SUGGESTIONS FOR IMPROVING EDUCATION QUALITY

What needs to be done …

Focus group participants were asked what needed to be done to improve the quality of education of Alaska Native children. (See Appendix D.) Many solutions -- ranging from more funding, encouragement of positive role models, more Head Start programs, raising the expectations of student and teacher performance to getting parents to buy in on their children's education -- were suggested.

"We need to have higher expectations of the students and the teachers." (Business)

"Hire more Native teachers who have the knowledge of basic teaching and Native lifestyle - it would make a huge difference." (Aniak)

"Get parents to buy in." (Business)

"Strong teacher base - local and long term. Curriculum back to basics with emphasis on math and English." (Business)

"I think there are classes and schools that could be combined [in the villages ], giving a child a more well-rounded education." (Anchorage)

"Encourage children to stay in school." (Aniak)

Nearly all participants looked at the education of Alaska Native children as the combined responsibility of the school system, parents, and all parts of the community. When asked to choose whether the school system was failing Alaska Native children or other issues, most participants felt it really was a combination of the two. (See Appendix F.)

Suggestions for improving the quality of education were mostly related to reducing or eliminating barriers that participants had identified. (See Appendix D.) These suggestions were reinforced when participants recorded what they thought was the most important thing to do to improve the quality of education of Alaska Native children. (See Appendix G.) Participants ' comments are categorized below. .

School system

Teachers: Set high standards for teachers to improve overall teaching quality. Improvements include multi-disciplinary skills, recruit better teachers to villages, hire more Native teachers, and train village teachers so they understand and embrace village life.

Curriculum: Incorporate Native language and culture, especially in early grades, emphasize the basics such as math and science, offer more vocational and other educational options, and improve students' communication and basic work skills.

Regional schools: Consider regional schools as a way to expand offerings to village students, help them transition from the village, and provide a large number of students or "critical mass" so schools in rural Alaska can compete with urban schools.

Resources: Provide adequate resources in all schools. In villages, this includes adequate counseling and education options. In cities, it means smaller class sizes and choice.

Early childhood: Identify children affected by Fetal Alcohol Syndrome and provide necessary support. Provide more Head Start and other early education programs.

Parents

Encourage and support students: Set high expectations for children, become involved in the school, encourage children to stay in school, and assure that children get the nutrition, sleep, and structure they need to succeed in school.

Awareness: Be aware of opportunities for children. Be aware of how exposure to alcohol and drug use in the home affects school performance.

Community

Business: Continue and expand intern programs and other business "partnering" with schools. Once students are placed in internships, they need to be mentored and managed, so they do not fail. Students who have a "blemish" on their work record should get a second chance. Businesses should value village experience in setting the qualifications for internships.

General community: Welcome and support Alaska Native teachers returning to the village, set high expectations for students, and encourage students to stay in school. Provide resources for single mothers and others needing transportation, housing, and financial support, and welcome and support Alaska Native students who are transitioning from village to urban areas.

Return to the Issues in Alaska Native Education: Focus Group Research

Return to the McDowell Final Report

Return to Alaska Native Knowledge Network