This blog entry was written to push for further research into Native American high school graduation and dropout rates in the State of Minnesota. Upon review of data sets and statistics from the past decade, the achievement gap between Native Americans and white students has remained constant at 39%, while Black students have closed the gap by over 10 points and Hispanic students have narrowed the achievement gap by nearly 12%.
Nationally the numbers are not great, but as a graduate student at the Humphrey School of Public Affairs, I was just looking into Minnesota. Would like some input and connect with other people concerned about the low graduation rates and high dropout rates of Native Americans and come up with real solutions. The high unemployment rates of Native Americans is a direct result of having lower high school graduation figures as written about by Meteor Blades with "American Indian unemployment far above that of general population with no relief in sight," entry from earlier today.
The data supports
the fact that methods, No Child Left Behind and others, implemented January 8,
2002, positively impacted Asian, Hispanic, and Black student graduation rates
over the past ten years but had little effect on increasing Native American
graduation and dropout rates. This and
other factors should be further studied in order to address high school
graduation and dropout rates of Native American students.
Hypothesis: Teaching methods and/or
policies that increased Hispanic and Black student graduation rates while reducing
their dropout rates in Minnesota have not impacted Native American student
graduation or dropout rates to the same extent.
The data analyzed in
this report came from Minnesota Department of Education data center, great
assistance provided by Shirley A. Kampa, Indian Education Program
Specialist. Ten separate data sets from
ten years were downloaded. The information
was assembled and analyzed in a combined workbook. The data includes graduation rates, dropout
rates (number of students who dropped out), continuation rates (the number of
students who did not graduate on time but are continuing towards graduation),
and Unknown rates which is students that did not graduate, dropout, or
continue, it is data comprised of students who fell of the grid when it comes
to communication with their schools.
The data is a
National Standard used by all States and is valid and reliable. This data is used for policy research by State
and Federal government, educators, business, private sector, and other
stakeholders to monitor and measure the achievement levels of the Minnesota
education system.
The Native American
Problem in Minnesota:
While the high
school graduation rates of other minority groups have made great strides in increasing
graduation and decreasing dropout rates in Minnesota. Native American rates remained consistent
over the ten-year sample.
In Minnesota Native
Americans comprise 2.2% of the student body yet only 1.3% of the graduating
class, they account for an astounding 8.1% of the dropouts which is nearly 4
times their aggregated rate. Only 41 out
of every 100 Native Americans who were age eligible (they started kindergarten
the same year) to graduate. completed high school last year. Nationally Native Americans graduate at a
rate of 51% but in Minnesota the rate last year was just over 10% lower at
45.5%.
Only South Dakota at
33% and Alaska at 42.5% have a lower high school graduation rate for Native
Americans than Minnesota (US News and World Report, June 6, 2013).
Other Students of
Color Closing the Gap:
Asian students have closed the achievement gap with
White students from 15.5% in 2003 to 9.9% in 2012. Asians moved their yearly graduation total
from 2,401 to 3,278 students improving by 35.4%. Nationally Asian students have the highest
graduation percentage of all racial groups at 79% and projections show that
Asian students will surpass white students in the next decade. Minnesota Asian dropout rates have been cut
nearly in half from 351 students in 2003 to 193 last year a low 4.4%. Only white students have a lower dropout percent
at 3.6%.
Hispanic students made the greatest positive change in
the past ten years. In 2003 they had the
lowest high school graduation rate of 33.4%.
Last year over 53% of the Hispanic students graduated in Minnesota,
Nationally 58% of Hispanic students graduate and that number is increasing
yearly. In the past ten years Hispanics
have surpassed Native Americans and Black/African American students and have
narrowed the achievement gap with White students from 45.5 % to 39.4%, a nearly
15% improvement.
Over the past ten
years the standard deviation for Hispanic graduation had a .066 spread and
dropouts was a .062, which tells us that Hispanic students had the greatest
percent of change which indicates the largest swing from the median from year to
year.
Hispanic students
also saw the largest change in dropout percentage, from 32.1% of Hispanics
dropping out in 2003 to only 13.9%. A
reduction of 18.2%, from 945 dropouts to 549 in ten years, Hispanics have made
huge strides in Minnesota in key education indicators.
Black/African American students also made positive progress,
from an average graduation rate of 36.4% to 51% over ten years. Nationally Black students have a 60% graduation
rate which has improved yearly over the past decade. In Minnesota over 1,297 more students
graduated last year versus 2003 because of the efforts utilized to improve
graduation, retention and decrease dropouts, the 1,297 equaled an increase of
39.6%.
At the same time
dropout rates was cut in half from 18.8% to 9.3%, which means over 426 Black
students remained in school. Communication
with Black students has improved with the Unknown reason for not graduating or
dropping out decreasing from 662 students to 493.
Nearly one of every three African Americans do
not graduate on time. They have the
highest percentage of students continuing beyond their fourth year to graduate
at 32% and 2,057 students in 2012. This
rate has averaged 32.8% over the past ten years.
The Native American
Problem:
Native American graduation rates are static in
comparison to the other groups that made remarkable improvement in cutting the
achievement gap. Ten years ago the
Native American graduation rate was 37.9%, last year it was 45.5% and has
averaged 42.4% over the past ten years.
Graduation percentage rate only increased by 7.5% and only white
students saw a lower percent increase in graduation over the ten year period at
5% (from 78.9 to 83.9%).
Native American
dropout rates continue to be abysmal with nearly one in five Native Americans
dropping out of school. The 18.3% dropout
rate is the highest percentage of any group in Minnesota. Ten years ago the dropout rate was 24.4% and
399 students dropping out, last year it was 284 students and was the highest
dropout rate of all groups.
The standard
deviation on Native American graduation and dropout figures over the past ten
years was .020 for both graduation and dropout percentage, which demonstrates
that the rates stayed very close to the median with little to no
deviation. Stagnant figures with little
improvement or decline while Hispanic and Black figures showed significant
improvement from median and average.
Continuation
percentages of Native Americans are static, 404 students continued in 2003 and
ten years later the number was 407, an increase of only 3 students. Native Americans have the second highest rate
of continuation, which means that they are not graduating on time (in four
years) only African Americans have a higher percentage of continuation.
Therefore, current programs for teaching
students of color in place in the State of Minnesota are not improving Native
American graduation rates to the level that they are with other racial groups,
i.e. Black and Hispanic students and a new tactic must be found.
Null Hypothesis: Teaching is teaching and what works for one group works for all students.
By comparing the
Black and Hispanic graduation/dropout rates with those of Native Americans, you
see that both groups were able to make great strides over the past ten
years. So what worked to increase their
graduation rates did not increase Native American graduation rates.
Also, the fact that there is a huge achievement gap between all students
of color versus white students demonstrates clearly that the null hypothesis is
not true. If teaching was
teaching, all