Through a Native Educator's Eyes: Every Child Matters, National Day for Truth and Reconciliation

In honor and remembrance of our ancestors and their educational experiences at residential Indian boarding schools, it would be fitting to take a moment to examine our current Indian educational state in Nevada as we all move forward in truth and reconciliation.

The boarding school system was designed using a military-style approach to education. The "drill and kill" strategies were used to instruct Native students in academics, social, and vocational training. The academics demanded standard academic English without integrating students' heritage language, a researched and evidence-based practice used today. The curriculum consisted of half a day of basic English and Math and a half day of vocational training, after which students would enter the workforce of their chosen vocation. Many took pride in having a career in the workforce and earning a retirement.

However, the impacts of intergenerational trauma and a lack of innovative educational approaches in instructing Native students to advance student academic outcomes since the closing of boarding schools are still currently harming generations of Native students and tribal communities. In the spirit of truth and reconciliation, holding schools, districts, and states accountable for providing a high-quality educational experience is vital to student success and tribal sovereignty. 

Year after year, these schools score a 1-star rating based on a points system totaling 100.

• Academic Achievement = 25 pts.
• Growth = 35 pts.
• English Language Proficiency = 10 pts.
• Opportunity Gaps = 20 pts.
• Student Engagement = 10 pts.

The year the pandemic hit, I was recruited to Schurz Elementary School, a public school on the Walker River Paiute Reservation. Upon immediate arrival, I implemented evidence-based and culturally responsive instructional practices, and our students successfully finished the school year through distance learning. Not only were students comfortable and confident in completing their school work, but they continued to grow in their knowledge, as demonstrated in their MAP scores immediately taken upon the school reopening. Upon reopening, students returned to a hybrid learning model that continued to increase their academic achievement.

This success is contrary to the other public schools located on Tribal reservations, including Natchez Elementary School (Pyramid Lake Paiute Reservation), Owyhee Elementary School (Duck Valley Shoshone-Paiute Reservation), and McDermitt Elementary School (Fort McDermitt Paiute-Shoshone Reservation), whereas reported in the Nevada State School Accountability Report Cards, these school experienced the opposite, as felt by schools across the nation, a decrease in student academic achievement, and have since continued this trend, remaining rated as a 1-star school.

If we were to compare the school's 5-star rating system to a student grading system, we could then ask public schools to hold themselves accountable the same way we hold students accountable.

• A = 5 stars: Recognizes a superior school that exceeds expectations for all students and subgroups.
• B = 4 stars: Recognizes a commendable school that performed well for all students and subgroups.
• C = 3 stars: Identifies an adequate school that has met the state’s standard for performance.
• D = 2 stars: Identifies a school that has partially met the state’s standard for performance.
• F = 1 star: Identifies a school that has not met the state’s standard for performance.

(Harry, 2024)

Then, a 1-star school would receive an F, a failing grade, and unable to receive academic credit. As students have to maintain a 2.0 or a "C" average to pass, receive a "D" or better to receive credit, and a "C" or better to progress in academic courses, the schools have to be accountable for the ratings they are receiving. The school ratings are based on their ability to instruct children to progress academically, demonstrated in proficiency on the state assessments. These student scores comprise the scoring system of a possible 100 pts, which determines the star ratings based on that score.

Having worked at a 5-star school and achieved successful results as a teacher, I know receiving a 5-star school rating is possible. It is a lot of intentional planning and instruction to implement evidence-based practices to meet student academic needs. For our public schools on reservations, scoring 1-star year after year is the same as denying the students and families adequate educational learning opportunities, as was found during the boarding school years. The funding is intended to provide a free and appropriate education and should be upheld in meeting standards or deemed a mismanagement of funds and neglect of duty. If the schools receive a 1-star rating, more students score in the emerging/developing stage in Math and ELA than any other category (approaches, meets, or exceeds standards) on the state assessments.

This means that our American Indian students are scoring below grade level, and as they progress in grade level, this means that they will lose academic growth opportunities and experience. In middle school, students will have elective class options replaced with a second ELA or Math class (intervention), which can continue into high school. In high school, students will spend their educational tracts taking introductory courses due to low test scores and not being eligible to take honors courses that advance their learning. This curriculum becomes the same as the Indian boarding school curriculum of basic math and English, and then entering the workforce, rather than preparing students who are prepared to run tribal governments to continue to advance tribal corporations.

It is imperative to demand a 5-star education for your Native children, as education is a fundamental human right and essential to personal and societal development. In truth and reconciliation, schools can only provide a 5-star education for American Indian students by applying culturally responsive and sustaining evidence-based instructional practices embedded in relationships, rigor, and relevance. Our students should be provided an adequate education that fosters success in a capitalistic society through entrepreneurship.

On this Every Child Matters Day, September 30th, let's honor our ancestors who endured and survived Indian boarding schools for us to live today. Let's honor education equitably that meets our American Indian students' needs through positive collaborations between states, districts, and Tribes to build capacity for public schools on reservations to deliver a culturally responsive, relevant, and sustaining 5-star education for our upcoming and future generations. With any success, it takes hard work, dedication, and perseverance.

Reference:

Harry, K. (2024). Navigating Indian and rural education to achieve equity: Fieldwork findings and recommendations to successfully achieve MCSD's strategic plan goals. Generation Red.