students have the lowest four-year graduation rate in the
state, despite recent increases. The new graduation requirements (see Appendix C) pose an even greater concern.
• The overall state graduation rate increased by
1.2% from 2005-06 to 2006-07, while that of
American Indian students increased by 4.5
NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES
GRADES 9–12 DROP-OUT RATES
• The high school dropout rate for American .
Indian students has decreased 1.16 percentage
points over the last four years, while the state
average dropout rate has increased 0.38
• Despite the improvement in dropout rate,
American Indian students are still leaving .
school 1.5 times as often as other students in
2003-04 2004-05 2005-06 2006-07
Grades 9 -12 Dropout Rate
High School Drop-Out Rates
While the number of American Indian students leaving school without graduating has declined, native students
continue to drop out of school in disproportionate numbers.
Male and Female Students
• While dropout rates for American Indian males
and females appear to be decreasing overall, the
drop-out rate of both of these subgroups is
higher than the state average.
• American Indian females are dropping out 1.3
times more often than the state average.
• American Indian males, with a rate of 8.76
percent, have the highest dropout rate of any
race/gender combination.
State Female American Indian Male American Indian
NC ADVANCED PLACEMENT EXAMINEES
• American Indian AP test taking dropped slightly
in 2004-05, but has steadily increased since then.
• Other students in the state register for AP tests
at approximately three times the rate of
• The rate of AP test taking has increased 22.8%
for American Indian students since 2002-03. .
The rate of AP course taking for all students has
increased 30.3%.
Examining the enrollment in Advanced Placement (AP) courses is another way to measure student academic
performance. AP courses offer challenging material and opportunities for earning college credit. The rate at which
American Indian students enroll in AP courses provides an assessment of the preparation of American Indian
students for higher education.
The third annual "Advanced Placement Report to the Nation" notes that students who participate in AP courses
have significantly better college grade point averages (GPAs) and higher college graduation rates than
academically and economically similar students who did not take these demanding courses. North Carolina
college admission officers have also stated that while the ultimate goal of enrolling in AP courses is to receive
college credit, students who accept the challenge and complete the course (even without receiving college
credit) are more prepared for college than their counterparts.
Percent of Students Taking AP Exams
NC STUDENTS TAKING THE SAT
• In North Carolina, the percentage of American
Indian students taking the SAT has been lower
than that of the general population for the .
last five years. In 2006-07 American Indian
students took the SAT at 82% the rate of the
general population.
• The rate of SAT taking has increased 16.7% for
American Indian students since 2002-03. The rate.
of SAT taking for all students has increased 29.3%.
Since 1941, students across North Carolina have taken the test formally known as the Scholastic Aptitude Test
(SAT). Now known by the letters SAT, the test measures the verbal and math reasoning abilities students develop
throughout school. According to the College Board, the test looks for a student's ability to understand and
analyze written material, to draw inferences, to differentiate shades of meaning, to draw conclusions, and to
solve problems. These are skills that are necessary for success in college and the working world.
Colleges and universities rely heavily on SAT scores for college admittance because it is a fairly good predictor .
of a student's academic success in the first year of college. Students begin taking the test as early as the tenth
grade, seeking scores to grant them entrance to a college or university of their choice.
NC SAT SCORES
• American Indian students' average SAT scores
have increased by 8 points since 2002-03, .
while the average score of the state student
population has increased 3 points.
• During 2003-2004, American Indian students
scored on average 90 points lower than the state
overall, which was the largest gap reported over
the five year period. However, in 2006-2007,
American Indian students had decreased this
discrepancy by 17 points. Although the range of
performance fluctuates from year to year, the gap
remains significant.
Percent of Students Taking the SAT
College Enrollment
NC COMMUNITY COLLEGE SYSTEM (NCCCS) ENROLLMENT
• In 2004-05 (high school class of 2004) and .
2006-07 (class of 2006) American Indians enrolled
in NC community colleges over thirty percent
more frequently than the overall North Carolina
student population.
NC Community Colleges
American Indian students are entering community colleges at higher rates than the state average. Students who
enter North Carolina's community college system may experience the benefits of saving money, living at home or
close by, and making a smoother transition to independent living.
Percent of Graduates Enrolled
ENROLLMENT IN UNC SYSTEM SCHOOLS
• North Carolina American Indian enrollment in the
UNC System was higher than the state average
until 2006-07, when it dropped just below the
state average.
University of North Carolina (UNC) System
College graduates experience many benefits, from greater health insurance coverage and better housing to longer
life expectancy and more time for leisure activities. The University of North Carolina System has 16 schools
across the state with a variety of program offerings. American Indian students enroll in the UNC System schools
at rates similar to other students in the state.
n = 243 n = 301 n = 231 n = 288
College Retention and Graduation
Unfortunately, too many intelligent and capable American Indian students who enroll in colleges or universities
experience a variety of difficulties and do not graduate, which is consistent with trends in public education. In the
tables below, rates of retention and graduation rates for American Indian students are compared to the general
North Carolina student population. The data represents UNC System schools with at least ten American Indian
students in each of the cohort years examined.
A distinction is made between the students retained or graduated from the original UNC institution entered (OUI)
and students retained or graduated from any UNC institution (AUI). Percentage retention and graduation is
generally somewhat higher for the latter. Unlike the other data reported in this section, these statistics include all
students, including those from outside North Carolina.
UNC SYSTEM
• The freshman retention rate for American Indian students has improved in recent years. It exceeded the retention rate for
all students for the first time with the 2004 cohort. Of the American Indian students in that cohort, 69% were still
attending the original UNC institution entered after two years, a rate that is only slightly lower than the state average.
• Graduation rates for American Indian students in the greater University of North Carolina system lag behind those of the
general student population. The six-year graduation rate at any UNC institution for all students is 64% for the most recent
data. The six-year rate for American Indian students is approximately 50%.
American Indian Retention Rate (%) Al Retention Rate (%)
Year Students Year 1
AUI
1997 266 74.1 60.9 52.3 55.6 81.2 70.4 65.1 70.7
2004 316 82.3 69.3 NA NA 81.2 71.0 NA NA
American Indian GRADUATION Rate (%) Al GRADUATION Rate (%)
• Although the American Indian student retention at East Carolina is lower overall—particularly by the third year—there
have been several cohorts with retention rates comparable to the overall population.
• Graduation rates for American Indian students have mostly trailed the general student population. The 2000 cohort had a
very low 4-year graduation rate, but had a 6-year graduation rate (at any UNC institution) that was only slightly lower than
the rest of the ECU students in that cohort.
1997 21 66.7 47.6 38.1 47.6 78.3 66.6 59.7 66.5
2004 23 73.9 69.6 NA NA 75.9 67.5 NA NA
2000 28 7.1 42.9 46.4 57.1 27.6 50.5 56.4 60.9
• After years of lower retention rates, the 2004 cohort of American Indian students had much higher 1-year and 2-year
retention rates than the general student population at NC State.
• American Indian students at NC State trail the general student population in all measures of graduation rate.
2000 45 24.4 42.2 53.3 60 36.9 64.9 70.1 74.9
• UNC-Chapel Hill has a relatively high student retention rate. The retention rate of American Indian students, while still
high, lags a little behind that of the general student population. However, as seen in the table below, there have been two
recent cohorts of American Indian students with 100% freshman retention rates. The 2003 cohort maintained its
outstanding retention rate through three years.
• American Indian students at UNC-CH trail the general student population in all measures of graduation rate.
2000 27 100 81.5 74.1 77.8 95.0 89.8 86.9 89.4
University of North Carolina at Pembroke
• In recent years by all measurements American Indian students have been retained at UNC-Pembroke at higher rates than
the general student population.
• The graduation rates of American Indian students are comparable to those of other students, however the rates at UNC-P
are relatively low overall.
• All recent cohorts of American Indian students at Western Carolina have trailed the general student population in
retention with the exception of the 2001 and 2003 cohorts.
• American Indian students have had mostly lower graduation rates than the general student population, with the exception
of the 1998 cohort. 45.5% of those students graduated at Western Carolina in 5 years or less, a rate higher than that of
the general population.
1999 13 < 5 15.4 38.5 38.5 22.6 42.8 47.3 54.4
LEA Profiles
http://www.columbus.k12.nc.us
Columbus County is located in southeastern North Carolina along
the South Carolina border. The county is considered 100% rural for
census purposes. Accordingly to the 2000 Census, 17.4% of
Columbus County residents live in poverty. 67.4% of adult
residents have at least a high school diploma, but only 8.0% have
a Bachelors degree or higher. The unemployment rate in 2006 was
5.7%, compared with 4.8% for the state overall.
The county's 2006-07 school membership of 6,933 is smaller than
the state average of 12,081. There has been no recent growth in
the county, with the population actually shrinking 0.2% from 2000
to 2006. American Indians comprise 3.6% of the population. The
main tribe represented is Waccamaw Siouan. The two largest
racial groups in the county are white (63.4%) and black (30.1%).
The school population identified as American Indian in Columbus
County is 383. The Title VII program serves 437 students.
40 2008 SACIE Report / LEA Profile
State 100
COLUMBUS COUNTY American Indian Students Al Students
Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07
3 % Grade Level 77.4 69.23 85.2 86.2 72 77.1 74.63 73.6 75.5 72.4
N Tested 31 26 27 29 25 497 544 470 493 514
4 % Grade Level 69.2 80.65 81.8 77.8 96.7 72 80.44 74.6 75.2 83.1
5 % Grade Level 83.3 82.61 91.2 86.4 90 80.8 82.02 85.9 82.1 85
6 % Grade Level 50 73.53 69.2 77.1 88 72.1 75.44 72.5 74 78.9
7 % Grade Level 82.9 70.00 86.1 87 85.4 82.9 81.77 83.3 78 86.7
8 % Grade Level 73.2 86.11 68 75.7 79.2 84.7 86.41 85.5 82.6 82.1
n = 191 n = 170 n = 170 n = 173 n = 175
3 % Grade Level 93.5 80.8 85.2 NA 56 86.5 84.4 79.6 NA 58.1
N Tested 31 26 27 NA 25 497 544 471 NA 515
4 % Grade Level 96.2 96.8 90.9 55.2 40 90.0 92.3 86.3 49.3 56.1
5 % Grade Level 93.3 82.6 94.1 42.3 33.3 87.7 88.6 89.4 50.5 49
7 % Grade Level 91.4 85.0 72.2 37 43.9 76.0 82.0 79 38.9 52
8 % Grade Level 61.0 91.7 88 21.1 37.5 78.6 79.3 78.8 38.6 44.4
EOG Mathematics, Percent of Students At /Above Grade Level
EOG Reading, Percent of Students At /Above Grade Level
Reading and Math End of Grade Tests
Combined Math
Combined Reading
The reading achievement of American
Indian students in Columbus County has
improved relative to that of all students in
the county and the state over the last four
years. In 2006-07 the same proportion of
Columbus County Indian students achieved
at Level III or higher on the End of Grade
test as students in the state overall.
In four of the last five years, the
achievement of American Indians on End
of Grade math tests was similar to that of
students in Columbus County overall. In
2006-07 American Indian math EOG test
performance declined relative to other
Columbus County students. After the math
EOG test revision in 2005, Columbus County
students as a group have performed much
lower than the state overall.
n = the number of American
Indian students tested each year
End of Course Tests
The achievement of American
Indian students on Algebra I and
Biology End of Course tests has
recently fallen below that of
students overall in Columbus
County. In 2003-04 and 2004-05,
Indian students performed
slightly higher than other
Columbus County students on
these tests. Over the last five
years, Indian students have
consistently performed lower
than other Columbus County
students on English I EOC tests.
Note: US History and Civics & Economics results not included because EOC tests have not
been administered in all years. These EOC results will be included in future reports.
n = 26 n = 26 n = 50 n = 31 n = 22
High School Completion and
Dropout rates for American Indian
students in Columbus County
have been consistently higher
than the overall county rate.
However, the American Indian
cohort graduation rate increased
significantly from 2006 to 2007.
The percentages of American
Indian high school graduates
enrolling in UNC system schools
have exceeded those of other
Columbus County graduates in two
of the last three years.
The rates of American Indian
enrollments in NC community
colleges have exceeded those
of the overall population in three
of the last four years.
4-Year Cohort
students attending
NC Comunity Coleges
dropout rates
UNC System Schols
Indian students attending
n = 12 n = 10 n = 7 n = 9
n < 5 n < 5 n < 5 n < 5
http://www.ccs.k12.nc.us
Cumberland County includes the city of Fayetteville and part of the
Fort Bragg Military Reservation. For census purposes, the county
is considered to be 86% urban and 14% rural. According to the
2000 Census, 10.5% of Cumberland County residents live in
poverty. 84.2% of adult residents have at least a high school
diploma, and 19.1% have at least a Bachelors degree. The
unemployment rate in 2006 was 5.5%, compared with 4.8% for
the state overall.
The county's 2006-07 school membership of 52,346 was one of
the largest in the state. From 2000 to 2006, the county population
shrank 1.3%, most likely the result of military deployments.
American Indians comprise 1.6% of the population of Cumberland.
The main tribe represented is Lumbee. The two largest racial
groups in the county are white (54.4%) and black (36.2%).
The school population identified as American Indian in Cumberland
County is 892. The Title VII program serves 1,050 students.
% at Level III % at Level III
CUMBERLAND COUNTY American Indian Students Al Students
3 % Grade Level 76.9 76.27 80 75 80.2 80.9 81.04 81.2 83.2 82
N Tested 65 59 85 60 86 3913 3698 3773 3945 3837
4 % Grade Level 67.3 66.67 81.4 84.7 80.6 81.4 81.28 80.4 81.3 85.6
5 % Grade Level 93 76.00 83.5 92.6 93 88.3 88.61 88 89 90.7
7 % Grade Level 82 81.16 86.9 81.4 77.3 84.8 85.77 86.3 88 87.6
3 % Grade Level 83.1 79.7 82.4 NA 61.6 86.6 86.1 82.7 NA 61.7
N Tested 65 59 85 NA 86 3917 3698 3779 NA 3845
5 % Grade Level 94.7 80.0 88.6 57.4 60.5 92.0 93.6 89.3 56.2 57.6
Over the last five years American Indian
students have performed slightly lower
than Cumberland County students
overall on End of Grade tests in both
reading and math.
% at Level III % at Level III % at Level III
The performance of American
Indian students on Algebra I
EOC tests has been similar to
that of other Cumberland County
students over the last five years.
In 2006-07, American Indian
students performed slightly higher
than other students in the
county and made considerable
gains on overall North Carolina
student performance.
For the last five years American
Indian students have performed
lower than Cumberland County
students overall on Biology
EOC tests.
After four years of lower
performance on English I
EOC tests, American Indian
students posted slightly higher
performance than students in
Cumberland County and the
state in 2006-07.
Over the last four years, the gap
between American Indian dropout
rates and the overall Cumberland
County rate has narrowed.
From 2006 to 2007 the difference
in the graduation rates of
American Indian students and the
overall Cumberland population has
been reduced.
high school graduates enrolling in
UNC system schools have lagged
behind those of other Cumberland
County graduates, however the
rates of American Indian
enrollments in NC communities
colleges have exceeded those of
the local population in three of the
last four years.
n = 13 n = 10 n = 6 n = 10
n = 12 n = 14 n =11 n = 12
http://www.gcsk12.com
Graham County is located in southwestern North Carolina along
the Tennessee border. The county is considered 100% rural for
Graham County residents live in poverty. 68.4% of adult residents
have at least a high school diploma, but only 11.3% have a
Bachelors degree or higher. The unemployment rate in 2006 was
The county's 2006-07 school membership of 1,202 was one of .
the smallest in the state. There was negligible growth recorded .
in the county from 2000 to 2006, compared to 10.1% overall in .
the state of North Carolina. American Indians comprise 6.3% of
the population. The main tribe represented is the Eastern Band .
of Cherokee Indians. The largest racial group in the county is .
white (92.0%).
The school population identified as American Indian in Graham
GRAHAM COUNTY American Indian Students Al Students
3 % Grade Level 88.9 81.82 75 91.7 57.1 81.4 83.16 81.2 80 72.5
N Tested 9 11 8 12 7 86 95 85 90 91
4 % Grade Level 80 88.89 81.8 100 81.8 88.1 85.37 82 85.4 84.5
N Tested 10 9 11 8 11 101 82 89 82 84
5 % Grade Level 84.6 100.00 100 100 100 90.1 94.85 92.7 92.3 93.2
N Tested 13 10 9 11 9 91 97 96 91 88
6 % Grade Level 100 92.31 88.9 100 90 88.2 94.12 96 88 96.5
N Tested 8 13 9 8 10 85 85 99 92 86
7 % Grade Level 90 100.00 91.7 88.9 90 83.5 93.42 88.8 89.6 91.7
N Tested 10 8 12 9 10 97 76 89 106 84
8 % Grade Level 100 100.00 100 100 91.7 91.9 93.02 78 91.1 92.2
N Tested 17 9 9 13 12 111 86 96.2 90 103
3 % Grade Level 100.0 100.0 62.5 NA 57.1 91.9 90.5 80 NA 56
N Tested 9 11 8 NA 7 86 95 85 NA 91
4 % Grade Level 100.0 100.0 100 75 54.5 95.0 97.6 95.5 64.6 66.7
5 % Grade Level 100.0 100.0 100 72.7 55.6 92.3 95.9 91.7 65.9 71.4
6 % Grade Level 100.0 100.0 100 37.5 80 94.1 94.1 93.9 67.4 80.2
7 % Grade Level 100.0 100.0 100 88.9 70 91.8 96.1 93.3 70.1 75
8 % Grade Level 100 88.89 100 92.3 66.7 97.3 88.37 87.2 67.8 72.8
N Tested 17 9 9 13 12 110 86 78 90 103
The math and reading achievement of
Graham County's American Indian
students in grades 3-8 has generally been
at or above that of the average student in
the LEA and state over the last five years.
Graham County 49
n = 6 n = 17 n = 13 n = 9 n = 11
n = 10 n = 6 n = 13 n = 6 n = 7
In recent years Graham County
American Indian students have
performed higher on the test in
English I, but lower on the
Biology EOC than other students
in the state and local district. In
Algebra I, the American Indian
students scored higher than all
other students in the state until
American Indian students in
Graham County graduate at
rates lower than the state and
LEA averages.
Less than five American Indian
students have dropped out in each
of the last four school years.
Because of the small number of
American Indian students,
changes in the dropout rates are
as much due to the number of high
school students (denominator) as
the number of dropouts
(numerator). Therefore, the rate
trend is not a very good indicator.
A similar situation is also noted
when looking at rates of American
Indian graduates attending UNC
system schools and the state's
community colleges. There were
only five American Indian
graduates in 2005, 2006, and 2007.
There were none in 2004.
http://www.gcsnc.com
Guilford County is located in north central North Carolina and
contains the cities of Greensboro and High Point. For census
purposes, the county is considered to be 84% urban and 16%
rural. According to the 2000 Census, 7.6% of Guilford County
residents live in poverty. 83.0% of adult residents have at least a
high school diploma, and 30.3% have at least a Bachelors degree.
The unemployment rate in 2006 was 4.7%, slightly lower than the
state average of 4.8%.
Guilford County's 2006-07 school membership of 69,677 was one
of the largest in the state. From 2000 to 2006, the county grew
7.3%, compared to 10.1% for the state overall. American Indians
comprise 0.5% of the population. The two largest racial groups in
the county are white (64.6%) and black (29.2%).
The school population identified as American Indian in Guilford
GUILFORD COUNTY American Indian Students Al Students
3 % Grade Level 80 71.43 79.4 90.5 78.1 80.8 81.82 81.8 83.4 82
4 % Grade Level 87.5 76.00 88 65.7 95 82.1 81.63 80.8 83.8 85.1
5 % Grade Level 86.5 88.10 100 96.2 94.1 88 88.98 88.2 89.5 91
4 % Grade Level 87.5 88.0 92 54.3 60 94.2 93.8 91.2 65.2 69.5
6 % Grade Level 90.6 84.4 89.7 69.2 50 89.1 90.0 89.4 60 66.3
7 % Grade Level 76.5 88.5 90 60 57.7 81.5 84.7 82.7 59.9 62.7
In four of the last five years, American
Indian student performance on reading
End of Grade tests has equaled or
exceeded that of other students in
Guilford County and the state.
From 2002-03 until 2004-05, American
Indian student performance on math
End of Grade tests closely mirrored that
of other students in the state. Since the
math EOG tests were revised in 2005,
the performance of Indian students has
lagged slightly behind other students in
n = 213 n = 181 n = 178 n = 171 n =173
Over the last five years, the
percentage of American Indian
students deemed proficient by
End of Course Algebra I testing
has been generally lower than
other students in Guilford County.
Lower performance was also
seen in Biology I with the notable
exception of 2006-07 when the
percentage of Indian students
scoring proficient exceeded
that of other Guilford County
students and equaled that of the
state overall.
In English I, Guilford County
American Indian students'
EOC test performance has
mirrored that of the county and
Because Guilford County high
schools have relatively few
differences of only one or two
dropouts or graduations can make
huge differences in performance
indicators. The American Indian
cohort graduation rate in Guilford
County improved markedly from
2005-06 to 2006-07, however the
event dropout rate for 2006-07
was much higher than the
previous year.
Rates of enrollment in higher
education from 2003-04 to 2006-07
of Indian students and other
Guilford County students have
been comparable.
n < 5 n = 7 n < 5 n = 7
n = 7 n = 12 n = 8 n < 5
http://www.halifax.k12.nc.us
Halifax county is located in northeastern North Carolina. According
to the 2000 Census, 21.9% of county residents live in poverty.
60.3% of adult residents have at least a high school diploma, but
only 9.2% have at least a Bachelors degree. The unemployment
rate in 2006 was 6.6%, compared with 4.8% for the state overall.
The 2006-07 school membership of 4,736 for Halifax County
Schools is smaller than the state average of 12,081. Separate city
school systems for the cities of Roanoke Rapids and Weldon are
also located in Halifax County. For census purposes, Halifax
County is considered 21% urban and 79% rural, however the
Halifax County school district is almost completely rural.
From 2000 to 2006, the population of Halifax County shrank 3.2%.
American Indians comprise 4.3% of the population. The main tribe
represented is Haliwa-Saponi. The two largest racial groups in the
county are black (65.1%) and white (28.6%).
The school population identified as American Indian in Halifax
HALIFAX COUNTY American Indian Students Al Students
3 % Grade Level 73.9 94.12 82.4 64.3 79.2 75.6 79.61 81 81.7 71.9
5 % Grade Level 90.5 92.86 85.7 100 88.2 81.3 84.80 80.7 80.7 78.6
7 % Grade Level 87.5 76.92 66.7 69 78.3 71.1 72.21 69.1 67.9 69.3
8 % Grade Level 72.7 82.1 80 50 44 71.6 84.0 71.9 34.4 32.6
The percentage of American Indian
students proficient on End of Grade
tests in reading has exceeded that of
other Halifax County students over the
last five years.
of other students in Halifax County and
the state. Since the math EOG tests
were revised in 2005, the performance
of Indian students has lagged slightly
behind other students in Halifax County
and the state. n = the number of American
End of Course testing in Algebra
I and Biology has exceeded that
of other students in Halifax
County, however proficiency
levels lag far below that of the
In English I, American Indian
students have performed better
than other Halifax County
students on EOC tests in four of
the last five years.
n = 32 n = 18 n = 31 n = 24 n = 8
HALIFAX COUN
Title Report to the North Carolina State Board of Education
Other Title State Advisory Council on Indian Education... report to the North Carolina State Board of Education; Report to the State Board of Education; State Advisory Council on Indian Education... report to the State Board of Education;
Creator State Advisory Council on Indian Education (N.C.)
Contributor North Carolina. Department of Public Instruction.
North Carolina. State Board of Education.
Date 2001; 2002; 2003; 2004; 2005; 2006; 2007; 2008; 2009; 2010; 2011; 2012; 2013; 2014
Subjects State Advisory Council on Indian Education (N.C.)--Periodicals
Indians of North America--Education--North Carolina--Statistics--Periodicals
Education and state--North Carolina--Periodicals
Education--North Carolina
Description Annual; 2007-; Issues also have a distinctive title.; Title from cover.
Publisher State Board of Education; Dept. of Public Instruction
Agency-Current North Carolina State Board of Education
Physical Characteristics v. : ill. ; 28 cm.
Format Periodicals
Related Items http://worldcat.org/oclc/707728560/viewonline
Title Replaces State Advisory Council on Indian Education (N.C.). Report to the State Board of Education
Pres File Name-M pubs_serial_reportstateboard2001.pdf-pubs_serial_reportstateboard2010.pdf (total of 10 files)
Description 2008
Digital Characteristics-A 8 MB; 145 p.
Full Text STATE ADVISORY COUNCIL ON INDIAN EDUCATION 2008 REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION and Schools: Tribes, Communities Fostering Student Success Through Partnerships STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. HOWARD N. LEE Chairman :: Raleigh WAYNE MCDEVITT Vice Chair :: Asheville BEVERLY PERDUE Lieutenant Governor :: New Bern RICHARD MOORE State Treasurer :: Kittrell KATHY A. TAFT Greenville KEVIN D. HOWELL Raleigh SHIRLEY E. HARRIS Troy EULADA P. WATT Charlotte ROBERT "TOM" SPEED Boone MELISSA E. BARTLETT Statesville JOHN A. TATE III Charlotte PATRICIA N. WILLOUGHBY Raleigh NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Rebecca Garland, Interim Associate State Superintendent :: Office of Innovation and School Transformation 6301 Mail Service Center :: Raleigh, NC 27699-6301 :: Telephone 919-807-3200 :: Fax 919-807-4065 Visit us on the Web:: www.ncpublicschools.org Table of Contents Table of Contents Dedication.................................................................................................................................................... 3 Foreword..................................................................................................................................................... 5 Tribes, Communities, and Schools: Fostering Student Success through Partnerships Executive Summary..................................................................................................................................... 7 Recommendations...................................................................................................................................... 9 State Advisory Council on Indian Education – Purpose and Partnerships.................................................. 11 Strategic Pathway Strategic Pathway for Strengthening Indian Education in North Carolina................................................... 15 • Goals and Performance Objectives Showcase of Partnerships Graham County Schools, Title VII Indian Education, and Eastern Band of Cherokee Indians..................... 17 State Profile: American Indian Student Performance A. Elementary and Middle School......................................................................................................25 • End of Grade (EOG) Composite Scores • End of Grade (EOG) Scores by Grade Level B. High School...................................................................................................................................27 • End-of-Course (EOC) • Graduation Rates • Drop-Out Rates • Advanced Placement Courses • SAT Scores C. College Enrollment........................................................................................................................32 D. College Retention and Graduation.................................................................................................33 Local Education Agency (LEA): American Indian Student Performance American Indian Student Performance by LEA...................................................................................39 • End of Grade Results • End of Course Results • High School Completion • College Enrollment 2008 SACIE Report / TOC American Indian Mascot Update Mascot Update.................................................................................................................................115 Appendices Appendix A: Title VII Indian Education Cohorts (2007-08).................................................................117 Appendix B: Tribes, Tribal Councils, and American Indian Organizations..........................................118 Appendix C: NC Graduation Requirements......................................................................................119 Appendix D: Presidential Executive Order 13336.............................................................................121 Appendix E: Resources....................................................................................................................124 Appendix F: References...................................................................................................................125 Appendix G: Data Sources................................................................................................................126 Appendix H: Acknowledgements.....................................................................................................127 Council Members and Staff North Carolina Tribes and Title VII Grantee Counties 3 Dedication Dedication The.2008.Annual.Report.Tribes,.Communities.and.Schools:..Fostering.Student.Success.through.Partnerships.is. dedicated.to.the.North.Carolina.American.Indian.graduates.of.2007-08..These.students.served.by.Title.VII.Indian. Education.Programs.and.were.recipients.of.various.scholarships.for.post-secondary.education..All.students.and. Title.VII.programs.may.not.be.represented..The.State.Advisory.Council.on.Indian.Education.is.proud.to.honor.our. future.generation.of.American.Indian.leaders.. CLInTon CITY SCHooLS Elizabeth Michele Jacobs (Coharie),.East.Carolina.University Brothers.for.Christ.Scholarship. Mattie.Peterson.Memorial.Scholarship Holly Jacobs.(Coharie),.UNC-Chapel.Hill NC.Teaching.Fellows.Scholarship NC.Educational.Opportunities.Program.Scholarship UNC-Chapel.Hill.Scholarship United.Tribes.Scholarship Student.Government.Association.Scholarship Sampson.High.School.Alumni.Scholarship Retired.School.Personnel.Scholarship Delta.Kappa.Gamma.Scholarship Edward.W.Taylor.Scholarship Lions.Club.Scholarship Smithfi.eld.(Clinton.Branch).Scholarship, Campbell.University.Scholarship. CoLUMBUS CoUnTY Shanta Bryant.(Waccamaw.Siouan),.NC.State.University Gates.Millenium.Scholarship NC.State.Pact.Promise.Scholarship Campbell.University.Presidential.Scholarship. Allison Freeman.(Waccamaw.Siouan),.Southeastern. Community.College Wyche.Scholarship Eric Graham.(Waccamaw.Siouan),.East.Carolina.University United.Tribes.Scholarship James Matt Jacobs.(Waccamaw.Siouan),.UNC-Pembroke Hobbs.Scholarship Maria Patrick.(Waccamaw.Siouan),.Southeastern. Community.College Barefoot.Memorial.Scholarship United.Tribes.Scholarship Morgan Patrick.(Waccamaw.Siouan),.UNC-Pembroke United.Tribes.Scholarship Softball.Scholarship Gina Simmons.(Waccamaw.Siouan),.UNC-Wilmington YWCA.Leadership.Scholarship Concerned.Citizens.of.Lake.Waccamaw.Scholarship. CUMBErLAnd CoUnTY Lisa Jeffries.(Coharie),.UNC-Chapel.Hill Morehead-Cain.Scholarship GrAHAM CoUnTY Scott Chekelelee.(Cherokee),.Tri-County.Community.College. Kasi Cook.(Cherokee),.Western.Carolina.University Kari Beth Holloway.(Cherokee),.Tri-County.Community.College. dakota robinson.(Cherokee),.Western.Carolina.University Terinda Whisenant.(Cherokee),.Western.Carolina.University Kristina Wolfe.(Cherokee),.University.of.Tennessee Eastern.Band.of.Cherokee.Indian.Tribal.Scholarship . GUILFord CoUnTY Kathryn Hutchins.(Lumbee),.Duke.University. The.Trinity.Scholarship Timothy Wright.(Lumbee),.North.Carolina.A&T. Kenneth.Dungee.Scholarship. Native.American.Incentive.Scholarship 4 2008 SACIE Report / Dedication HALIFAX CoUnTY Lauren davis.(Haliwa-Saponi),.UNC-Chapel.Hill. Louis.and.Rose.Kitner.Scholarship. UNC.Campus.Scholarship Kehoni Green.(Haliwa-Saponi),.Nash.Community.College. Mount.Bethel.Indian.Baptist.Church.Scholarship Maria Jackson.(Haliwa-Saponi),.UNC-Chapel.Hill Embark.Scholarship Benjamin richardson.(Haliwa-Saponi),.NC.State.University,. NCNAYO.Scholarship danielle richardson.(Haliwa-Saponi),.Nash.Community.College. Mount.Bethel.Indian.Baptist.Church.Scholarship Monica Williams (Haliwa-Saponi),.Elizabeth.City. State.University Native.American.Incentive.Scholarship rICHMond CoUnTY Brittany robin raines.(Lumbee),.UNC-Pembroke. NC.Teaching.Fellows.Scholarship roBESon CoUnTY Justin Bullard.(Lumbee),.UNC-Pembroke Football.Scholarship Kyra Lowry (Lumbee),.East.Carolina.University United.Tribes.Scholarship Chiara oxendine.(Lumbee),.UNC-Chapel.Hill. GATES.Millennium.Scholarship United.Tribes.Scholarship. Coty oxendine (Lumbee),.NC.State.University NC.State.Pact.Promise.Scholarship Sarah oxendine.(Lumbee),.NC.State.University. Parks.Scholarship SAMPSon CoUnTY Larry Edwards.(Coharie/Lumbee),.Mt..Olive.College FFA.Scholarship SCoTLAnd CoUnTY Anthony B. Chavis.(Lumbee),.UNC-Pembroke. Native.American.Incentive.Scholarship. Ashley Vance Chavis.(Lumbee),.Western.Carolina.University. Baseball.Scholarship. Stephanie Emanuel.(Lumbee).Robeson.Community.College Lefendre.Education.Fund.Award. Jessica danielle Lee.(Lumbee),.Wake.Technical. Community.College Linda.Wilson.Acteen.Scholarship. Alexandra Gail Locklear.(Lumbee),.East.Carolina.University. PeeDee.Antique.Power.Club.Scholarship. 29th.District.Order.of.Eastern.Star.Scholarship. Brittany Locklear.(Lumbee),.UNC-Pembroke Native.American.Incentive.Scholarship. Michael oxendine.(Lumbee),.Appalachian.State.University. Laurinburg.Rotary.Club.Scholarship. Appalachian.State.University.Diversity.Scholarship. SWAIn CoUnTY Krystal Allen.(Eastern.Band.of.Cherokee),.Campbell.University. Campbell.University.Scholarship Eastern.Band.of.Cherokee.Indians.Tribal.Scholarships. Lorin Arvey.(Eastern.Band.of.Cherokee),.Lenoir-Rhyne.College. James.G.K..McClure.Educational.Development.Scholarship. Lenoir-Rhyne.College.Scholarship. Candice Craig (Creek-Muscogee.Nation.of.Oklahoma),. Western.Carolina.University Nell.M..Leatherwood.Endowment.Scholarship. Swain.County.Health.Department.Scholarship. Swain.County.Hospital.of.WestCare.Nursing.Scholarship. Heather Harlan.(Eastern.Band.of.Cherokee),.Southwestern. Community.College. Swain.County.High.School.Girl's.Track.Scholarship. Amelia Haynes.(Cherokee.Nation.of.Oklahoma),. UNC-Wilmington. Swain.County.High.School.Girl's.Track.Scholarship 5 Foreword foreword The.State.Advisory.Council.on.Indian.Education.is.observing.the.twentieth.anniversary.since.its. establishment.as.an.advisory.council.to.the.North.Carolina.State.Board.of.Education.and.the. Department.of.Public.Instruction..Established.in.1988.to.identify.issues.and.concerns.that.affect. academic.achievement.of.American.Indian.students,.the.State.Advisory.Council.submits.an.annual. report.to.the.State.Board.of.Education.that.describes.achievement.data.of.school.children.from. American.Indian.tribes.in.the.state's.public.schools..The.annual.report.has.been.benefi.cial.to.state. policymakers,.public.school.administrators,.teachers,.local.tribal.communities,.and.parents.of.school. children.by.informing.them.of.historical.facts,.current.demographics,.and.educational.achievement.data. that.focus.specifi.cally.on.North.Carolina's.indigenous.people..In.addition,.the.work.of.the.State.Advisory. Council.has.become.a.model.for.other.states.that.have.sizable.indigenous.populations..For.twenty. years,.the.efforts.undertaken.by.this.Council.in.conjunction.with.the.State.Board.of.Education.have. generated.positive.outcomes.for.American.Indian.school.children.in.this.state. The.2008.theme,."Tribes, Communities, and Schools: fostering Student Success through Partnerships,".focuses.specifi.cally.on.the.collaboration.needed.for.student.success..We.investigate. strategies.and.best.practices.for.establishing.partnerships.between.families,.tribes,.communities,.and. schools.in.order.to.enhance.student.achievement..The.case.study.of.an.American.Indian.community.in. the.Graham.County.Schools.demonstrates.the.interrelatedness.of.culture.and.schooling..In.the. Snowbird.community,.parents,.tribal.offi.cials,.community.members.and.school.personnel.are. knowledgeable.about.each.other.and.are.responsive.to.the.needs.of.all.children,.sharing.respect.and. understanding.for.all.cultures.and.incorporating.this.understanding.into.the.curriculum..Research. continues.to.verify.that.native.students.achieve.at.a.higher.rate.and.experience.greater.academic. success.even.in.college.when.they.maintain.their.tribal.traditions.and.indigenous.culture.while.they. pursue.education..There.are.many.lessons.to.be.learned.from.the.partnership.between.the.Snowbird. community.and.the.Graham.County.Schools. This.year's.report.presents.the.strategic.pathways.that.have.been.developed.to.strengthen.American. Indian.education.and.includes.an.impressive.analysis.of.achievement.data.for.American.Indian.students. as.refl.ected.on.end-of-grade.and.end-of-course.tests..For.grades.3.through.8,.the.achievement.gap. between.American.Indian.students.and.state.average.composite.scores.in.reading.and.math.narrowed. by.two.percentage.points,.but.both.groups.declined.in.the.percentage.of.students.who.scored. profi.cient.(level.III).on.these.tests..When.compared.to.the.total.population,.American.Indian.students. have.a.six-point.gap.in.reading.and.a.twelve-point.difference.in.math..End-of-course.results.refl.ect. defi.ciencies.in.Algebra.1,.Biology,.and.English.. The.Council.continues.to.be.concerned.about.drop-out.rates,.graduation.rates,.and.enrollment.in. advanced.placement.and.honors.courses..Slight.positive.movement.in.all.three.areas.is.indicated.in.this. report..Because.continuing.academic.success.for.American.Indian.students.is.our.goal,.we.present. college.enrollment,.retention,.and.graduation.data.for.all.universities.in.the.UNC.system.that.have.ten.or. more.American.Indian.students. 6 2008 SACIE Report / foreword The.State.Board.of.Education.continues.to.support.our.efforts.to.eliminate.American.Indian.mascots,. logos,.symbols.and.other.derogatory.imagery.from.public.schools..School.systems.throughout.the.state. annually.report.their.plans.for.removing.these.insensitive,.demeaning.portrayals.of.American.Indians.. This.report.includes.a.full.update.on.the.schools.that.have.reported.successful.change.and.schools.that. have.not..It.is.imperative.that.we.continue.to.press.for.this.change.in.all.public.schools.in.order.to. assure.that."every.learning.environment.will.be.inviting,.respectful,.supportive,.inclusive,.and.fl.exible. for.student.success." We.hereby.present.the.most.current.statistical.profi.le.of.American.Indian.students.in.our.North.Carolina. public.schools,.and.we.make.recommendations.that.we.believe.will.advance.their.academic. achievement,.if.implemented. Louise C. Maynor Chair, State Advisory Council on Indian Education Tribes, Communities and Schools: Fostering Student Success Through Partnerships Executive Summary Executive Summary American Indian parents and tribal communities in North Carolina have been persistent in voicing concern about the quality of their children's education. With the demands of a global economy and the 21st Century, American Indian students must be prepared to meet life with an excellent academic education and a firm grounding in their culture, language and traditions. Research consistently shows that Native students who retain strong cultural and traditional ties to their tribes attain greater academic achievement than those who do not; therefore, it is increasingly imperative for American Indian students to receive both cultural and academic education. In recent years, academic indicators reveal mixed results for North Carolina's American Indian students. Steady progress has been made in reducing the abysmally high American Indian dropout rate since 2003-04, when the rate approached 9 percent. Fortunately, the rate decreased to 7.71 percent in 2006-07, but the rate continues to be one of the highest rates for any ethnic group. The 4-year cohort graduation rate for this population of students was 55.6% for 2006-07. The percentage of grade 3-8 Indian students reading proficiently has increased slightly since earlier in the decade, but there remains a seven percentage point gap between Indian children and others. In math the performance gap had closed to four percentage points in 2004-05, but has widened considerably since the new end-of-grade tests were implemented in 2005-06. The reasons for the wider gap, now twelve points, are not known. Because of higher state standards, the overall percentage of students in North Carolina deemed proficient significantly decreased in 2005-06, but the drop was much greater for Indian children. With exception to Biology, similar drops in percent proficiency were seen in high school courses when end-of-course exams were redesigned in 2006-07. In Biology, American Indian students closed the performance gap to six percentage points. For Algebra I and English I, percentages in proficiency dropped and the achievement gap widened. Gains in preparation for higher education are being made. The percentage of Indian students taking AP courses and AP tests continues to increase. Average SAT scores and the percentage of Indian students taking SAT tests are also on the rise. However, American Indian students still trail other students on these indicators. Additionally, the data show that in recent years a higher proportion of American Indians have taken advantage of higher education opportunities than the state's student population at large. American Indian high school graduates have enrolled in North Carolina's community colleges at rates higher than the state average for four consecutive years. The same is true for enrollments in institutions of the University of North Carolina (UNC) System in three of the past four years. With few exceptions, however, American Indian students graduate from college at lower rates. Our expectation is for every American Indian student in North Carolina to graduate well-prepared for work and postsecondary education. In the current accountability environment, schools with increasingly diverse student populations must make sure all students succeed educationally; and school professionals and teachers need to proactively create a climate and opportunities for parents and 2008 SACIE Report / Communities and Schools communities from diverse backgrounds to be actively involved as stakeholders in schools. Gaining a better understanding of factors that contribute to improved engagement between schools, students, parents and communities should be a priority at the local, state and federal levels. It is an urgent priority for American Indian communities who are concerned about the future of their youth and the preservation of their tribal language, culture and identity. The State Advisory Council on Indian Education recognizes that the connection between parents, the tribal community and schools is vital to improving American Indian student achievement. The 2008 Annual Report focuses on gaining a better understanding of factors that contribute to improved engagement between schools, students, parents and communities. The Council looks at the role the North Carolina Department . of Public Instruction can play in facilitating improved communication and coordination with Title VII Indian education programs. In addition, school and community partnership efforts in Graham County Schools are explored. Observations described in this report may offer insights into some factors that contribute to improved engagement between schools, students, parents and tribal communities. The Council believes that this could prove beneficial for all school districts across the state serving significant populations of American Indian students, specifically in terms of understanding the importance of bridging relationships and preserving language and culture. Recommendations Recommendations American Indian students are making impressive strides, yet there is much to be done to address the readiness of American Indian students for life in the 21st Century and beyond. All stakeholders including tribal communities must commit to ensuring the well-being of these students and the quality of education they receive, particularly given the clear evidence of striking disparities in their educational achievement and attainment. Through effective partnerships at the state level and those seen in Graham County Schools, teachers and school professionals, Indian education programs, families and tribal communities can assist students in achieving a firm grounding in their culture, language and traditions and academic excellence. With resources targeted through the following recommendations, American Indian students in North Carolina are poised to reach higher levels of educational success. Recommendation 1: Actively support pre-service preparation and professional development for teachers and other school . professionals to enhance their knowledge of American Indian history, language and culture. • Request that Schools of Education incorporate ways to help non-Native school professionals become aware of the world views of American Indian people. Teacher education and school administrator . programs should help these individuals develop an appreciation of the history, language and culture of American Indians, particularly those of North Carolina. • Expand opportunities for professional development that provide teachers methods of integrating . lessons of American Indian history into subject areas such as literature, science and health. • Actively seek business and foundation partners who are willing to provide annual sponsorship grants to educators and others who are interested in becoming more expert on North Carolina American Indian history, language, culture and current affairs. • Continue efforts that require all public school administrators and local boards of education to review their policies and procedures toward the use of American Indian sports mascots, logos and all demeaning imagery; and educate public school personnel about the educational, curricular, and psychological effects of using American Indian sports mascots and logos. • Provide professional development opportunities for staff within the Department of Public Instruction, particularly for those involved in state and regional work of Comprehensive School Support. It is critical for these individuals to develop an appreciation of the history, language and culture of American Indian communities as well as an understanding of the contemporary education issues of American Indian students. • Engage tribal organizations such as the Museum of the Cherokee Indian and the Native American Resource Center to provide professional development opportunities for school districts across the state. Recommendation 2: Foster partnerships between high schools, post-secondary education institutions, local business community and tribal communities with a specific focus on American Indian students' preparation for college and/or attainment of skilled employment. • Develop formal partnerships between school guidance departments and Title VII Indian Education program directors aimed at aligning American Indian student course taking and academic preparation for post-secondary education and/or with the skill requirements for jobs or professions students are interested in seeking. • Invite representatives from local chambers of commerce, local job services or employment offices and local human resources professionals to work with Title VII Indian Education program coordinators, guidance counselors and tribal communities to review current job markets, determine in what sectors American Indians are currently employed and to explore ways to broaden employment opportunities, particularly within tribal communities. In addition, ask groups to work with school professionals to formulate action plans for strengthening American Indian students' preparation for future education and employment opportunities. 10 2008 SACIE Report / Communities and Schools Recommendation 3: Serve as the catalyst for both state and local coordination in supporting and expanding programs that strengthen the education of American Indian students. • Include representation from the American Indian community on state-level boards, committees or commissions and in the work of the Department of Public Instruction in reviewing and/or developing education policy, curriculum and standards. • Encourage and support through technical assistance eligible school districts in applying for Title VII Indian Education grants and in establishing Indian education programs designed to meet the unique educational and culturally related academic needs of American Indians. • Revise current State Board Policy EEO-B-001 to reflect the partnership and roles of the Department of Public Instruction, the State Advisory Council on Indian Education and local districts in strengthening Indian education. • Develop a research agenda and seek ways to enhance capacity for conducting research on the academic achievement of American Indian students in North Carolina through partnerships and/or collaborations with universities and other research organizations. A comprehensive research agenda for American Indian education should 1) establish baseline data on academic achievement and retention in order to monitor improvement; 2) evaluate promising practices used with American Indian students; and 3) evaluate the role of native language and culture in the development of educational strategies. • Facilitate outreach strategies in partnership with other state agencies and organizations to compile appropriate resources geared towards assisting school districts, Title VII Indian education programs and tribal communities in supporting American Indian students. Publish and disseminate these materials for use by tribal organizations, American Indian churches and schools serving relatively large populations of American Indian students. Recommendation 4: Improve the quality and quantity of data available regarding American Indian students and their . educational trajectories. • Add required data for completing the Title VII Indian Education Eligibility Form (506 Form) to the NC WISE student information system to help school districts identify eligible students and generate reports more effectively and efficiently. • Develop a partnership among the University of North Carolina system, the North Carolina Community College system and the Department of Public Instruction to develop the capability to link PK-20 data sources. This would allow a review of American Indian enrollment, retention and graduation rates and a review of the courses of study and degree programs American Indian students pursue in higher education. Information from this review will be provided to the State Advisory Council on Indian Education who will disseminate its findings to Tribal governments, Title VII Indian Education program directors, LEA superintendents, and academic officers of institutions of higher education statewide. • Utilize data from the National Indian Education Study to gauge and monitor the performance of North Carolina's American Indian students in relation to American Indian students in other states with significant American Indian populations. 1 SACIE – Purpose and Partnerships SACIE - Purpose and Partnerships In 1988, the State Board of Education (SBE) adopted an Indian education policy to provide a process for identifying issues pertaining to the education of American Indian students in grades K-12. In the same year, the General Assembly passed House Bill 2560, which established a fifteen member State Advisory Council on Indian Education to serve as the mechanism for advocating on the behalf of American Indian students. Membership consists of American Indian parents and educators, legislative members from the N.C. Senate and House of Representatives, representatives from the UNC Board of Governors, the North Carolina Commission of Indian Affairs and the Office of the State Superintendent of Public Instruction. The Council serves a vital role in advising the State Board of Education on issues pertaining to the education of American Indian students. More specifically, the Council is charged with the following duties: • to advise the SBE on effective educational practices for American Indian students; • to explore programs that raise academic achievement and reduce the dropout rate among American Indian students; • to advise the SBE and the Department of Public Instruction on ways to improve coordination and communication for the benefit of American Indian students affected by state and federal programs administered at the state level; • to prepare and present an annual report to the SBE, tribal organizations, and to conferees at the annual North Carolina Indian Unity Conference; and • to advise the SBE on any other aspect of American Indian education when requested by the State Board, educators, parents, students, business leaders, and other constituents. State Advisory Council on Indian Education - Purpose 12 2008 SACIE Report / Communities and Schools Strategic Partnerships in Strengthening American Indian Education Better coordination of school improvement planning, collaboration and communication between parents, . tribal communities, schools, local districts, and state education leaders is essential to meet the unique needs of American Indian students. Parents and tribal communities share a common desire to see their children graduate from high school with a quality education that prepares them for college, work and life. Yet, the American Indian student dropout rates in North Carolina are still among the highest for both male and females. A key role for educators is to assure that educational programs for American Indian students recognize and support the unique cultural and educational needs of native students and that these students achieve academic excellence. Collaboration with community resources knowledgeable about American Indian students offers an opportunity for educators to partner in strengthening educational opportunities offered to all students, both native and non-native. In an effort to examine the state's role in Indian education the State Advisory Council on Indian Education and state education leaders, convened a meeting with superintendents, Indian education program coordinators and representatives from tribal communities. Participants engaged in dialogue and established cooperative strategies aimed at improving the academic achievement of American Indian students in North Carolina. Outcomes included: 1. transitioning the leadership role for Indian education within the N.C. Department of Public Instruction (NCDPI) to the Policy and Strategic Planning, Office of the Deputy State Superintendent; 2. creating a cross-agency project team representative of Curriculum, Instruction and Technology, Accountability Services, Comprehensive School Support, Talent Management and Leadership Development, Strategic Planning and Policy and Communications and Information to support the efforts of the State Advisory Council on Indian Education and to coordinate the work of the Department in addressing needs of American Indian students; 3. aligning the goals of the Council to the priorities of the State Board of Education, including measures of accountability; and 4. outlining a comprehensive strategy of support for schools, local districts, Indian education programs and tribal communities. Comprehensive School Support and Services NCDPI, in consultation with superintendents, district personnel, principals, teachers and community leaders, has designed a more proactive, coordinated and comprehensive approach to partnering and supporting local districts and schools in school improvement. The primary focus of comprehensive support is to serve districts with an emphasis of more intensive support to those schools most in need. These districts are referred to as "transformation districts." The aim of comprehensive support is to build the district's capacity, knowledge, skills and dispositions to ensure teaching and learning for all students. A screening process, managed by a state-level Strategic Roundtable, is in place to identify districts and their level of need. The screening consists of measuring a local district's capacity against its performance. The level and intensity of state support is dependent on a district's ranking on measures of capacity and performance reflected in the matrix below. Each district identified as a transformation district will be assigned a District Transformation Coach to serve as support to the district's central office staff. SACIE - Purpose and Partnerships 13 The framework for comprehensive support services will be driven by a needs assessment which encompasses five dimensions: instructional excellence and alignment, professional capacity, leadership capacity, planning and operational effectiveness and family and community support. After the completion of the needs assessments in a district, a state-level Agency Roundtable will be held. The Agency Roundtable will consist of a cross-functional working group of directors who looks at NCDPI available services and coordinates resources to allow for a greater use of funding and staff. Regional Roundtables will be held in the regions where transformation districts are located and will be led by a Regional Lead. The Regional Roundtables will bring together district coaches, school coaches, regionally-based NCDPI staff, Indian education coordinators, and RESA staff to look at deploying all resources and implementing strategies in a region more effectively. For many local districts and schools serving significant populations of American Indian students, the new approach means a customized, comprehensive approach to school improvement. The strategy of comprehensive school support and services can engage Indian education coordinators and tribal communities as active participants in school improvement planning and decision-making. Through Regional Roundtables, Indian education programs and tribal communities, local districts and schools in partnership with NCDPI can better provide varied educational and support services to address the unique educational and culturally-related needs of American Indian students and enhance academic achievement for all students in the districts. Matrix of Performance and Capacity Low High Low High Limited support districts Limited support districts Transformation Schools1 may fall in these categories 1 District 'capacity' Combined DSSF and Low Wealth index 1 District 'capacity' measured using DSSF and Low Wealth indices DSSF Index accurately predicts higher probability of high-needs, low performing student population Low Wealth Index indicates the ability of a county to generate local revenues • Ability of local district beyond the state average to help themselves 2 'District performance' based on the concentration of underperforming schools Proxy for performance considers relative percentage of total schools in the district that are underperforming • Prioritizes LEAs with systemic problems 2 District performance % of schools in district that are underperforming Targeted support districts Transformation districts1 Targeted support districts Strategic Pathway 15 Strategic Pathway Strategic Pathway for Strengthening American Indian Education SBE Goal 1: NC public schols wil produce globally competitive students . SACIE Pathway Goal 1.1: American Indian students will have quality instruction sensitive to their diverse learning styles and cultural uniqueness, enabling them to graduate from high school with globally competitive skills that focus on high levels of literacy and mathematical competence and also self-motivation and self-direction. SACIE Pathway Goal 1.2: American Indian students will be exposed to curricula that integrate interdisciplinary themes and relevant learning projects into core curriculum in order to engage and assist students in acquiring essential skills and improving their academic performance. SACIE Pathway Goal 1.3: American Indian students will have the opportunity to explore careers through internships, vocational education and real-world opportunities. Year Actual Performance 2006-07 55.6% (Baseline) Year Actual Performance Baseline data will be available in 2009-10 Year Actual Math Performance (Grades 3-8 EOG Test Composite) 2006-07 54.1% (Baseline) Actual Reading Performance (Grades 3-8 EOG Test Composite) 2006-07 78.8% (Baseline) Science Performance (Grades 3-8 EOG Test Composite) Baseline data will be available Fall 2009 Year Actual Performance 2006-07 5.57% (343 students) (Baseline) Year Actual Performance 2006-07 46% (Baseline) Pathway Objective 1(a): By 2013, 95% of American Indian high school students will graduate from public high schools with a regular diploma. Pathway Objective 1(b): By 2013, 95% of American Indian high school students will successfully complete graduation projects that show mastery of critical thinking and problem-solving skills and preparedness for work and/or postsecondary education. Pathway Objective 1(c): By 2013, 95% of American Indian students will score at or above proficiency on reading, math and science state assessments. Pathway Objective 1(d): By 2013, the percentage of American Indian high school students enrolled in Advanced Placement (AP) courses will be proportional to that of the overall state student population enrolled in AP courses, which is currently 16%. Pathway Objective 1(e): By 2013, 95% of American Indian students will score at or above proficient on CTE Technical Attainment. Mission: The mission of the State Advisory Council on Indian Education is to create a system that engages state policy leaders, public school personnel, parents, tribal leaders and communities in providing educational experiences and cultural opportunities that promote high expectations and accountability for the . academic achievement of American Indian students, thus preparing students for success in a globally competitive environment. Vision: Every American Indian student in North Carolina will graduate from academically rigorous and . culturally relevant high schools as well-prepared lifelong learners globally competitive for work and postsecondary education. Strategic Pathway 16 SBE Goal 2: NC public schols wil be led by 21st Century professionals . SACIE Pathway Goal 2.1: Teachers and school professionals will be knowledgeable about American Indians in North Carolina and will provide students with culturally responsive instruction. SACIE Pathway Goal 2.2: Teachers and school professionals will be highly qualified using diverse assessment measures to identify the needs of American Indian students to inform classroom instruction and improve teaching and learning. SACIE Pathway Goal 2.3: Teachers and school professionals will engage parents, tribal leaders and communities in creating effective partnerships that enhance educational experiences and cultural opportunities. SBE Goal 3: Healthy , Responsible Students for the 21st Century SACIE Pathway Goal 3.1: American Indian students will have learning environments that are culturally inviting, healthy, supportive and respectful, thereby empowering them to be responsible citizens. SACIE Pathway Goal 3.2: American Indian students will develop strong cultural and personal identities and character through participation in unique educational and counseling programs. SBE Goal 4: Leadership wil guide inovation in NC public schols. SACIE Pathway Goal 4.1: American Indian students will participate in innovative educational opportunities. Year Actual Performance Baseline data will be available in 2009-10 Pathway Objective 2(a): Through 2013, there will be an . annual increase in the percentage of teachers and school professionals participating in quality professional development that prepares for culturally sensitive instruction and provides tribal and cultural knowledge. Year Actual Performance 2006-07 97.49% (Baseline) Pathway Objective 2(b): By 2013, 99% of teachers in local school districts with significant populations of American Indian students (significant defined as enrollment of 15 or greater) will be highly qualified. Year Actual Performance Baseline data will be available in 2009-10 Pathway Objective 2(c): By 2013, 85% of American Indian parents, tribal leaders and communities will indicate satisfaction with their students' public school experience. Year Actual Performance 2007-08 41 Public Schools (Baseline) Pathway Objective 3(a): By 2013, a decrease of 50% in the number of public schools using American Indian sport mascots, logos and demeaning imagery. Year Actual Performance 2007-08 0.847 (Baseline) Pathway Objective 3(b): By 2013, increase the ratio of American Indian students served by Title VII Indian education programs to 0.950, which is 19 out of 20 students. Year Actual Performance 2007-08 5 (Baseline) Pathway Objective 3(c): By 2013, an increase of 100% in . the number of high schools serving a significant population . of American Indian students offering an American Indian . Studies course. Pathway Objective 4(a): By 2013, the percentage of American Indian students enrolled in NC Virtual High School and Science, Technology, Engineering & Mathematics (STEM) High Schools will be at least proportional to that of the overall state American Indian high school student population. Year Actual Performance NC Virtual High School Baseline data availability to be determined Year Actual Performance STEM High Schools 2007-08 0.9% (Baseline) Year Actual Performance 2007-08 17 (Baseline) Pathway Objective 4(b): By 2013, increase the number of local school districts receiving federal funding for Title VII Indian Education programs by 50%. 2008 SACIE Report / Strategic Pathway Showcase of Partnerships 17 Showcase of Partnerships American Indian parents and tribal communities in North Carolina have been persistent in voicing concern about the quality of their children's education. With the demands of a global economy and the 21st Century, American Indian students must be prepared to meet life with an excellent academic education and a firm grounding in their culture, language and traditions. Research consistently shows that Native students who retain strong cultural and traditional ties to their tribes attain greater academic achievement than those who do not; therefore, it is increasingly imperative for American Indian students to receive both cultural and academic education. In recent years, academic indicators reveal mixed results for North Carolina's American Indian students. Steady progress has been made in reducing the abysmally high American Indian dropout rate since 2003- 04, when the rate approached 9 percent. Fortunately, the rate decreased to 7.71 percent in 2006-07; but the rate continues to be one of the highest rates for any ethnic group. The 4-year cohort graduation rate for this population of students was 55.6% for 2006-07. This is not acceptable. Our expectation is for every American Indian student in North Carolina to graduate from academically rigorous and culturally relevant high schools well-prepared for work and postsecondary education. According to researchers Cleary and Peacock (1998), studies clearly support one focus for schools in addressing challenges such as low graduation rates and dropout--making sure that American Indian students are grounded in their cultures. This has significance for American Indian education because an American Indian student who feels isolated and unknown may be at increased risk for school failure. "Academics can exceed and excel when culture is aligned and incorporated", states Tom Belt, the Cherokee Language Coordinator at Western Carolina's Cherokee Center. When schools are not adequately able to address the cultural needs of American Indian students, the parents and tribal communities become a critical resource for promoting and sustaining students' success. In the current accountability environment, schools with increasingly diverse student populations must make sure all students succeed educationally. School professionals and teachers need to proactively create a climate and opportunities for parents and communities from diverse backgrounds to be actively involved as stakeholders in schools. Gaining a better understanding of factors that contribute to improved engagement between schools, students, parents and communities should be a priority at the local, state and federal levels. It is an urgent priority for American Indian communities who are concerned about the future of their youth and the preservation of their tribal language, culture and identity. The State Advisory Council on Indian Education recognizes that the connection between parents, the tribal community and schools is vital to improving American Indian student achievement. Therefore, the Council focuses its 2008 Report on exploring partnerships at the local district level, more specifically, efforts and existing partnerships between Graham County Schools, the Snowbird Community in Graham County, and the Eastern Band of Cherokee Indians. In general, the Council is unable to draw conclusions about school and community partnerships in all schools and tribal communities in other school districts within the western region or across North Carolina. However, observations made of Graham County might offer insights into some factors that contribute to improved engagement between schools, students, parents and tribal communities. The Council believes that this could prove beneficial for all school districts across the state serving significant populations of American Indian students, specifically in terms of understanding the importance of bridging relationships and preserving language and culture. "Academics can exceed and excel when culture is aligned and incorporated." Tom Belt, Cherokee Language Coordinator, Cherokee Center, Western Carolina University Showcase of Partnerships 18 Partnering to Preserve and Perpetuate Our Native Language and Culture: Graham County Schools, Title VII Indian Education, and the Eastern Band of Cherokee Indians Native America is remarkably diverse, encompassing hundreds of communities with distinct languages and/or dialects, cultures and philosophies that defy easy generalizations (Lomawaima, 1999). Approximately 100,000 American Indians live in North Carolina. There are eight recognized tribes ranging in size from 50 to well over 40,000 members and all have their own histories, stories and cultural traditions. Most tribes have a central government and retain limited sovereignty. Tribal governments and urban American Indian organizations serve as the communities' centers for practice of ceremonial traditions, for administering cultural and educational programs, and as advocates for housing and economic development. The federally-recognized Eastern Band of the Cherokee Indians (EBCI) reside on the Qualla Boundary in western North Carolina, maintain limited sovereignty, and operate schools and other institutions under the sponsorship of the Bureau of Indian Affairs. The Qualla Boundary includes the town of Cherokee, NC as well as several other communities. Many of these townships would have been clan townships in earlier times (Bird clan, Wolf clan, etc). There are other communities more removed from the main reservation that are still part of the Cherokee reservation such as Snowbird, near Robbinsville, NC and several tracts both large and small in Cherokee County. There are about 13,400 Eastern Band of Cherokee members, most of who live on the Reservation. The Reservation is slightly more than 56,000 acres held in trust by the federal government specifically for the EBCI. The EBCI also provides assistance for the education of Cherokee students residing off the Reservation who attend public schools in the region, including schools in Cherokee, Jackson, Graham and Swain Counties. Graham County Schools, the focus of this report, has a current American Indian school membership of approximately 12%. Most American Indian students enrolled in the school district reside in the Snowbird community. In grades 3-8, Graham County's American Indian students are high achievers, generally outperforming the average student in the state over the last five years. The students also perform well in high school, particularly in English and math. These performance results served as a basis for the Council's interest in exploring the school district's efforts in supporting the education of Native students, particularly how the tribal community is engaged in the teaching and learning process for American Indian youth. Staff representing members of the State Advisory Council on Indian Education interviewed the superintendent of Graham County Schools, the Director of the Title VII Indian Education Program, central office administrators, principals, teachers, counselors, students, tribal leaders and education administrators for the Eastern Band of Cherokee Indians, parents and other community members, and faculty and staff of Western Carolina University working with the Cherokee Center (See Appendix H). The team also visited schools, community-based programs and historical sites within the region of the Eastern Band of Cherokee Indians. 2008 SACIE Report / Showcase of Partnerships 19 Relationships of Understanding and Respect The Council has repeatedly heard stories from across North Carolina about many American Indian children attending school with students and teachers who are not aware that American Indians live in the state. Most public school students and teachers do not know the name of any of the state's tribes or anything about them. Many American Indian students find themselves feeling ethnically anonymous with little or no acceptance of American Indians and a scarce understanding of where they fit in the predominant culture in their school. American Indian students deal with an education challenge that most students in school do not have and will never have to think about. They need to master academic content standards like every other student, while at the same time they must embrace their unique culture and history then reconcile it with mainstream America (State Advisory Council on Indian Education, 2004 Annual Report). Often reconciliation is complicated by struggles against devaluing stereotypes of American Indians and the remnants of colonial education along with false teachings that are accepted as natural facts. All of these continue to perpetuate the perception that Natives are of the past and no longer exist in today's society. School professionals and teachers who reject stereotypical ideas and acknowledge, accept, and teach a child's cultural heritage have significantly better success in educating American Indian students. According to one tribal community member, non-native communities are not culturally, historically and socially like Native communities and this must first be recognized. Interviews and observations in Graham County Schools seem to reflect this recognition by those involved in educating American Indian children. Superintendent Davis stressed his point in stating, "Teachers and all of us need to be in touch with the American Indian community and know them and their needs." For school administrators, his best advice is to put in place the right people who are familiar with the needs of the American Indian population. In his school district, the director for Title VII Indian education program is a member of the district's leadership team and a member of the Cherokee community. This, Davis contends, is the first step in fostering understanding and developing relationships that support American Indian education. Individuals interviewed for this report reiterated Davis' point stating that having good relationships, genuine, mutual understanding and respect of one another are key ingredients to their effectiveness. "We are blessed with good relations, states Chief Michell Hicks, it's one of the most important aspects for us— not just with administrators but with folks in the region as well." "As long as stereotypical ideas are accepted as natural facts, they will never be scrutinized, analyzed or revised. They will become dominating influences in the training of young minds, Native and non-native alike. Native and non-Native educators have an opportunity and responsibility to scrutinize, analyze and revise the natural truths and the pedagogical theory and practice they implement every day." K. Tsianina Lomawaima (Creek), 1999 "Teachers and all of us need to be in touch with the American Indian community and know them and their needs." Rick Davis, Superintendent, Graham County Schools Showcase of Partnerships 20 Overall, individuals interviewed were attuned to their role and responsibility in promoting academic excellence and for teaching all children—both . Native and non-native—about the American Indian culture and heritage. . One high school student interviewed states, "Our teachers help a lot. They help with anything. Most are non-native but they look at students the same and value our culture, identity and language." In Graham County, school professionals and tribal leaders work collaboratively to create nurturing and respectful learning environments and to provide programs that educate all students. This could not have been more evident than in a kindergarten class of non-native students taught by an elder tribal community member, as the students showcased their proficiency in speaking the Cherokee language and their understanding of the Cherokee syllabary. Through this example, one could see how teaching of the Cherokee language increases student awareness of and sensitivity toward others regardless of race or cultural background. Not only does such a school experience create a classroom environment more conducive to learning, it ensures that all students learn new skills which will ultimately lead to a better understanding of others and to a valuing of diversity. For Native students, it provides a welcoming and accepting learning environment where they can be proud of their Indian identity. All students benefit. As another high school student describes her relationship with non-native peers, "We compete against each other, but we all support each other—like a family." One interviewee, an education program administrator with the EBCI, describes the partnership of school professionals in Graham County and the Snowbird tribal community as being one of natural cultural sensitivity. "It's a two-way street. There are needs in the American Indian community; however, we Indian people have to understand the school district has needs too— demands from the State Board of Education and No Child Left Behind," states Abe Wachacha, member of the Eastern Band of Cherokee Tribal Council representing the Snowbird community and Cherokee County. Indian education professionals and community members all agree that relationships, leadership and support from the superintendent and the tribal community are making a difference in Indian education. School professionals listen and are receptive and responsive to the needs of American Indian children. Tribal leaders listen and are receptive and responsive to the needs of the school district. The community is a part of the decision-making process and is heavily engaged in activities such as teaching the language, writing and translating curriculum, and supporting the implementation of programs. An interviewee added that some may attribute progress to gaming resources but our relationships were in place and strong prior to gaming. Most interviewees felt that the entire western region has benefited from the long-standing relationships. "We are blessed with good relations. It's one of the most important aspects for us— not just with administrators but with folks in the region as well. The sovereign right is that we make sure American Indian children are taken care of, but all children are going to benefit." Principal Chief Michell Hicks Eastern Band of Cherokee Indians "We don't only want a place at the table. We'd like to have a voice as to how things should go for us and not have things administered on us. We need to be involved and part of the decisions and in shaping what we know works for us." Tom Belt, Cherokee Language Coordinator, WCU 2008 SACIE Report / Showcase of Partnerships 21 The Importance of Culture and Language The historical attempts to eliminate American Indian cultures and languages are having a profound effect on American Indian education today, particularly with the possible loss of hundreds of tribal languages. "For our Indian people, education is needed for success but also to reestablish the importance of own identity and our own culture…language is a part of it and plays into that in the most profound way", states Western Carolina's Tom Belt. Interviewed members of the EBCI expressed concern that the Cherokee language is in danger of dying out in the near future due to the loss of elders who speak it and the small number of younger people who are fluent speakers. This is a phenomenon occurring in many tribal communities. Therefore, it is increasingly an urgent priority for American Indian communities who are concerned about the future of their youth and the preservation of their tribal culture, language, and identity. Many tribal communities believe that only a concerted effort by schools, homes, and communities will ensure their survival. Of great significance in Graham County is the positive attitude of school professionals and their response to the tribal community's concern and expressed need to preserve the Cherokee history, culture and language. Observations and interviews with school professionals reveal an attitude of inclusiveness that embraces the Cherokee culture as part of the overall community's identity. School professionals and the Title VII Indian education program have partnered with members of the tribal community and community-based programs in the area to incorporate the Cherokee students' history, language, and culture into the school environment, elementary through high school. The Council found this to be a key component for ensuring that all American Indian students were grounded in their culture and equipped to achieve academic excellence. Members of the Snowbird community who were interviewed consistently commended the leadership of Graham County Schools and its Title VII Indian Education program in fostering cultural understanding. In the Snowbird Community, parents and volunteers, with support from the Cherokee Preservation Foundation, work on translating books and other curriculum materials into the Cherokee language for use in Graham County Schools and its Title VII Indian education program. This attitude is also reflected in several preservation efforts throughout the reach of the EBCI. The Cherokee Preservation Foundation funds several other initiatives, including the new Kituwah Immersion Academy. EBCI, in partnership with Western Carolina University (WCU), will hire university staff members to develop language courses and teacher certification programs, recruit students to be teachers and create a Kituwah Teaching Fellows Program. The goal is to not only help revitalize the language but also support immersion schools by training high-quality teachers fluent in the language. "Our goal is to identify Cherokee speakers who can become certified teachers," said one interviewee. Most community members interviewed agree that immersing children in a language is the best way to save a language and the tribal culture. According to EBCI tribal administrators, the goal for the language immersion program, which currently serves about 18 children in its preschool program, is to expand the program through sixth grade, starting in 2009. "Through Native culture and language we must engage ourselves and non-natives at the highest level of debate and acquisition of knowledge for the purpose of gaining clarity and growth in our minds and bodies. Strong, clear thinking and action will further develop our great Nations from which we come. Native culture and language that exemplifies respect, humility, beauty, patience, and honor should be a curriculum for living throughout all the stages of our lives." Tarajean Yazzie, Navajo "For our Indian people, education is needed for success but also to reestablish the importance of own identity and our own culture…language is a part of it and plays into that in the most profound way." Tom Belt, Cherokee Language Coordinator, WCU Showcase of Partnerships 2 Partnerships in Action There is an active American Indian education movement by many tribes in the United States aimed at helping public schools to be more culturally sensitive to American Indian students by incorporating the students' history, language, and culture into the school environment. As with any reform movement, many of the substantive changes are initiated from grassroots constituencies such as American Indian parents and tribal leaders. In the western part of North Carolina, Graham County Schools, the Snowbird community and the EBCI provide a powerful example of how schools and tribal communities can work together to make a difference in Indian education. A few of the efforts observed by the team include but are not limited to the following: Leadership The Tribal Council for the Eastern Band of Cherokee Indians is the governing body for the Tribe and acts in concert with Graham County Public Schools and surrounding colleges and universities not only to identify educational needs but to act on those needs. Chief Hicks meets periodically with Superintendent Rick Davis and the Graham County Board of Education to discuss the needs and progress of all children in the school district. The school administration and the tribe establish benchmarks for programs. Both understand the benefit of using data to monitor students' progress and to help develop necessary programs. A number of initiatives have emerged from these meetings. One such program initiated by the tribe is donating 500 book bags packed with supplies to area schools for needy students, not just for children enrolled in the tribe. Chief Hicks states, "It's the sovereign right that American Indian children are taken care of, but all children are going to benefit." The EBCI has also encouraged reading by helping develop and publish a children's book each year. The book is written and illustrated by a member of the Tribe and is published in a dual-language edition with both English and Cherokee. The books are distributed to every kindergarten student, to surrounding schools, and to libraries. Not only does the tribe have a full Council composed of tribal leaders and elders, but it also has established a Junior Leadership Tribal Council to promote and "grow" leadership from within the tribe. Composed of teenaged representatives from the various communities, the members participate in a mock tribal council and derive their own legislative ideas. These ideas are then presented to the full Tribal Council. One recommendation recently made by the Junior Council was to include the Cherokee language as a foreign language credit. The Tribal Council is presently working with some colleges and universities to establish that program. The Junior Council members are also heavily involved in community activities such as food drives for the needy and other volunteer projects. Principal Chief Michell Hicks, tribal leaders and elders, Superintendent Rick Davis, and the Graham County Public School System together are involved in joint decision-making. All parties have one major focus--the education and well-being of all children. Together, they have established a working relationship that promotes education and leadership from within the tribe. Chief Hicks recommends that tribal leaders and elders conduct an idea forum and meet with area leaders to establish what can be done to improve the region, not just for the tribe. He states, "It all begins with leadership. You have to sell it. You have to walk it and talk it." 2008 SACIE Report / Showcase of Partnerships 23 Culture and Language Within Graham County Schools, there is a "seamless infusion" of culture. All children, not just those on the tribal enrollment, learn the Cherokee language and culture. One of the tribal elders facilitates a session on the Cherokee language. All of the children are non-native and can fluently say the days of the week, the alphabet, and parts of the body, and even sing songs in Cherokee. This may very well contribute to the academic success of students in Graham County Schools. According to Tom Belt, language can become a teaching tool, a means as well as an end. "The language grounds students in Cherokee culture." One community partner that aligns and incorporates the Cherokee culture is the Museum of the Cherokee Indian. The museum offers a variety of resources, workshops, and professional development opportunities for educators, students, and people in the surrounding communities. These opportunities include a Cherokee History and Culture Institute in which participants can receive college credit, a 10-day Cherokee language immersion workshop for adults, and access to guided tours of the Cherokee Heritage Trails. A visitor can create a "tailored" tour of the museum and receive The Cherokee Experience, which can include storytelling about Cherokee history and culture, a music and dance program, a nature walk, a hands-on craft workshop, or a lecture by a visiting scholar. Dr. Barbara Duncan, Director of Educational Programs, states, "The mission of the museum is to preserve, through the museum's exhibits, and to perpetuate, through educational programs, the culture and heritage of the Cherokee people.��� Not only do the schools and the museum infuse language and culture into everyday life, but institutes of higher education are also involved. Western Carolina, in collaboration with the EBCI, has established the American Indian Center. The main purpose of the center is to allow people from the community to reestablish the Cherokee language. Although WCU has offered courses in Cherokee language and research for at least ten years, the university felt a need to bring the language back to the people and establish a community-based instructional center. One does not have to drive to the college campus to take a course in Cherokee language; it is offered right in the community. The Center is also helping to establish a total language immersion school. The school will enroll students from 6 months of age through grade 12. Students will be taught academic subjects completely with the use of the Cherokee language. It will be the only language spoken by teachers and students throughout the day. Dr. Hartwell Francis, Director of the Cherokee Language Program at WCU, states, "With the immersion program, students will not have to reject academics to establish cultural identity." Western Carolina University and its leaders fully understand the need for involvement at the university level. "If a university turns its back on a culture, they're turning their back on the basic reason why universities are there--to best prepare students for what's in the real world," states Tom Belt. Community In addition to the Cherokee Language Center, which serves as a hub for community interaction, other programs also foster inclusiveness. A community public health clinic operates on the campus of Robbinsville Middle School. Not only does this provide much-needed health services, but it affords parents and community members the opportunity to visit and experience the school setting. In addition to the clinic, the Tribe sponsors a diabetes and nutrition youth camp every summer that is open to the entire community. Additionally, counselors are provided by the tribe. These counselors act as mentors and serve the population from Pre-K through graduate school. Not only do they serve as mentors, but they are also advocates for students, providing a variety of other services that range from negotiating college tuition to providing youth with summer college experiences to collaborating with universities to foster culturally sensitive environments. "The mission of the museum is to preserve through the museum's exhibits, and to perpetuate, through educational programs, the culture and heritage of the Cherokee people." Dr. Barbara Duncan, Director of Educational Programs, Museum of the Cherokee Indian Showcase of Partnerships 24 Key Findings Educating the whole child is the priority of Graham County Schools, tribal leaders and elders of the Eastern Band of Cherokee, Western Carolina University, and the surrounding communities. While academics are often the focus of traditional education, this non-traditional alliance firmly believes that academics are but one part of an individual's education. This belief manifests itself through the following: • a "seamless infusion" of culture throughout the educational experience of students in Graham County Public Schools. The Cherokee language, history, and culture are part of every Native and non-Native child's education. • partnerships among school officials, tribal leaders, and community elders. All are included and have a voice in joint decision-making regarding the education and welfare of all children. • the establishment of a Junior Tribal Council to aid in decision making and youth development. • programs and resources available at the Museum of the . Cherokee Indian. • the offering of university courses and the establishment of the Cherokee Language Center. • the development of the Cherokee Language immersion school. • a diabetes and nutrition camp for community youth. • counselors as mentors/advocates The key to the success of American Indian students is the establishment of meaningful relationships, not just with teachers and administrators, but with community, tribal, and university leaders. In doing so, American Indian students will not have to reject academics to establish cultural identity. They will be able to walk in two worlds without sacrificing their identities. When American Indian culture, heritage, and language are infused within a child's education, all stakeholders involved benefit greatly from this design, and these benefits become part of everyone's legacy. As Tom Belt has concluded, "It's not just our history. It's the history of this region—this part of the state.". Conclusions . Based on the interviews and the observations of the team, the Council finds that in Graham County Schools: • Intercultural harmony exists. All children, both Native and non-native, are introduced early to high quality Native cultural activities that are infused across the curriculum. This strategy appears to be effective in building intercultural understanding. • Tribal communities value their relationships with schools, and they want those connections to be . close and comfortable. Likewise, school professionals value the partnership with the community and actively engage tribal leaders in the decision-making and efforts to improve Indian education. • Relationships and leadership are critical keys to successful collaboration in improving American . Indian education. 2008 SACIE Report / Showcase of Partnerships State Profile 25 End of Grade Composite Scores Composite scores in reading and math are compiled by averaging the results of End of Grade tests for grades . 3-8. In 2006-07, the achievement gap between American Indian and state average composite scores in both reading and math were narrowed by two percentage points. However, the gap is still over six points in reading . and over twelve points in math. Elementary/Middle School Achievement 30 40 50 60 70 80 90 100 State American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 83.3 76.1 84.3 77.7 84.6 78.2 85.5 78.8 84.9 76.7 % of Students At or Above Level III • In reading, from the 2005-06 school year to the 2006-07 school year, the achievement level . of American Indian students increased by 2.1 percentage points. 30 40 50 60 70 80 90 100 State American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 87.6 82.7 87.3 83.1 63.4 49.1 66.4 54.1 88.5 84.8 READING Composite Percent Proficient - Grades 3 through 8 Combined (Percent of Students At or Above Achievement Level III) MATH Composite Percent Proficient - Grades 3 through 8 Combined (Percent of Students At or Above Achievement Level III) • The decreases in percent proficiencies for both . American Indian students and the state average in 2005-06 were due to changes made to the End of Grade test. New test editions were introduced, and the State Board of Education implemented more rigorous achievement level cut scores. Therefore, it is believed that the decreases in these percentages for all students in 2005-06 were largely due to the increased standards. • The achievement gap in mathematics achievement between American Indian students and the state average widened after the test changes were made, however the gap was narrowed again in 2006-07. % of Students At or Above Level III Elementary/Middle School Achievement 26 2008 SACIE Report / State Profile End of Grade Scores by Grade Level The tables below show test performance data by grade level over the most recent five year period. The percent proficiency of a certain class of students can be followed by reading diagonally down from left to right in the charts. Increases in percent proficiency over time may be seen as indications of the math or reading progress of a particular cohort of students. PERCENT PROFICIENT READING (Percent of Students at or Above Achievement Level III) PERCENT PROFICIENT MATHEMATICS (Percent of Students at or Above Achievement Level III) American Indian Students Al Students Grade 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 75.6 75 77.5 77.5 77.7 82.6 83.4 83.4 84.9 83.7 4 76.7 75.3 73.5 77.6 80.8 83.7 83.7 83.5 85.4 87.4 5 79.6 83.6 83.7 81.4 88.8 88.7 89.5 90.1 90.5 91.6 6 72.4 72 73.4 73.9 74.9 81.5 80.8 82.2 83.1 84.2 7 79.5 79.5 79.2 81.4 83.1 85.3 85.8 86.2 88 88.1 8 81.7 85.5 84.2 81.4 84.7 87.7 88.6 88.9 88.5 89.5 American Indian Students Al Students Grade 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 83.6 85.0 81.0 57.6 63.0 88.9 89.0 85.9 68.8 71.9 4 91.5 90.8 88.5 54.9 54.6 94.7 94.6 92.8 66.0 68.7 5 86.5 90.2 84.5 45.0 55.2 92.6 93.4 90.8 64.1 67.6 6 82.6 86.4 86.6 46.0 49.8 90.0 90.0 90.1 62.6 65.3 7 79.9 78.5 80.4 47.2 49.5 83.8 84.9 85.1 62.3 64.1 8 79.4 82.1 80.3 45.0 52.4 84.2 85.0 84.7 61.3 65.7 Elementary/Middle School Achievement High School Achievement 27 High School End of Course Tests The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. With the increased rigor recently introduced in North Carolina graduation requirements (see Appendix C), it is critical that all education stakeholders and tribal communities focus on the secondary school level. Part of the increased rigor comes from the new graduation requirement to demonstrate proficiency (level III or above) on five End of Course tests, including Algebra I, Biology, and English I. Due to the limited data, only results from these three tests are reported here. Currently the percent proficiencies of American Indian students in Algebra I, Biology, and English I are all below 60%. Results from all five tests will be reported in future report editions. High School Achievement % Proficiency on End of Course Exam • The decreases in Algebra I percent proficiencies for both American Indian students and the state average in 2006-07 were due to changes made to the End of Course test. New test editions were introduced and the State Board of Education implemented more rigorous achievement level cut scores. Therefore, . the decreases in these percentages in 2006-07 were largely due to the increased standards. • From 2005-06 to 2006-07, state achievement in mathematics decreased from 82.6% to 66.7% proficient, while American Indian student proficiency decreased from 76.8% to 54.1%. The state decrease in Algebra I proficiency was 15.9%, while American Indians experienced a 22.7% decrease. • In 2003-04, the achievement gap between American Indian students and the state average was 2.5 percentage points in Algebra I, however in 2006-07 the gap had increased to 12.6 percentage points. ALGEBRA I Percent Proficiency on End of Course Exam 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 78.9 72.2 80.0 77.5 80.3 73.7 82.6 76.8 66.7 54.1 BIOLOGY Percent Proficiency on End of Course Exam • American Indian students' percent proficiency on . the Biology End of Course test increased from 51.2% to 59.0% last year. • American Indian student percent proficiency in Biology is currently within 6.3 percentage points of the state average. This is the smallest difference in achievement since 2002-03. % Proficiency on End of Course Exam 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 56.7 53.7 65.3 59.0 63.6 53.6 63.4 51.2 61.4 48.1 State American Indian State American Indian 28 2008 SACIE Report / State Profile ENGLISH I Percent Proficiency on End of Course Exam • The large decreases in English I EOC percent proficiencies for North Carolina students in . 2006-07 were due to changes made to the . End of Course test. New test editions were introduced and the State Board of Education implemented more rigorous achievement level cut scores. Therefore, it is believed that the decreases in these percentages in 2006-07 . were largely due to the increased standards. • After gaining ground on the state average in recent years, American Indian students lost ground in 2006-07. The percentage of American Indian students measured proficient on the English I EOC test decreased by 15.6%, while average state proficiency decreased by 10.7%. % Proficiency on End of Course Exam 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 81.4 66.7 81.5 73.4 81.9 72.5 82.8 75.2 72.1 59.6 High School Graduation Rates Based on two years of data by ethnicity, American Indian students have the lowest four-year graduation rate in the state, despite recent increases. The new graduation requirements (see Appendix C) pose an even greater concern. • The overall state graduation rate increased by 1.2% from 2005-06 to 2006-07, while that of American Indian students increased by 4.5 percentage points. NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES 40 50 60 70 80 90 100 2005-06 2006-07 Graduation Rate Graduation Year State American Indian State American Indian High School Achievement 29 GRADES 9–12 DROP-OUT RATES • The high school dropout rate for American . Indian students has decreased 1.16 percentage points over the last four years, while the state average dropout rate has increased 0.38 percentage points. • Despite the improvement in dropout rate, American Indian students are still leaving . school 1.5 times as often as other students in North Carolina. 0 2 4 6 8 10 12 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate High School Drop-Out Rates While the number of American Indian students leaving school without graduating has declined, native students continue to drop out of school in disproportionate numbers. GRADES 9–12 DROP-OUT RATES Male and Female Students • While dropout rates for American Indian males and females appear to be decreasing overall, the drop-out rate of both of these subgroups is higher than the state average. • American Indian females are dropping out 1.3 times more often than the state average. • American Indian males, with a rate of 8.76 percent, have the highest dropout rate of any race/gender combination. 0 2 4 6 8 10 12 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate State Female American Indian Male American Indian State American Indian 30 2008 SACIE Report / State Profile NC ADVANCED PLACEMENT EXAMINEES • American Indian AP test taking dropped slightly in 2004-05, but has steadily increased since then. • Other students in the state register for AP tests at approximately three times the rate of American Indian students. • The rate of AP test taking has increased 22.8% for American Indian students since 2002-03. . The rate of AP course taking for all students has increased 30.3%. Advanced Placement Courses Examining the enrollment in Advanced Placement (AP) courses is another way to measure student academic performance. AP courses offer challenging material and opportunities for earning college credit. The rate at which American Indian students enroll in AP courses provides an assessment of the preparation of American Indian students for higher education. The third annual "Advanced Placement Report to the Nation" notes that students who participate in AP courses have significantly better college grade point averages (GPAs) and higher college graduation rates than academically and economically similar students who did not take these demanding courses. North Carolina college admission officers have also stated that while the ultimate goal of enrolling in AP courses is to receive college credit, students who accept the challenge and complete the course (even without receiving college credit) are more prepared for college than their counterparts. 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 2002-03 2003-04 2004-05 2005-06 2006-07 Percent of Students Taking AP Exams State American Indian High School Achievement 31 NC STUDENTS TAKING THE SAT • In North Carolina, the percentage of American Indian students taking the SAT has been lower than that of the general population for the . last five years. In 2006-07 American Indian students took the SAT at 82% the rate of the general population. • The rate of SAT taking has increased 16.7% for American Indian students since 2002-03. The rate. of SAT taking for all students has increased 29.3%. SAT Scores Since 1941, students across North Carolina have taken the test formally known as the Scholastic Aptitude Test (SAT). Now known by the letters SAT, the test measures the verbal and math reasoning abilities students develop throughout school. According to the College Board, the test looks for a student's ability to understand and analyze written material, to draw inferences, to differentiate shades of meaning, to draw conclusions, and to solve problems. These are skills that are necessary for success in college and the working world. Colleges and universities rely heavily on SAT scores for college admittance because it is a fairly good predictor . of a student's academic success in the first year of college. Students begin taking the test as early as the tenth grade, seeking scores to grant them entrance to a college or university of their choice. NC SAT SCORES • American Indian students' average SAT scores have increased by 8 points since 2002-03, . while the average score of the state student population has increased 3 points. • During 2003-2004, American Indian students scored on average 90 points lower than the state overall, which was the largest gap reported over the five year period. However, in 2006-2007, American Indian students had decreased this discrepancy by 17 points. Although the range of performance fluctuates from year to year, the gap remains significant. 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 2002-03 2003-04 2004-05 2005-06 2006-07 Percent of Students Taking the SAT 900 910 920 930 940 950 960 970 980 990 1000 1010 1020 2002-03 2003-04 2004-05 2005-06 2006-07 SAT Score State American Indian State American Indian 32 2008 SACIE Report / State Profile College Enrollment NC COMMUNITY COLLEGE SYSTEM (NCCCS) ENROLLMENT • In 2004-05 (high school class of 2004) and . 2006-07 (class of 2006) American Indians enrolled in NC community colleges over thirty percent more frequently than the overall North Carolina student population. NC Community Colleges American Indian students are entering community colleges at higher rates than the state average. Students who enter North Carolina's community college system may experience the benefits of saving money, living at home or close by, and making a smoother transition to independent living. 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 32.0 27.1 36.1 27.2 34.7 25.6 27.3 25.2 ENROLLMENT IN UNC SYSTEM SCHOOLS • North Carolina American Indian enrollment in the UNC System was higher than the state average until 2006-07, when it dropped just below the state average. University of North Carolina (UNC) System College graduates experience many benefits, from greater health insurance coverage and better housing to longer life expectancy and more time for leisure activities. The University of North Carolina System has 16 schools across the state with a variety of program offerings. American Indian students enroll in the UNC System schools at rates similar to other students in the state. 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 32.9 31.9 32.8 31.4 30.9 30.1 35.0 31.5 n = 243 n = 301 n = 231 n = 288 n = 250 n = 273 n = 296 n = 250 State American Indian State American Indian High School Achievement 33 College Retention and Graduation Unfortunately, too many intelligent and capable American Indian students who enroll in colleges or universities experience a variety of difficulties and do not graduate, which is consistent with trends in public education. In the tables below, rates of retention and graduation rates for American Indian students are compared to the general North Carolina student population. The data represents UNC System schools with at least ten American Indian students in each of the cohort years examined. A distinction is made between the students retained or graduated from the original UNC institution entered (OUI) and students retained or graduated from any UNC institution (AUI). Percentage retention and graduation is generally somewhat higher for the latter. Unlike the other data reported in this section, these statistics include all students, including those from outside North Carolina. UNC SYSTEM • The freshman retention rate for American Indian students has improved in recent years. It exceeded the retention rate for all students for the first time with the 2004 cohort. Of the American Indian students in that cohort, 69% were still attending the original UNC institution entered after two years, a rate that is only slightly lower than the state average. • Graduation rates for American Indian students in the greater University of North Carolina system lag behind those of the general student population. The six-year graduation rate at any UNC institution for all students is 64% for the most recent data. The six-year rate for American Indian students is approximately 50%. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 266 74.1 60.9 52.3 55.6 81.2 70.4 65.1 70.7 1998 256 71.5 57.4 52.0 60.2 80.7 69.2 64.5 70.6 1999 241 71.0 61.8 59.3 63.9 80.3 70.3 65.9 71.9 2000 282 75.2 62.8 56.7 62.1 81.6 71.2 66.4 72.6 2001 279 77.4 61.6 58.1 60.9 81.5 71.2 66.2 71.9 2002 279 79.2 65.2 63.4 66.7 81.0 70.8 66.0 71.7 2003 290 78.3 63.8 59.0 64.1 81.8 71.7 66.3 72.1 2004 316 82.3 69.3 NA NA 81.2 71.0 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 266 23.3 35.0 39.1 42.5 33.4 53.4 58.1 62.7 1998 256 22.3 40.6 44.9 50.4 32.7 53.5 57.9 62.8 1999 241 23.7 39.8 46.1 49.4 34.9 54.9 59.1 64.0 2000 282 23.0 40.4 45.7 49.3 35.5 55.2 59.3 64.1 34 2008 SACIE Report / State Profile EAST CAROLINA UNIVERSITY • Although the American Indian student retention at East Carolina is lower overall—particularly by the third year—there have been several cohorts with retention rates comparable to the overall population. • Graduation rates for American Indian students have mostly trailed the general student population. The 2000 cohort had a very low 4-year graduation rate, but had a 6-year graduation rate (at any UNC institution) that was only slightly lower than the rest of the ECU students in that cohort. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 21 66.7 47.6 38.1 47.6 78.3 66.6 59.7 66.5 1998 24 79.2 54.2 58.3 66.7 79.0 66.3 60.9 67.2 1999 21 66.7 57.1 61.9 66.7 76.4 66.7 61.9 67.7 2000 28 71.4 60.7 53.6 64.3 78.0 67.9 63.5 69.0 2001 25 76.0 56.0 44.0 52.0 76.9 66.6 61.7 67.8 2002 21 81.0 66.7 57.1 57.1 76.6 67.2 61.7 67.7 2003 20 60.0 50.0 50.0 55.0 78.8 69.8 63.9 69.6 2004 23 73.9 69.6 NA NA 75.9 67.5 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 21 23.8 28.6 33.3 42.9 24.6 47.8 53.7 59.6 1998 24 25.0 41.7 41.7 50.0 25.7 48.1 53.3 58.8 1999 21 19.0 33.3 38.1 42.9 25.3 48.4 54.4 59.1 2000 28 7.1 42.9 46.4 57.1 27.6 50.5 56.4 60.9 35 NORTH CAROLINA STATE UNIVERSITY • After years of lower retention rates, the 2004 cohort of American Indian students had much higher 1-year and 2-year retention rates than the general student population at NC State. • American Indian students at NC State trail the general student population in all measures of graduation rate. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 35 77.1 71.4 57.1 60.0 87.8 78.1 72.2 77.2 1998 32 81.3 59.4 53.1 75.0 88.0 79.2 74.1 80.2 1999 23 87.0 82.6 73.9 78.3 88.9 81.1 77.0 82.1 2000 45 75.6 68.9 66.7 75.6 88.7 81.9 77.6 83.0 2001 30 83.3 60.0 60.0 63.3 89.1 81.8 76.2 80.7 2002 35 97.1 88.6 91.4 91.4 90.0 82.4 77.3 82.1 2003 26 84.6 76.9 76.9 84.6 90.2 83.4 79.2 84.5 2004 33 93.9 90.9 NA NA 88.7 82.2 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 35 17.1 31.4 37.1 42.9 26.5 56.3 63.3 67.9 1998 32 15.6 40.6 40.6 53.1 29.7 60.9 66.9 72.1 1999 23 34.8 52.2 65.2 69.6 35.5 65.1 70.5 75.3 2000 45 24.4 42.2 53.3 60 36.9 64.9 70.1 74.9 College Retention and Graduation 36 2008 SACIE Report / State Profile UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL • UNC-Chapel Hill has a relatively high student retention rate. The retention rate of American Indian students, while still high, lags a little behind that of the general student population. However, as seen in the table below, there have been two recent cohorts of American Indian students with 100% freshman retention rates. The 2003 cohort maintained its outstanding retention rate through three years. • American Indian students at UNC-CH trail the general student population in all measures of graduation rate. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 27 85.2 77.8 74.1 81.5 94.8 88.8 86.6 89.0 1998 26 88.5 73.1 65.4 69.2 93.9 87.8 84.0 86.7 1999 27 88.9 81.5 77.8 85.2 94.1 89.0 85.3 87.9 2000 27 100 81.5 74.1 77.8 95.0 89.8 86.9 89.4 2001 41 78.0 78.0 73.2 78.0 94.8 90.4 86.5 88.8 2002 32 84.4 81.3 81.3 87.5 95.3 91.1 87.4 89.2 2003 30 100 93.3 93.3 93.3 95.3 90.3 87.0 88.7 2004 33 90.9 84.8 NA NA 96.5 92.2 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 27 51.9 59.3 59.3 63 69.5 81.2 82.8 85.2 1998 26 50.0 65.4 69.2 73.1 66.8 79.7 81.7 84.2 1999 27 44.4 59.3 63.0 70.4 70.6 82.3 83.9 86.3 2000 27 48.1 70.4 77.8 77.8 71.2 82.6 83.8 86.0 37 University of North Carolina at Pembroke • In recent years by all measurements American Indian students have been retained at UNC-Pembroke at higher rates than the general student population. • The graduation rates of American Indian students are comparable to those of other students, however the rates at UNC-P are relatively low overall. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 117 72.6 57.3 50.4 52.1 71.0 52.7 46.0 54.2 1998 113 69.0 56.6 51.3 54.0 66.8 53.4 47.2 54.3 1999 104 70.2 58.7 56.7 58.7 67.6 51.2 45.5 55.2 2000 123 74.0 61.0 52.0 55.3 68.6 54.1 46.6 53.6 2001 134 76.1 56.7 56.7 58.2 72.2 50.6 45.3 53.3 2002 123 77.2 59.3 58.5 60.2 67.2 48.2 43.2 51.8 2003 125 78.4 60.0 52.8 56.8 67.1 50.3 42.9 52.4 2004 142 83.8 67.6 NA NA 72.3 53.7 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 117 17.9 29.9 36.8 37.6 20.4 33.5 38.1 42.9 1998 113 17.7 36.3 41.6 43.4 21.6 37.3 41.6 46.8 1999 104 24.0 39.4 42.3 42.3 18.7 31.8 34.9 41.1 2000 123 19.5 34.1 36.6 38.2 20.1 34.0 37.6 41.8 College Retention and Graduation 38 2008 SACIE Report / State Profile WESTERN CAROLINA UNIVERSITY • All recent cohorts of American Indian students at Western Carolina have trailed the general student population in retention with the exception of the 2001 and 2003 cohorts. • American Indian students have had mostly lower graduation rates than the general student population, with the exception of the 1998 cohort. 45.5% of those students graduated at Western Carolina in 5 years or less, a rate higher than that of the general population. American Indian Retention Rate (%) Al Retention Rate (%) Cohort Year Students Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI Year 1 OUI Year 2 OUI Year 3 OUI Year 3 AUI 1997 15 66.7 46.7 40.0 40.0 67.5 57.1 51.6 60.4 1998 11 63.6 54.5 36.4 54.5 69.6 55.6 50.6 59.5 1999 13 53.8 53.8 38.5 38.5 71.5 56.5 52.9 63.8 2000 12 66.7 33.3 33.3 41.7 69.4 57.2 50.5 61.4 2001 10 80.0 60.0 60.0 60.0 71.0 58.2 53.6 63.4 2002 12 66.7 50.0 33.3 33.3 69.1 58.2 52.3 59.5 2003 17 70.6 70.6 52.9 52.9 73.9 60.0 54.2 61.8 2004 16 56.3 37.5 NA NA 70.9 59.6 NA NA American Indian GRADUATION Rate (%) Al GRADUATION Rate (%) Cohort Year Students Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI Year 4 OUI Year 5 OUI Year 6 OUI Year 6 AUI 1997 15 6.7 20.0 20.0 26.7 25.3 45.5 48.8 55.5 1998 11 27.3 45.5 45.5 54.5 22.7 42.2 46.0 52.7 1999 13 < 5 15.4 38.5 38.5 22.6 42.8 47.3 54.4 2000 12 16.7 16.7 25.0 33.3 24.6 44.4 46.7 54.7 39 LEA Profiles 39 COLUMBUS COUNTY http://www.columbus.k12.nc.us Columbus County is located in southeastern North Carolina along the South Carolina border. The county is considered 100% rural for census purposes. Accordingly to the 2000 Census, 17.4% of Columbus County residents live in poverty. 67.4% of adult residents have at least a high school diploma, but only 8.0% have a Bachelors degree or higher. The unemployment rate in 2006 was 5.7%, compared with 4.8% for the state overall. The county's 2006-07 school membership of 6,933 is smaller than the state average of 12,081. There has been no recent growth in the county, with the population actually shrinking 0.2% from 2000 to 2006. American Indians comprise 3.6% of the population. The main tribe represented is Waccamaw Siouan. The two largest racial groups in the county are white (63.4%) and black (30.1%). The school population identified as American Indian in Columbus County is 383. The Title VII program serves 437 students. Columbus County 40 2008 SACIE Report / LEA Profile 30 40 50 60 70 80 90 State 100 LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 COLUMBUS COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 77.4 69.23 85.2 86.2 72 77.1 74.63 73.6 75.5 72.4 N Tested 31 26 27 29 25 497 544 470 493 514 4 % Grade Level 69.2 80.65 81.8 77.8 96.7 72 80.44 74.6 75.2 83.1 N Tested 26 31 22 27 30 500 455 523 468 449 5 % Grade Level 83.3 82.61 91.2 86.4 90 80.8 82.02 85.9 82.1 85 N Tested 30 23 34 22 30 521 456 490 548 454 6 % Grade Level 50 73.53 69.2 77.1 88 72.1 75.44 72.5 74 78.9 N Tested 28 34 26 35 25 592 509 512 523 554 7 % Grade Level 82.9 70.00 86.1 87 85.4 82.9 81.77 83.3 78 86.7 N Tested 35 20 36 23 41 532 543 546 531 498 8 % Grade Level 73.2 86.11 68 75.7 79.2 84.7 86.41 85.5 82.6 82.1 N Tested 41 36 25 37 24 524 493 564 535 497 n = 191 n = 170 n = 170 n = 173 n = 175 COLUMBUS COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 93.5 80.8 85.2 NA 56 86.5 84.4 79.6 NA 58.1 N Tested 31 26 27 NA 25 497 544 471 NA 515 4 % Grade Level 96.2 96.8 90.9 55.2 40 90.0 92.3 86.3 49.3 56.1 N Tested 26 31 22 29 30 502 455 531 471 449 5 % Grade Level 93.3 82.6 94.1 42.3 33.3 87.7 88.6 89.4 50.5 49 N Tested 30 23 34 26 30 522 456 490 548 455 6 % Grade Level 60.7 85.3 84.6 46.2 64 83.4 87.6 83.5 45.2 54.2 N Tested 28 34 26 39 25 595 509 514 522 554 7 % Grade Level 91.4 85.0 72.2 37 43.9 76.0 82.0 79 38.9 52 N Tested 35 20 36 27 41 537 543 548 532 498 8 % Grade Level 61.0 91.7 88 21.1 37.5 78.6 79.3 78.8 38.6 44.4 N Tested 41 36 25 38 24 527 493 566 536 498 EOG Mathematics, Percent of Students At /Above Grade Level EOG Reading, Percent of Students At /Above Grade Level 30 40 50 60 70 80 90 100 State LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 COLUMBUS COUNTY Reading and Math End of Grade Tests Grades 3-8 Combined Math Grades 3-8 Combined Reading The reading achievement of American Indian students in Columbus County has improved relative to that of all students in the county and the state over the last four years. In 2006-07 the same proportion of Columbus County Indian students achieved at Level III or higher on the End of Grade test as students in the state overall. In four of the last five years, the achievement of American Indians on End of Grade math tests was similar to that of students in Columbus County overall. In 2006-07 American Indian math EOG test performance declined relative to other Columbus County students. After the math EOG test revision in 2005, Columbus County students as a group have performed much lower than the state overall. n = the number of American Indian students tested each year n = 191 n = 170 n = 170 n = 193 n = 175 State LEA American Indian 41 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 COLUMBUS COUNTY End of Course Tests The achievement of American Indian students on Algebra I and Biology End of Course tests has recently fallen below that of students overall in Columbus County. In 2003-04 and 2004-05, Indian students performed slightly higher than other Columbus County students on these tests. Over the last five years, Indian students have consistently performed lower than other Columbus County students on English I EOC tests. Biology algebra I english I n = the number of American Indian students tested each year Note: US History and Civics & Economics results not included because EOC tests have not been administered in all years. These EOC results will be included in future reports. n = 26 n = 26 n = 50 n = 31 n = 22 n = 40 n = 25 n = 37 n = 37 n = 26 n = 27 n = 42 n = 44 n = 26 n = 32 State LEA American Indian Columbus County 42 2008 SACIE Report / LEA Profile COLUMBUS COUNTY High School Completion and College Enrollment Dropout rates for American Indian students in Columbus County have been consistently higher than the overall county rate. However, the American Indian cohort graduation rate increased significantly from 2006 to 2007. The percentages of American Indian high school graduates enrolling in UNC system schools have exceeded those of other Columbus County graduates in two of the last three years. The rates of American Indian enrollments in NC community colleges have exceeded those of the overall population in three of the last four years. 4-Year Cohort Graduation rates 40 50 60 70 80 90 100 2005-06 2006-07 Graduation Rate 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 4 8 12 16 20 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate Graduation Year students attending NC Comunity Coleges dropout rates students attending UNC System Schols n = the number of American Indian students attending n = 12 n = 10 n = 7 n = 9 n < 5 n < 5 n < 5 n < 5 State LEA American Indian 43 CUMBERLAND COUNTY http://www.ccs.k12.nc.us Cumberland County includes the city of Fayetteville and part of the Fort Bragg Military Reservation. For census purposes, the county is considered to be 86% urban and 14% rural. According to the 2000 Census, 10.5% of Cumberland County residents live in poverty. 84.2% of adult residents have at least a high school diploma, and 19.1% have at least a Bachelors degree. The unemployment rate in 2006 was 5.5%, compared with 4.8% for the state overall. The county's 2006-07 school membership of 52,346 was one of the largest in the state. From 2000 to 2006, the county population shrank 1.3%, most likely the result of military deployments. American Indians comprise 1.6% of the population of Cumberland. The main tribe represented is Lumbee. The two largest racial groups in the county are white (54.4%) and black (36.2%). The school population identified as American Indian in Cumberland County is 892. The Title VII program serves 1,050 students. Cumberland County % at Level III % at Level III 44 2008 SACIE Report / LEA Profile CUMBERLAND COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 76.9 76.27 80 75 80.2 80.9 81.04 81.2 83.2 82 N Tested 65 59 85 60 86 3913 3698 3773 3945 3837 4 % Grade Level 67.3 66.67 81.4 84.7 80.6 81.4 81.28 80.4 81.3 85.6 N Tested 55 72 70 85 62 3927 3488 3843 3680 3834 5 % Grade Level 93 76.00 83.5 92.6 93 88.3 88.61 88 89 90.7 N Tested 57 50 79 68 86 3994 3529 3901 3819 3613 6 % Grade Level 69.2 83.33 69 74.4 81.7 80.7 81.93 80.9 82.8 82.5 N Tested 78 60 58 82 71 3981 3613 3840 3806 3705 7 % Grade Level 82 81.16 86.9 81.4 77.3 84.8 85.77 86.3 88 87.6 N Tested 61 69 61 59 75 3953 3612 3999 3868 3733 8 % Grade Level 74.7 81.54 88.6 88.9 83.6 86.9 88.74 88.3 88.7 88.5 N Tested 75 65 70 63 61 3823 3587 3900 4002 3845 CUMBERLAND COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 83.1 79.7 82.4 NA 61.6 86.6 86.1 82.7 NA 61.7 N Tested 65 59 85 NA 86 3917 3698 3779 NA 3845 4 % Grade Level 85.5 87.5 84.3 58.8 50 93.1 92.7 89.9 56.7 60.5 N Tested 55 72 70 85 62 3930 3488 3853 3689 3842 5 % Grade Level 94.7 80.0 88.6 57.4 60.5 92.0 93.6 89.3 56.2 57.6 N Tested 57 50 79 68 86 3998 3529 3914 3839 3629 6 % Grade Level 82.3 95.0 81 52.4 54.9 88.7 87.5 88.3 56.7 56.5 N Tested 79 60 58 82 71 3985 3613 3843 3807 3718 7 % Grade Level 86.9 79.7 80.3 54.2 53.3 79.7 82.9 82.5 55.4 57.8 N Tested 61 69 61 59 75 3951 3612 4003 3874 3737 8 % Grade Level 68.0 72.3 80.3 42.9 57.4 80.4 82.8 82.1 52.9 57.7 N Tested 75 65 71 63 61 3821 3587 3910 4004 3845 EOG Mathematics, Percent of Students At /Above Grade Level EOG Reading, Percent of Students At /Above Grade Level 30 40 50 60 70 80 90 100 State LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 CUMBERLAND COUNTY Reading and Math End of Grade Tests Grades 3-8 Combined Math 30 40 50 60 70 80 90 State 100 LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 Grades 3-8 Combined Reading Over the last five years American Indian students have performed slightly lower than Cumberland County students overall on End of Grade tests in both reading and math. n = 391 n = 375 n = 423 n = 417 n = 441 n = 392 n = 375 n = 424 n = 419 n = 441 n = the number of American Indian students tested each year State LEA American Indian % at Level III % at Level III % at Level III 45 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 CUMBERLAND COUNTY End of Course Tests The performance of American Indian students on Algebra I EOC tests has been similar to that of other Cumberland County students over the last five years. In 2006-07, American Indian students performed slightly higher than other students in the county and made considerable gains on overall North Carolina student performance. For the last five years American Indian students have performed lower than Cumberland County students overall on Biology EOC tests. After four years of lower performance on English I EOC tests, American Indian students posted slightly higher performance than students in Cumberland County and the state in 2006-07. Biology algebra I english I n = the number of American Indian students tested each year Note: US History and Civics & Economics results not included because EOC tests have not been administered in all years. These EOC results will be included in future reports. n = 74 n = 58 n = 72 n = 74 n = 60 n = 66 n = 67 n = 66 n = 63 n = 56 n = 81 n = 77 n = 82 n = 70 n = 57 State LEA American Indian Cumberland County 46 2008 SACIE Report / LEA Profile CUMBERLAND COUNTY High School Completion and College Enrollment Over the last four years, the gap between American Indian dropout rates and the overall Cumberland County rate has narrowed. From 2006 to 2007 the difference in the graduation rates of American Indian students and the overall Cumberland population has been reduced. The rates of American Indian high school graduates enrolling in UNC system schools have lagged behind those of other Cumberland County graduates, however the rates of American Indian enrollments in NC communities colleges have exceeded those of the local population in three of the last four years. 4-Year Cohort Graduation rates 40 50 60 70 80 90 100 Graduation Rate 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 4 8 12 16 20 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate Graduation Year 2005-06 2006-07 students attending NC Comunity Coleges dropout rates students attending UNC System Schols n = the number of American Indian students attending n = 13 n = 10 n = 6 n = 10 n = 12 n = 14 n =11 n = 12 State LEA American Indian 47 GRAHAM COUNTY http://www.gcsk12.com Graham County is located in southwestern North Carolina along the Tennessee border. The county is considered 100% rural for census purposes. Accordingly to the 2000 Census, 14.4% of Graham County residents live in poverty. 68.4% of adult residents have at least a high school diploma, but only 11.3% have a Bachelors degree or higher. The unemployment rate in 2006 was 6.4%, compared with 4.8% for the state overall. The county's 2006-07 school membership of 1,202 was one of . the smallest in the state. There was negligible growth recorded . in the county from 2000 to 2006, compared to 10.1% overall in . the state of North Carolina. American Indians comprise 6.3% of the population. The main tribe represented is the Eastern Band . of Cherokee Indians. The largest racial group in the county is . white (92.0%). The school population identified as American Indian in Graham County is 116. The Title VII program serves 162 students. Graham County % at Level III % at Level III 48 2008 SACIE Report / LEA Profile GRAHAM COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 88.9 81.82 75 91.7 57.1 81.4 83.16 81.2 80 72.5 N Tested 9 11 8 12 7 86 95 85 90 91 4 % Grade Level 80 88.89 81.8 100 81.8 88.1 85.37 82 85.4 84.5 N Tested 10 9 11 8 11 101 82 89 82 84 5 % Grade Level 84.6 100.00 100 100 100 90.1 94.85 92.7 92.3 93.2 N Tested 13 10 9 11 9 91 97 96 91 88 6 % Grade Level 100 92.31 88.9 100 90 88.2 94.12 96 88 96.5 N Tested 8 13 9 8 10 85 85 99 92 86 7 % Grade Level 90 100.00 91.7 88.9 90 83.5 93.42 88.8 89.6 91.7 N Tested 10 8 12 9 10 97 76 89 106 84 8 % Grade Level 100 100.00 100 100 91.7 91.9 93.02 78 91.1 92.2 N Tested 17 9 9 13 12 111 86 96.2 90 103 GRAHAM COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 100.0 100.0 62.5 NA 57.1 91.9 90.5 80 NA 56 N Tested 9 11 8 NA 7 86 95 85 NA 91 4 % Grade Level 100.0 100.0 100 75 54.5 95.0 97.6 95.5 64.6 66.7 N Tested 10 9 11 8 11 101 82 88 82 84 5 % Grade Level 100.0 100.0 100 72.7 55.6 92.3 95.9 91.7 65.9 71.4 N Tested 13 10 9 11 9 91 97 96 91 91 6 % Grade Level 100.0 100.0 100 37.5 80 94.1 94.1 93.9 67.4 80.2 N Tested 8 13 9 8 10 85 85 99 92 86 7 % Grade Level 100.0 100.0 100 88.9 70 91.8 96.1 93.3 70.1 75 N Tested 10 8 12 9 10 97 76 89 107 84 8 % Grade Level 100 88.89 100 92.3 66.7 97.3 88.37 87.2 67.8 72.8 N Tested 17 9 9 13 12 110 86 78 90 103 EOG Mathematics, Percent of Students At /Above Grade Level EOG Reading, Percent of Students At /Above Grade Level 30 40 50 60 70 80 90 100 State LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 GRAHAM COUNTY Reading and Math End of Grade Tests Grades 3-8 Combined Math 30 40 50 60 70 80 90 State 100 LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 Grades 3-8 Combined Reading The math and reading achievement of Graham County's American Indian students in grades 3-8 has generally been at or above that of the average student in the LEA and state over the last five years. n = the number of American Indian students tested each year n = 67 n = 65 n = 57 n = 62 n = 63 n = 67 n = 65 n = 57 n = 62 n = 63 State LEA American Indian Graham County 49 n = 6 n = 17 n = 13 n = 9 n = 11 n = 10 n = 6 n = 13 n = 6 n = 7 n = 8 n = 18 n = 10 n = 8 n = 12 State LEA American Indian GRAHAM COUNTY End of Course Tests In recent years Graham County American Indian students have performed higher on the test in English I, but lower on the Biology EOC than other students in the state and local district. In Algebra I, the American Indian students scored higher than all other students in the state until 2005-06. Biology algebra I english I n = the number of American Indian students tested each year Note: US History and Civics & Economics results not included because EOC tests have not been administered in all years. These EOC results will be included in future reports. % at Level III % at Level III % at Level III 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 50 2008 SACIE Report / State Profile GRAHAM COUNTY High School Completion and College Enrollment American Indian students in Graham County graduate at rates lower than the state and LEA averages. Less than five American Indian students have dropped out in each of the last four school years. Because of the small number of American Indian students, changes in the dropout rates are as much due to the number of high school students (denominator) as the number of dropouts (numerator). Therefore, the rate trend is not a very good indicator. A similar situation is also noted when looking at rates of American Indian graduates attending UNC system schools and the state's community colleges. There were only five American Indian graduates in 2005, 2006, and 2007. There were none in 2004. 4-Year Cohort Graduation rates 40 50 60 70 80 90 100 Graduation Rate 0 10 20 30 40 50 60 70 80 90 100 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 10 20 30 40 50 60 70 80 90 100 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 4 8 12 16 20 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate Graduation Year 2005-06 2006-07 students attending NC Comunity Coleges dropout rates students attending UNC System Schols n < 5 n < 5 n < 5 n < 5 n < 5 n < 5 n < 5 n < 5 n = the number of American Indian students attending State LEA American Indian 51 GUILFORD COUNTY http://www.gcsnc.com Guilford County is located in north central North Carolina and contains the cities of Greensboro and High Point. For census purposes, the county is considered to be 84% urban and 16% rural. According to the 2000 Census, 7.6% of Guilford County residents live in poverty. 83.0% of adult residents have at least a high school diploma, and 30.3% have at least a Bachelors degree. The unemployment rate in 2006 was 4.7%, slightly lower than the state average of 4.8%. Guilford County's 2006-07 school membership of 69,677 was one of the largest in the state. From 2000 to 2006, the county grew 7.3%, compared to 10.1% for the state overall. American Indians comprise 0.5% of the population. The two largest racial groups in the county are white (64.6%) and black (29.2%). The school population identified as American Indian in Guilford County is 328. The Title VII program serves 210 students. Guilford County % at Level III % at Level III 52 2008 SACIE Report / LEA Profile GUILFORD COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 80 71.43 79.4 90.5 78.1 80.8 81.82 81.8 83.4 82 N Tested 30 28 34 21 32 4922 4731 5019 4979 5063 4 % Grade Level 87.5 76.00 88 65.7 95 82.1 81.63 80.8 83.8 85.1 N Tested 40 25 25 35 20 4952 4698 5033 5040 4952 5 % Grade Level 86.5 88.10 100 96.2 94.1 88 88.98 88.2 89.5 91 N Tested 37 42 21 26 34 5030 4753 5046 5029 4995 6 % Grade Level 81.3 78.13 84.6 96.2 90.9 80.6 81.11 81.2 82.7 84.5 N Tested 32 32 39 26 22 4966 4721 5056 5059 4898 7 % Grade Level 76.5 76.92 83.3 92.5 84.6 84.2 85.51 85.4 88.5 87.4 N Tested 34 26 30 40 26 5066 4693 5132 5075 5042 8 % Grade Level 82.5 92.86 82.8 76.2 92.3 88.3 89.99 88.6 87.6 90.3 N Tested 40 28 29 21 39 4796 4686 5093 5133 5013 GUILFORD COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 83.3 78.6 85.3 NA 68.8 87.5 86.6 84.1 NA 72.1 N Tested 30 28 34 NA 32 4935 4731 5033 NA 5098 4 % Grade Level 87.5 88.0 92 54.3 60 94.2 93.8 91.2 65.2 69.5 N Tested 40 25 25 35 20 4964 4698 5048 5069 4989 5 % Grade Level 86.5 97.6 90.5 46.2 61.8 92.7 93.7 89.7 62.1 70.9 N Tested 37 42 21 26 34 5039 4753 5066 5050 5035 6 % Grade Level 90.6 84.4 89.7 69.2 50 89.1 90.0 89.4 60 66.3 N Tested 32 32 39 26 22 4973 4721 5078 5082 4920 7 % Grade Level 76.5 88.5 90 60 57.7 81.5 84.7 82.7 59.9 62.7 N Tested 34 26 30 40 26 5069 4693 5142 5086 5058 8 % Grade Level 80.0 82.1 75.9 47.6 64.1 82.0 84.7 82.2 57.6 66.1 N Tested 40 28 29 21 39 4809 4686 5101 5128 5021 EOG Mathematics, Percent of Students At /Above Grade Level EOG Reading, Percent of Students At /Above Grade Level 30 40 50 60 70 80 90 100 State LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 GUILFORD COUNTY Reading and Math End of Grade Tests Grades 3-8 Combined Math 60 70 80 90 State 100 LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 Grades 3-8 Combined Reading In four of the last five years, American Indian student performance on reading End of Grade tests has equaled or exceeded that of other students in Guilford County and the state. From 2002-03 until 2004-05, American Indian student performance on math End of Grade tests closely mirrored that of other students in the state. Since the math EOG tests were revised in 2005, the performance of Indian students has lagged slightly behind other students in Guilford County and the state. n = the number of American Indian students tested each year n = 213 n = 181 n = 178 n = 169 n = 173 n = 213 n = 181 n = 178 n = 171 n =173 State LEA American Indian % at Level III % at Level III % at Level III 53 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 GUILFORD COUNTY End of Course Tests Over the last five years, the percentage of American Indian students deemed proficient by End of Course Algebra I testing has been generally lower than other students in Guilford County. Lower performance was also seen in Biology I with the notable exception of 2006-07 when the percentage of Indian students scoring proficient exceeded that of other Guilford County students and equaled that of the state overall. In English I, Guilford County American Indian students' EOC test performance has mirrored that of the county and state overall. Biology algebra I english I n = the number of American Indian students tested each year Note: US History and Civics & Economics results not included because EOC tests have not been administered in all years. These EOC results will be included in future reports. n = 56 n = 56 n = 30 n = 50 n = 52 n = 29 n = 27 n = 35 n = 26 n = 20 n = 28 n = 36 n = 29 n = 37 n = 26 State LEA American Indian Guilford County 54 2008 SACIE Report / LEA Profile GUILFORD COUNTY High School Completion and College Enrollment Because Guilford County high schools have relatively few American Indian students, differences of only one or two dropouts or graduations can make huge differences in performance indicators. The American Indian cohort graduation rate in Guilford County improved markedly from 2005-06 to 2006-07, however the event dropout rate for 2006-07 was much higher than the previous year. Rates of enrollment in higher education from 2003-04 to 2006-07 of Indian students and other Guilford County students have been comparable. 4-Year Cohort Graduation rates 40 50 60 70 80 90 100 Graduation Rate 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 10 20 30 40 50 60 2003-04 2004-05 2005-06 2006-07 Percent of Graduates Enrolled 0 4 8 12 16 20 2003-04 2004-05 2005-06 2006-07 Grades 9 -12 Dropout Rate Graduation Year 2005-06 2006-07 students attending NC Comunity Coleges dropout rates students attending UNC System Schols n = the number of American Indian students attending n < 5 n = 7 n < 5 n = 7 n = 7 n = 12 n = 8 n < 5 State LEA American Indian 55 HALIFAX COUNTY http://www.halifax.k12.nc.us Halifax county is located in northeastern North Carolina. According to the 2000 Census, 21.9% of county residents live in poverty. 60.3% of adult residents have at least a high school diploma, but only 9.2% have at least a Bachelors degree. The unemployment rate in 2006 was 6.6%, compared with 4.8% for the state overall. The 2006-07 school membership of 4,736 for Halifax County Schools is smaller than the state average of 12,081. Separate city school systems for the cities of Roanoke Rapids and Weldon are also located in Halifax County. For census purposes, Halifax County is considered 21% urban and 79% rural, however the Halifax County school district is almost completely rural. From 2000 to 2006, the population of Halifax County shrank 3.2%. American Indians comprise 4.3% of the population. The main tribe represented is Haliwa-Saponi. The two largest racial groups in the county are black (65.1%) and white (28.6%). The school population identified as American Indian in Halifax County is 234. The Title VII program serves 276 students. Halifax County % at Level III % at Level III 56 2008 SACIE Report / LEA Profile HALIFAX COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 73.9 94.12 82.4 64.3 79.2 75.6 79.61 81 81.7 71.9 N Tested 23 17 17 14 24 430 407 327 345 310 4 % Grade Level 72.4 76.19 85.7 88.2 91.7 76.6 85.53 76.3 79.9 74.4 N Tested 29 21 14 17 12 445 394 393 324 317 5 % Grade Level 90.5 92.86 85.7 100 88.2 81.3 84.80 80.7 80.7 78.6 N Tested 21 28 21 18 17 418 408 378 367 299 6 % Grade Level 80.8 86.36 71.4 68.2 73.7 67.6 76.79 69.8 60.5 61.5 N Tested 26 22 28 22 19 466 392 430 387 348 7 % Grade Level 87.5 76.92 66.7 69 78.3 71.1 72.21 69.1 67.9 69.3 N Tested 16 26 24 29 23 450 439 405 443 368 8 % Grade Level 81.8 94.44 88 72.7 76 75.5 83.50 73.5 69.2 71.9 N Tested 33 18 25 22 25 437 412 430 406 430 HALIFAX COUNTY American Indian Students Al Students Grade Participation 2002-03 2003-04 2004-05 2005-06 2006-07 2002-03 2003-04 2004-05 2005-06 2006-07 3 % Grade Level 82.6 78.6 94.1 NA 66.7 81.7 84.5 83.6 NA 56.6 N Tested 23 28 17 NA 24 432 407 329 NA 311 4 % Grade Level 93.3 88.0 93.8 64.7 75 91.3 96.2 87.7 50.8 49.7 N Tested 30 25 16 17 12 458 394 398 323 318 5 % Grade Level 95.2 97.6 90.5 61.1 47.1 86.8 92.6 85.9 41.3 45.8 N Tested 21 42 21 18 17 423 408 382 368 299 6 % Grade Level 92.3 84.4 82.1 45.5 36.8 80.0 87.0 81.4 34.5 26.3 N Tested 26 32 28 22 19 464 392 431 386 346 7 % Grade Level 81.3 88.5 70.8 37.9 43.5 70.5 74.7 70.9 36.6 41.8 N Tested 16 26 24 29 23 451 439 406 443 368 8 % Grade Level 72.7 82.1 80 50 44 71.6 84.0 71.9 34.4 32.6 N Tested 33 28 25 22 25 440 412 430 407 429 EOG Mathematics, Percent of Students At /Above Grade Level EOG Reading, Percent of Students At /Above Grade Level 30 40 50 60 70 80 90 100 State LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 HALIFAX COUNTY Reading and Math End of Grade Tests Grades 3-8 Combined Math 30 40 50 60 70 80 90 State 100 LEA American Indian 2002-03 2003-04 2004-05 2005-06 2006-07 Grades 3-8 Combined Reading The percentage of American Indian students proficient on End of Grade tests in reading has exceeded that of other Halifax County students over the last five years. From 2002-03 until 2004-05, American Indian student performance on math End of Grade tests closely mirrored that of other students in Halifax County and the state. Since the math EOG tests were revised in 2005, the performance of Indian students has lagged slightly behind other students in Halifax County and the state. n = the number of American Indian students tested each year n = 148 n = 132 n = 129 n = 122 n = 120 n = 149 n = 181 n = 131 n = 114 n = 120 State LEA American Indian % at Level III % at Level III % at Level III 57 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 0 10 20 30 40 50 60 70 80 90 100 2002-03 2003-04 2004-05 2005-06 2006-07 HALIFAX COUNTY End of Course Tests Over the last five years, the percentage of American Indian students deemed proficient by End of Course testing in Algebra I and Biology has exceeded that of other students in Halifax County, however proficiency levels lag far below that of the state overall. In English I, American Indian students have performed better than other Halifax County students on EOC tests in four of the last five years. Biology algebra I english I n = the number of American Indian students tested each year Note: US History and Civics & Economics results not included because EOC tests have not been administered in all years. These EOC results will be included in future reports. n = 32 n = 18 n = 31 n = 24 n = 8 n = 16 n = 24 n = 23 n = 26 n = 10 n = 28 n = 32 n = 29 n = 21 n = 15 State LEA American Indian Halifax County 58 2008 SACIE Report / LEA Profile HALIFAX COUN