SOLUTIONS TO EDUCATIONAL SUCCESS

Informants were asked to suggest solutions or offer examples of programs or approaches that are successful in avoiding the common pitfalls of the educational system as described in the preceding section. Solutions were suggested for each level of education, from pre-school to post-secondary institutions.

Pre-School

Several informants cited pre-immersion programs as a successful approach to a cultural program for pre-schoolers. Programs in Kotzebue, Bethel, and Barrow were considered valuable in providing a holistic approach to teaching and learning Native ways. One informant specified the Calista region's pre-school program as successful because it uses "local people who carry on traditional child-rearing practices in the pre-school."

Emphasis on language development was considered key by most interviewed. In particular, one former educator felt pre-school is a great "opportunity for language development in a focused atmosphere and incorporating elders in activities." Preschoolers need to learn how to verbalize what they are thinking, and we need to "teach kids how to ask questions."

Most informants felt Head Start was a successful program and would like to see more support for its expansion.

A top national policy maker believes "all Native communities should have early childhood education programs for reading, school readiness, and overall language development." These programs should include "education about Native language and culture since children at this age are particularly receptive;and also to mitigate the effects of alcohol and substance abuse. Children need safe places where parents, elders, and other adults can focus on child development."

Elementary

Language development was also key at the elementary level of education. The immersion language program in Bethel was cited as a model program by one scholar. "It's a content-based curriculum taught in the Yu'pik language. Because of this program, the most successful post-secondary students at University of Alaska are Yu'pik bilingual students."

When looking at models outside Alaska, a national expert thought the Hawaiian and Maori immersion schools have shown the greatest success. These immersion schools "use the language and culture, and they really are part of a grassroots movement that has spread from New Zealand to Hawaii, and on to the continental U.S. somewhat …Parents who apply to get into these schools must make a commitment to learn the language themselves and also volunteer in the school. It encourages parental involvement, but also selects parents who would be inclined to be involved in their children's education." He went on to say, "Immersion schools do not really work in an urban setting, where there is a lot of mobility." In urban settings, "you end up seeing Pan-Indianism and more mainstream schooling."

A tutor who works in an urban setting believes "Alaska Natives are very overwhelmed with the transition from rural to urban. Language development is an issue. It is difficult for them to focus on what is happening in their community, let alone the 'real world.'" She went on to say that some administrators feel "since the Native students are from the U.S., they assume their needs are less (than immigrants)." While she had the opinion that immigrant parents have a vision and "push their kids for more opportunities," Native parents are "dealing with poverty and broken homes." "They don't have the unity (in the urban setting) that they did in their village."

Many expressed their support for integrating local ecology and environment into the curriculum as a technique to spark interest in the elementary students.

One informant felt that reading skills are an absolute requirement. However, "most of that reading is not useful, meaningful, or relevant. Kids don't have a concept about what they are reading and they don't have an output activity to make it pertinent."

The Chugach School District is considered successful by at least two informants because its elementary programs incorporate large amounts of parental and community involvement.

High School

A major concern about high school education is the lack of course options offered Alaska Natives in rural areas. One solution suggested was the use of "roving specialists" who were able to move around the state offering specialized courses. These specialists could be housed temporarily within the community.

"Teachers are the greatest strengths of the high school programs, particularly in math," stated an education director.

"Place-based" activities, "visual math," "hands-on" and practical applications were mentioned by a few of the informants as appropriate approaches so students can "apply what they learn." One informant believed high school was the "best place to start environmental studies."

A national expert felt that, at the high school level, "the issues revolve around preparing students for college, not to disconnect children from their roots, but to prepare them to be disconnected in the college environment and survive." The Alaska Native student faces the same issues as any student going off to college, such as handling freedom." It's important to hone skills at this level, keep students motivated, and not make things so de-contextualized that students run out of energy. The issue of intrinsic motivation versus extrinsic motivation is particularly important at the high school level."

Post-Secondary

Some examples of post-secondary programs that have experienced success are the Tanana Chiefs paralegal program, the Home Health Aide training program, CIRI's Bridge Program, and some technical training programs run by the oil companies.

Leaving home and the community is difficult, so some felt having more on-site instruction in rural areas would be a good approach.

A top administrator and others stressed the need for Native student services on university campuses. These staff are dedicated to the success of the Native student, to help direct and be a liaison for the student. "They help make the world seem smaller, more comfortable, and easier to deal with," said an education program specialist. Establishing a tribal college also was mentioned by a few informants.

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